2015-2016 campus improvement plan hommel elementary ...€¦ · 4. continuous improvement occurs...

Everman Independent School District

Hommel Elementary

2015-2016 Campus Improvement Plan

Hommel ElementaryGenerated by Plan4Learning.com 1 of 52 Campus #220-904-104

September 24, 2015 10:56 am

Mission StatementEverman ISD, in partnership with parents and the community, will provide innovative instructional programs for students to inspire a

passion for lifelong learning, to develop responsibility and character and to achieve academic excellence and college readiness enablingthem to compete in an ever-changing global community.

VisionOne Goal: One Purpose, Student Success

Core BeliefsEverman ISD manifests unity of vision and mission with goals for academic achievement.1.

Educators hold high expectations for all students to achieve through academic and behavioral support.2.Everman ISD's culture of success depends on personal responsibility and accountability.3.Continuous improvement occurs through sustained professional/earning, collaboration among all stakeholders and ongoing leadership development.4.The District appreciates and embraces diversity and the resulting contributions to local and global communities.5.The district actively encourages participation from all stakeholders.6.



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district. . . . . . . . . . . . . . . 22Goal 2: To build strong relationships with our clients...students, parents, community and business partners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Goal 3: To maintain a safe and secure environment for all students and staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Goal 5: To provide and maintain facilities in a quality, cost-effective manner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Goal 6: To recruit and retain outstanding faculty, staff and administrators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48



Comprehensive Needs Assessment

Demographics

Demographics Summary

Pre-K - 3rd below 96% in Attendance

25% Mobility Rate

83% of students are at-risk

Demographics Strengths

4th grade attendance 96.38%

Diverse student population

AA 23.3

H 67.5

W 6.4

2 or more 1.7



Demographics Needs

Pre-K - 3rd below 96% in Attendance

25% Mobility Rate

83% Students are at-risk of dropping out of high school



Student Achievement

Student Achievement Summary

Writing 38%

Writing Spanish 63%

Reading 4th grade Reading 64% Spanish Reading 58%

Reading 3rd grade 67% Spanish Reading 77%

AA at least 10% behind from Hispanic

REN STAR showing less than in one year progress

Review RTI process

Student Achievement Strengths

SP ED 6%

4th grade reading increased overall

3rd grade Reading Spanish 77%

4th grade Reading English 70%

Student Achievement Needs

Writing 38%



AA at least 10% behind from Hispanic

4th grade Reading Spanish 58%

REN STAR showing less than in one year progress

Review RTI process

Spanish Reading dropped in 4th grade

3rd grade Reading all Sub populations under 70% except Hispanic

AA sub population low in all tests and grades

English Writing below 50% across all sub populations



School Culture and Climate

School Culture and Climate Summary

On Dana Center walkthroughs:

75% well managed 8% disengaged, the learning objective is not evident to 53% of the students, over 50% of questioning is at lower end of blooms

60% of discipline incidents were by the same students

AA-males 15 out of 27 are repeat offenders

Cycle 4 discipline -45 incidents

School Culture and Climate Strengths

81.82 % 3E

29.38 % materials in the classrooms, a variety of students actions, out of 60 walk-through only 3 classrooms had not instructional strategies going on at thetime of the walk-through, a variety of instructional practices on the campus

School Culture and Climate Needs

On Dana Center walkthroughs:

75% well managed 8% disengaged, the learning objective is not evident to 53% of the students, over 50% of questioning is at lower end of blooms

60% of discipline incidents were by the same students



AA-males 15 out of 27 are repeat offenders

Cycle 4 discipline -45 incidents



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

43% less than 6 yrs experience

address high turn over of teachers with 6years less experience

Total Domain 99 below

Increase teachers attendance

Staff Quality, Recruitment, and Retention Strengths

17.1 Student teacher ratio

Most teachers have GT training

56% over 6 yrs experience

Staff Quality, Recruitment, and Retention Needs

43% of teachers have less than 6 yrs experience

address high turn over of teachers with 6years less experience

Total Domain 99 below

Increase teachers attendance



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Needs

Writing 38%- expository writing went from 4.8 to 3.1; 4.5 to 3.8 in personal narrative; 6.3 to 4.2 in revision; 13.6 to 12.6 in editing;



Family and Community Involvement

Family and Community Involvement Summary

Parent Survey

Track our parent attendance on events

Face to face contact

Family and Community Involvement Strengths

Web page is updated

Multiple ways of communication including Facebook

Utilizing calling system very frequently

Family and Community Involvement Needs

Parent Survey

Track our parent attendance on events

Face to face contact



School Context and Organization

School Context and Organization Summary

Hommel needs a plan for anti-bulling

Positive behavior Gold form program

PBIS not evident

School Context and Organization Strengths

240 min of PE per week

1.15 intervention Math

Support for Kinder in Reading and Math

School Context and Organization Needs

Hommel needs a plan for anti-bulling

Positive behavior Gold form program

PBIS not evident



Technology

Technology Summary

101 computer to 54 printer

Hommel needs more computers

More interactive technology TL1=2

Hommel have a Thin Client

Hommel needs more training in Technology for students EP=2

Technology Strengths

2 highest Digital Camera

85 IPADs

Leadership is high in Technology

Average or above on everything except INF4

Staff Technology is average within the district

Math program

Destination learning

Technology Needs



101 computer to 54 printer


More interactive technology TL1=2

Hommel have a Thin Client

Hommel needs more training in Technology for students EP=2

IF=2


Technology TEKS formal taught



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataNCLB Report Card dataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failersProgress of prior year TAKS failersTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records results



Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataTeacher STaR Chart Technology DataTexas STaR Chart longitudinal dataPDAS data

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementation



Communications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data



Goals

Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplarydistrict.

Performance Objective 1: To increase the percentage of all student groups meeting or exceeding proficiency incrementally to reach 90% success on allState assessments by 2015

Summative Evaluation: 83% passing rates on all State assessments

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormativeReviews

Nov Mar JuneCritical Success Factors

CSF 1

1) Continue (A.R.) Reading at grades 2-4 and add some AR for 1st grade 2nd.

1, 2, 4, 8,10

Teachers AR Usage report will demonstrate1 year growth in IRL from BOY to EOY

Funding Sources: Title I-A

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7

2) Provide teachers with Marzano/Bloom training to help with higher thinking

1, 2, 4, 8,10

PrincipalsInstructionalSpecialist

Training SAMs3/10 Data Walks show evidence of effectiveinstructional strategies

Funding Sources: Title I-A, LocalCritical Success Factors

CSF 2 CSF 4 CSF 7

3) Continue to review PLCs to provide review data before PLC meetings so PLCsare more productive

1, 2, 4, 8,10

PrincipalsInstructionalSpecialistTeachers

Meetings SAMs and Lesson Plans80% passing CBAs

Funding Sources: LocalCritical Success Factors

CSF 6 CSF 7

4) Do a book study on Mindset, by Carol Dweck, with action plan on how growthmindset strategies will be implemented throughout the school year.

1, 2, 4, 8,10


Training SAMs80% passing CBAs

Funding Sources: Local

Critical Success FactorsCSF 1

5) Lesson plan activities and new math TEKS match TEKS verbs andimplementation of new TRS

1, 2, 4, 8,10


3/10 Data Walks show evidence of correct HOTS matchLesson Plans


CSF 1 CSF 2

6) Provide SIS assessment tools to monitor student progress

1, 2, 4, 8,10

InstructionalSpecialistTeachers

Tier II and III reportsMOY 50% SD & EOY 80% D

Funding Sources: Local, Title I-A




7) Implement daily oral math and daily oral grammar K-4.

1, 2, 4, 8,10

Teachers 60% at GLE in math multi-step problemsLesson Plans



8) Purchase materials, including technology, to improve instruction in the TEKS

1, 2, 4, 8,10

Principal POs83% passing State assessments



9) Continue word wall to enhance writing and vocabulary

1, 2, 4, 8,10

PrincipalInstructionalSpecialistTeachers

PO's83% passing State assessments

Funding Sources: Title I-ACritical Success Factors

CSF 1 CSF 2 CSF 7

10) Continue Gomez and Gomez walk-throughs and provide feedback to insurefidelity to the program.

1, 2, 4, 8,10

PrincipalDir. Of BilingualRegion 10Teachers

Alignment guideSummary of lesson plansSummary of data walks on instructional delivery83% passing state assessmentsExceed Safeguard goal by 10% points

Funding Sources: Title IIICritical Success Factors

CSF 1 CSF 2 CSF 7

11) Purchase writing materials to increase writing across the curriculum

1, 2, 4, 8,10

Principal Purchase orders, lesson plans83% passing State assessments


Critical Success FactorsCSF 1 CSF 2 CSF 7

12) Implement 4th grade writing camp to increase STAAR writing scores

1, 2, 4, 8,10

Teachers,Principal,InstructionalSpecialist

Lesson Plans and writing samples83% passing State assessments

Funding Sources: Title I-A13) Continue spiral Math program to increase knowledge of Math concepts. 1, 2, 4

= Accomplished = Considerable = Some Progress = No Progress = Discontinue



Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district.

Performance Objective 2: To develop an assessment program that includes elements for student success in PK-12 and post secondary settings






CSF 1 CSF 2

1) 2nd - 4th grade students will do district TELPAS writing samples 4 times a year

1, 2, 8, 10 PrincipalTeachers

Writing samples25% of students score a 3 or higher



2) Purchase additional DRA kit and train teachers on using kits.

1, 2, 3, 4,8, 9

PrincipalAssistant PrincipalInstructionalSpecialistTeachers

Reading scores on all reading assessments are at 80% orthe 75% percentile.





Performance Objective 3: To develop a menu of research based interventions to meet the needs of individual students






CSF 1 CSF 2 CSF 3 CSF 7

1) Use PLC process to analyze data and revise intervention plans to meet the needsof all students

1, 2, 9, 10 PrincipalsInstructionalSpecialistTeachers

Meeting SAMsLesson plans80% passing on CBAs

Funding Sources: Local, Title I-A, SCECritical Success Factors

CSF 1

2) Provide SIS services to students in need of academic interventions

1, 2, 9, 10 PrincipalsInstructionalSpecialistSIS teachers

ScheduleSIS student scores commensurate with all student group

Funding Sources: Local, Title I-A, Title III, SCECritical Success Factors

CSF 1

3) Provide SIS materials to students in need of academic interventions

1, 2, 9, 10 PrincipalsInstructionalSpecialistSIS teachers

Purchase ordersSIS student scores commensurate with all student group


CSF 1 CSF 4

4) Provide tutorials outside of school day

1, 2, 9, 10 PrincipalsInstructionalSpecialistSIS teachersTeachers

ScheduleTutorial student scores commensurate with all studentgroup


CSF 1

5) Implement Pyramid Intervention

1, 2, 3, 4,9, 10

Principal ScheduleSIS student scores commensurate with all student group

Funding Sources: Local, Title I-A, Title III, SCE


6) Provide instructional services to homeless students

1, 2, 9, 10 PrincipalCounselor

Purchase ordersHomeless student scores commensurate with all studentgroup

Funding Sources: Local, Title I-A, SCECritical Success Factors

CSF 1

7) Purchase and use Spanish SIS materials

1, 2, 9, 10 Principal Purchase ordersLEP student scores commensurate with all student group

Funding Sources: Title I-A, Title I-A, SCE, Title III




Performance Objective 4: To create a clearly articulated curriculum that is aligned with TEKS






CSF 1

1) Purchase spiral math program to help with math review

1, 2, 10 Teachers PO40% score below GLE in math application problems



2) Implement TEKS Resource Guide

1, 2, 10 PrincipalTeachers

PO20% increase on STAAR



3) Inventory current supplemental curriculum and create a list of current and newresources and communicate with teachers regarding implementation.

1, 2, 3, 4,9





Performance Objective 5: To implement instructional technology to support student learning






CSF 1 CSF 4

1) Integrate technology into core subject area in instruction

1, 2, 10 InstructionalSpecialistTeachersCampus Tech

Lesson Plans3/10 Data Walks show evidence of technology usage


CSF 1 CSF 4

2) Purchase one interactive instructional device for special education and pull-out

1, 2, 10 Principal Purchase ordersinventory3/10 Data Walks show evidence of technology usage

Funding Sources: Local, Title I-A, State GrantsCritical Success Factors

CSF 1 CSF 4

3) Integrate Tech TEKS in lesson plans

1, 2, 10 TeachersPrincipalAssistant Principal

Lesson plans3/10 Data Walks show evidence of technology usage


CSF 1 CSF 7

4) Professional development for technology integration through school district andoutside vendors

1, 2, 10 Principal





Goal 2: To build strong relationships with our clients...students, parents, community and business partners.

Performance Objective 1: To develop and maintain open lines of communication using varied methods to reach all stakeholders

Summative Evaluation: 4 communications monthly between home and school





CSF 1 CSF 5

1) Provide home visits to parents as needed

1, 2, 6, 10 PrincipalCounselorTeachers

Parent contact log80% passing CBAs


CSF 1 CSF 5

2) Schedule and inform parents of NCLB meetings

1, 2, 6, 10 Principal Meeting SAMs100 parents attend events


Critical Success FactorsCSF 1 CSF 5

3) Use call-out system once monthly for general communications and attendancecall/outs

1, 2, 6, 10 Principal Call-out log100+ parents attend events



4) Continue to update website about monthly events

1, 2, 6, 10 Principal Website100 parents attend events



5) Promote and follow-up on parent survey to ensure parents are able toparticipate.

1, 2, 6 PrincipalAssistant PrincipalCampus TechnologyCoordinator

100 parents participate in survey

6) Report card parent pick-up for 1st six week report cards and after 4th six weeksreport card.

1, 2, 6, 9





Performance Objective 2: To offer training/ learning opportunities to all EISD families and community members

Summative Evaluation: 3 training/ learning opportunities per year





CSF 1 CSF 5

1) 2. Hold Family Reading and Science Nights

1, 2, 6, 10 PrincipalAssistant PrincipalTeachers

Meeting SAMs and meeting 80% passing CBAs






Performance Objective 3: To develop measures and accountability between parent, teachers, students and administration to ensure student success

Summative Evaluation: At least one individual parent/school meeting per year for each EISD student





CSF 1 CSF 5

1) . Schedule conferences with parents of students who are frequently tardy, absentor who have early dismissals


Parent contact logone individual parent/school meeting



2) Hold BOY and EOY meetings to discuss the parent involvement policy andparent compact

1, 2, 6, 10 PrincipalCounselorTeachers




3) PEIMS clerk uses call-out system to call the parents of absent students.

1, 2, 6, 10 PEIMS Clerk Call out system log96% attendance






Performance Objective 4: To develop programs and services to ensure true partnerships with parents, families, businesses, and the community that supportstudent success as well as parent involvement and participation

Summative Evaluation: Increase PTO memberships by 20 (5%)





CSF 4

1) Institute a College Awareness Week


CalendarCommunication or visit by one university



2) Increase parent volunteers to assist teachers and in the school in general.


Volunteer sign-inIncrease volunteer hours



3) Utilize text system with school messenger with Remind 101


Committee SAMsPTO recommendation





Goal 3: To maintain a safe and secure environment for all students and staff.

Performance Objective 1: To maintain a safe and secure environment for all students and staff

Summative Evaluation: 10% decrease in incidences as reported on PEIMS 425





CSF 1 CSF 4 CSF 5

1) Schedule conferences with parents of students with repeat discipline referrals

1, 2, 10 Principal Parent contact logReduction of OSS and ISS placements



2) Teach bus behavior to students at beginning of school


Schedule50% drop in reported bus issues on survey



3) Assign students to behavior interventionist when necessary

1, 2, 10 TeachersBI

BI list of studentsReduced ISS and DAEPs

Funding Sources: Local, SCE


4) Assign students to DAEP when necessary

1, 2, 10 Principal DAEP rosterReduced ISS and DAEPs



5) Teach PBIS procedures and social skills to grades PK-4 in am

1, 2, 10 CounselorPBIS Committee

ScheduleReduction of OSS and ISS placements



6) Educate students on anti-bullying program to promote safe schools

1, 2, 10 Counselor Lesson PlansStudent SurveysReduction in reports of bullying


CSF 4 CSF 6

7) Schedule Safe Haven presentations K-4th grade.

1, 2





Performance Objective 2: To provide multiple opportunities for students to learn and practice characteristics of productive, community-minded citizens

Summative Evaluation: 10% decrease in incidences as reported on PEIMS 425





CSF 1 CSF 6 CSF 7

1) Use character education materials

1, 2, 10 TeachersCounselors

AnnouncementsReduction of OSS and ISS placements



2) PBIS-district wide character program

1, 2, 10 PrincipalAsst. Prin.Teachers

Training Walk-throughsReduction of OSS andISS placements


CSF 5 CSF 6

3) Schedule a Career Day

1, 6 PrincipalAssistant PrincipalCounselorCareer DayCommittee

Event scheduled on calendarSign-in sheet for committee meetingCareer day flier/agenda or schedule


4) Start a Book Buddy Program

1, 2 PrincipalAssistant PrincipalInstructionalSpecialist

Book Buddy procedures and schedules





Performance Objective 3: To provide and implement students/staff/community development programs to educate all stakeholders regarding the issues ofsubstance abuse, suicide, child abuse, and violence prevention

Summative Evaluation: All schools will report 100% compliance with these educational programs





CSF 6

1) Counselor visits to classrooms to address substance abuse, suicide preventionand violence prevention

1, 2, 10 Counselor CalendarLesson plansReduction of OSS and ISS placements



2) Conduct Red Ribbon Week and bully prevention week and publicize on websiteand Facebook page.

1, 2, 10 PrincipalCounselor

CalendarLesson plansReduction of OSS and ISS placements



3) Schedule staff meetings to address discipline management and child abuse

1, 2, 10 Principal CalendarLesson plansReduction of OSS and ISS placements






Performance Objective 4: To achieve a dropout rate of less than 1% for all populations

Summative Evaluation: Attain a 1% or less dropout rate on TAPR report for all populations





CSF 5

1) Identify and provide services to all homeless students


Purchase ordersHomeless student scores commensurate with all studentgroup

Funding Sources: Local, SCE, Title I-ACritical Success Factors

CSF 1

2) Provide dual language, ESL or bilingual instruction to all LEP students

1, 2, 9, 10 PrincipalB/ESL Coordinator

Class and Staff rostersLEP student scores commensurate with all student group



3) Provide SIS services to students in need of academic interventions

1, 2, 9, 10 PrincipalInstructionalSpecialistsSIS teachersTeachers


Funding Sources: Local, SCE, Title I-A, Title II-A, Title IIICritical Success Factors

CSF 1

4) Provide SIS materials to students in need of academic interventions

1, 2, 9, 10 PrincipalInstructionalSpecialistsSIS teachersTeachers


Funding Sources: Local, SCE, Title I-A, Title II-A, Title IIICritical Success Factors

CSF 1 CSF 4 CSF 5

5) Create an attendance committee that includes teachers and meet every six weeksto talk about students with chronic attendance issues.

1, 6, 9 PrincipalAssistant PrincipalCounselorAttendanceCommittee




Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate.

Performance Objective 1: To maintain 98% or higher attendance rate in all student populations

Summative Evaluation: Attain a 98% or higher attendance rate on TAPR report for all student populations





CSF 1

1) Create an attendance committee (C.I.A - Children In Attendance committee)that includes teachers and meet every six weeks to talk about students with chronicattendance issues.

1, 2, 10 Principal AgendaSAM Attendance rate above 96%



2) Continue to offer attendance incentives

1, 2, 10 Principal CertificatesAttendance rate above 96%





Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate.

Performance Objective 2: To increase communication among district stakeholders in identifying and aiding at-risk students

Summative Evaluation: Attain a 1% or less dropout rate on TAPR report for all populations





CSF 5

1) Provide home visits to parents who do not attend parent teacher conferences

1, 2, 6, 7,9, 10

PrincipalCounselorTeachers



CSF 5

2) 2. Coordinate with local day cares to facilitate transition from PreK andkindergarten by inviting them to PreK events

1, 2, 6, 7,9, 10

Principal Meeting SAMs50% score D on BOY TPRI or Tejas Lee





Goal 5: To provide and maintain facilities in a quality, cost-effective manner.

Performance Objective 1: To pursue discretionary funding through avenues such as grant writing, business/community partnerships and corporateunderwriting employee

Summative Evaluation: Apply for one discretionary grant funding source





CSF 7

1) Apply for technology grants

1, 10 Principal Completed applicationAdditional funding sources

Funding Sources: Local, State Grants


2) Apply for funding to purchase books

1, 10 Principal Completed applicationAdditional funding sources

Funding Sources: Local, State Grants




Goal 5: To provide and maintain facilities in a quality, cost-effective manner.

Performance Objective 2: To effectively utilize the district’s resources including budget and facilities

Summative Evaluation: Maintain a superior FIRST rating from TEA





CSF 3

1) Review budget monthly

1, 10 Principal Monthly reviewNo over-expenditures



2) Continue Managed Printing

1, 10 Asst Supt C&ITech CoordinatorPrincipal

Managed printing servicesReduced cost for ink and toner





Goal 6: To recruit and retain outstanding faculty, staff and administrators.

Performance Objective 1: To recruit outstanding faculty, staff and administrators

Summative Evaluation: Maintain 100% HQ instructional staff





CSF 3 CSF 4 CSF 7

1) Offer program for incentive for staff perfect attendance

1, 3, 5, 10 Principal Increase attendance rate96% or higher attendance for staff members



2) Implement semi-annual staff check point meetings

1, 3, 5, 10 Principal SAMsTeacher survey shows 90% increase in teacher quality



3) Attend recruitment career fairs

1, 3, 5, 10 Dir. of HRPrincipal

Career Fairs Attendance100% HQ staff






Performance Objective 2: To provide the opportunity for job embedded research-based professional development for every district employee

Summative Evaluation: Survey shows 90% effective PLCs





CSF 1 CSF 7

1) Require Professional development in technology, core subjects (math, ELAR,science, SS) and leadership and implement teacher training for learning focus.

1, 3, 4, 5,10

PrincipalCampus TechTeachers

Training SAMs3/10 Data Walks show evidence of technology usage



2) Use PLC process to analyze data and improve teaching strategies

1, 3, 4, 5,10


Meeting SAMsLesson plans80% passing on CBAs

Funding Sources: Local, Title I-A, Title II-A, SCECritical Success Factors

CSF 1 CSF 6 CSF 7

3) Professional development in classroom management

1, 3, 4, 5,10

Principals Training SAMsReduction in office referrals.






Performance Objective 3: To develop a plan to increase employee performance

Summative Evaluation: 10% decrease in employee turnover





CSF 3 CSF 7

1) Assign team leader/committee to help with decision-making

1, 2, 4, 9,10

Principal Committee listPLC survey shows increased collegiality



2) Provide teachers with Marzano/Bloomâ€™s strategies overview

1, 2, 4, 9,10


Training SAMs3/10 Data Walks show evidence of effectiveinstructional strategies

Funding Sources: Local, Title I-A, Title II-ACritical Success Factors

CSF 1 CSF 7

3) Provide teacher learning focus professional development.

1, 4, 5





Performance Objective 4: To develop a plan to increase employee retention rates

Summative Evaluation: Turn-over rate for teachers of less than 20%





CSF 1 CSF 3 CSF 7

1) 1. Identify effective team/collaborative leader model Local IAPLETQ

1, 2, 4, 9,10

Principal SAMsGuidelinesTeacher survey shows 90% increase in teacher quality



2) Peer observation opportunities and shared practices

PrincipalTeachers

GuidelinesSAMsTeacher survey shows 90% increase in teacher quality



3) Implement district wide mentor program on each campus

Dir. of PDPrincipal

SAMsDecrease in turnover rate by 5%

Funding Sources: Title II-A




Title I

Schoolwide Program Plan

Training Elementary has created a schoolwide program that is comprehensive in nature to ensure that we are serving all students, improving all structures that support student learning, andcombining all resources, as allowed, to achieve our goals and maximize the impact of Title 1.

The six steps that our campus follows include:

Establishing and training our site-based planning team; 1.Clarifying the vision for school reform; 2.Creating our school's profile; 3.Identifying data sources and gathering the data;4.Analyzing the data;5.Reporting data findings to the entire site-based planning team and collecting reflections and feedback. 6.

Throughout the schoolwide planning process, administrators and teachers identify student strengths, needs and the interventions that are currently in place. They assess the effectiveness of thoseinterventions and make recommendations for revisions as needed. The site-based planning process is used as a campus organizational strategy to guide program development, implementation, andevaluation. This systemic planning provides structure and a common language for school improvement. It also provides logical ways for school staff to think about current progress and theadjustments or changes that need to be made on our campus to continually improve the effectiveness of our schoolwide program.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Training Elementary has conducted a comprehensive needs assessment that serves as the centerpiece of our planning process and the driving force most impacting the campus improvement plan.While data is gathered and analyzed throughout the year, a comprehensive effort is always made at the end of each school year. This year, administrators and teachers collected data and incollaboration with teacher leaders and others. Root causes were identified, written as needs and reported to the site-based planning team. The team was given time to reflect on the data and askclarifying questions. When the team felt that all appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and written into the plan.

2: Schoolwide Reform Strategies

Our schoolwide reform strategies provide opportunities for all children to meet the state's proficient or advanced levels of student performance. Thesestrategies are based on effective means of improving achievement for all students. The following are activities we utilized in this plan:

Review program documentation to ensure that all instructional programs/instruction strategies are supported by scientifically-based research. Identify1.how each activity in our school strengthens the core academic program.Identify scientifically-based research programs that increase the amount and quality of learning time.2.Review the master schedule to identify opportunities for extended learning time.3.Investigate how manipulatives are used in the various core areas.4.Identify programs within our school that address enriched and accelerated curriculum issues.5.Disaggregate the data by student populations to determine our program's effectiveness in meeting the needs of all our students.6.

3: Instruction by highly qualified professional teachers

Instruction by highly qualified professional teachers is an important component of our schoolwide plan. Procedures in use at Training Elementary to ensureHommel ElementaryGenerated by Plan4Learning.com 45 of 52 Campus #220-904-104


that instruction is provided by highly qualified teachers include:

Provide time off for high-quality professional development.1.Provide an effective mentoring system.2.Assign teachers for a "best-fit" of their strengths.3.Provide professional development for existing programs prior to new school year for new staff or those wanting refreshers.4.Monitor effectiveness of teachers by frequent walk-throughs.5.Provide time for teachers to observe master teachers in the classroom.6.Provide training and opportunities for collaboration in looking at formative and summative student achievement data.7.Implement strategies to provide clear lines of communication between teachers and administrators.8.

Writing Tip: Again, these serve as examples only. There are many effective strategies that can be used for highly qualified teachers strategies. Also, there isno requirement stating how many strategies are needed.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Training Elementary utilizes high-quality and ongoing professional development to ensure teachers are equipped to face the challenge of helping studentsmeet the state's academic achievement standards. Procedures include:

Select the professional development that meet the needs of all principals, teachers, paraprofessionals, parents, and others, as appropriate.1.Provide opportunities for all staff to obtain training in programs and initiatives that are already in place.2.Provide professional development opportunities for all personnel to meet the identified needs of all student populations to increase student3.performance.Allow teachers to attend professional developments throughout the year on content areas specific to teacher's assignment.4.Provide blocks of time during and after school for collaborative meetings or planning time across grade levels and content areas.5.

5: Strategies to attract highly qualified teachers

The campus follows district procedures for recruiting and attracting highly qualified teachers. Please refer to the highly qualified teacher document locatedin the addendums for this plan.

6: Strategies to increase parental involvement

Our campus understands that parental involvement is a major key to students' success. Three years ago, we hired a Parent Coordinator and we are seeingsignificant improvement in parental involvement. One key action that is lead by the Parent Coordinator is the implementation of a special parent advisoryteam. The composition of this parent team is quite varied and as we make plans for parental involvement, we bring our ideas to this parent team forfeedback. The parent team has been charged to think about how the ideas/activities/projects impact their busy home lives and then they provide theiropinions about successful implementation. This helps us make better decisions about how to increase parental involvement and obtain higher levels of



parent participation.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

The campus recognizes and emphasizes the value of creating a coherent and seamless educational program for at-risk students. Our campus does notcurrently have an early childhood program; however, when new students enroll, we make sure that we identify any preschool siblings so that we can shareinformation about the early childhood programs in the district. It is important that the academic achievement of every preschool student is closelymonitored. Because the early childhood programs provide a foundation for later academic success, we work hard to be sure that our parents know whatoptions are available for them and for neighborhood children who might not have older siblings in school.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

In addition to STAAR results, teachers receive current and ongoing assessment data that describe student achievement. The data often come from lessformal assessments, such as observation, performance assessments, or end-of-course tests. The campus provides teachers with professional development thatincreases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction. Each gradelevel is included in the formative review process for our improvement plan. This allows teachers to consistently evaluate the effectiveness of our academicassessments and the overall instructional program.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Each grade level identifies individual students who need additional learning time to meet standards. The teachers then provide those students with timely,additional assistance that is tailored to their needs. The assistance and support looks different at each grade level; however it is always available to allstudents in the school who need it.

10: Coordination and integration of federal, state and local services and programs

Because we are a schoolwide Title 1 campus, we have flexibility to integrate services and programs with the aim of upgrading our entire educationalprogram and helping all students reach proficient and advanced levels of achievement. In addition, through our improvement planning and budgetingprocess, we are able to combine most Federal, State and local funds in order to maximize the impact of the resources available to carry out the schoolwideTitle 1 program for the purpose of increasing student achievement.



Campus Funding Summary

LocalGoal Objective Strategy Resources Needed Account Code Amount

1 1 2 $0.001 1 3 $0.001 1 4 $0.001 1 5 $0.001 1 6 $0.001 1 7 $0.001 1 8 $0.001 2 1 $0.001 3 1 $0.001 3 2 $0.001 3 3 $0.001 3 4 $0.001 3 5 $0.001 3 6 $0.001 4 2 $0.001 5 1 $0.001 5 2 $0.001 5 3 $0.001 5 4 $0.002 1 1 $0.002 1 2 $0.002 1 3 $0.002 1 4 $0.002 2 1 $0.00



2 3 1 $0.002 3 2 $0.002 3 3 $0.002 4 1 $0.002 4 2 $0.002 4 3 $0.003 1 1 $0.003 1 2 $0.003 1 3 $0.003 1 4 $0.003 1 5 $0.003 1 6 $0.003 2 1 $0.003 2 2 $0.003 3 1 $0.003 3 2 $0.003 3 3 $0.003 4 1 $0.003 4 2 $0.003 4 3 $0.003 4 4 $0.004 1 1 $0.004 1 2 $0.004 2 1 $0.004 2 2 $0.005 1 1 $0.005 1 2 $0.005 2 1 $0.00



5 2 2 $0.006 1 1 $0.006 1 2 $0.006 1 3 $0.006 2 1 $0.006 2 2 $0.006 2 3 $0.006 3 1 $0.006 3 2 $0.006 4 1 $0.006 4 2 $0.00

Sub-Total $0.00Title I-A

Goal Objective Strategy Resources Needed Account Code Amount1 1 1 $0.001 1 2 $0.001 1 6 $0.001 1 8 $0.001 1 9 $0.001 1 11 $0.001 1 12 $0.001 3 1 $0.001 3 2 $0.001 3 3 $0.001 3 4 $0.001 3 5 $0.001 3 6 $0.001 3 7 $0.00



1 3 7 $0.001 4 1 $0.001 5 2 $0.002 2 1 $0.003 4 1 $0.003 4 3 $0.003 4 4 $0.006 2 2 $0.006 3 2 $0.00

Sub-Total $0.00Title II-A

Goal Objective Strategy Resources Needed Account Code Amount3 4 3 $0.003 4 4 $0.006 2 2 $0.006 3 2 $0.006 4 3 $0.00

Sub-Total $0.00Title III

Goal Objective Strategy Resources Needed Account Code Amount1 1 10 $0.001 3 2 $0.001 3 3 $0.001 3 4 $0.001 3 5 $0.001 3 7 $0.003 4 3 $0.003 4 4 $0.00



Sub-Total $0.00SCE

Goal Objective Strategy Resources Needed Account Code Amount1 3 1 $0.001 3 2 $0.001 3 3 $0.001 3 4 $0.001 3 5 $0.001 3 6 $0.001 3 7 $0.003 1 3 $0.003 1 4 $0.003 1 5 $0.003 4 1 $0.003 4 3 $0.003 4 4 $0.006 2 2 $0.00

Sub-Total $0.00State Grants

Goal Objective Strategy Resources Needed Account Code Amount1 5 2 $0.005 1 1 $0.005 1 2 $0.00

Sub-Total $0.00Grand Total $0.00



2015-2016 campus improvement plan hommel elementary ...€¦ · 4. continuous improvement occurs...

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