2016-2017 campus improvement plan valley creek elementary ... filemckinney independent school...

McKinney Independent School District

Valley Creek Elementary

2016-2017 Campus Improvement Plan

Valley Creek ElementaryGenerated by Plan4Learning.com 1 of 26 Campus #043907108

April 5, 2017 5:37 pm

Mission Statement

We will provide engaging learning experiences so students can become effective communicators, quality contributors, and sociallyresponsible citizens.

VisionWe are a cohesive, diverse community providing engaging learning experiences for all.

Core BeliefsPartnerships between students, parents, community members, and staff are foundational to educational success.

Positive school culture and a safe environment foster growth.Everyone has inherent value and deserves to be treated with dignity and respect.

Learning is an active process requiring engaging tasks and engaging minds.Relevant and authentic experiences ignite continuous, deeper learning.

Meaningful relationships enrich learning.Confidence fuels risk taking and higher achievement.


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Financial stewardship ensures a tomorrow for education.


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Valley Creek Elementary has been in existence for 25 years. The campus is composed of 530 students. Our student ethnic distribution has become slightlymore diverse than in recent years: 78% White, 12% African American, 3% Hispanic, and 7% Asian/Pacific Islander. 12% of our students are identified asEconomically Disadvantaged; 3% are limited English Proficient; 10% are served through our Gifted and Talented Program; 13% meet the state "at-risk"criteria; and 10% of the student population receive special education services. Our students achieved a 96% attendance rate which decreased slightly over thepast two years.

Demographics Strengths

We serve a primarily homogeneous student population. This is a strength as our students enjoy a "neighborhood school" experience. Most of our studentslive in close proximity to the school which enhances the school community atmosphere and communication. The vast majority of our students come toschool having shared experiences and relationships outside of school. These shared experiences enhance our ability to connect with students in designing andimplementing meaningful learning experiences.

Demographics Needs

While our homogeneous population certainly creates positive experiences and opportunities for our students and families, it also creates some challengeseducationally. A more diverse student population might enhance the educational experience for all students as students may bring a more diverse culturalbackground and set of experiences. Our relatively low percentage of "at-risk" learners also causes us, as educators, to focus specifically on processes andstructures to address the academic, social, and emotional needs of these students. African American, Limited English Proficiency, and Economicallydisadvantaged populations will continue to be monitored and assessed.


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Student Achievement

Student Achievement Summary

Our student achievement data continues to be an area of strength for our campus. During the 2015-2016 school year, STAAR results indicated that of our 3rdGrade students, 94% met satisfactory level and 42% met advanced level in Reading. Our 4th Grade students achieved 96% met satisfactory level and 35%met advanced level in Reading, and 91% met satisfactory level and 40% advanced in Writing. Of our 3rd grade students, 94% met satisfactory level and 34%advanced in Math. Our 4th grade students acheived 96% met satisfactory level in Math and 39% advanced, and our 95% of our 5th grade students metsatisfactory level and 39% advanced level. Finally, of our 5th Grade students, 98% met satisfactory and 54% met advanced in Reading, and 89% metsatisfactory and 20% achieved the advanced level in Science.

Student Achievement Strengths

Valley Creek students continue to excel in all formal and informal assessment criteria. STAAR results indicated that we maintained a standard of excellenceby scoring well above the state and district averages. Student performance in Reading, Math, & Writing demonstrate outstanding growth and achievementespecially in the advanced levels of 3rd grade Reading and 4th/5th grade Math. Additionally, our students performed superior in MAP, DRA and iStationassessments (K-5) which aligns with local assessments and student report card scores. Cohort data indicates significant student growth as they progress fromgrade to grade.

Student Achievement Needs

In response to 2015-2016 STAAR assessment data results, the Valley Creek staff will continue to target student engagement and increasing rigor &engagement in Math & Science in order to maximize student growth for all students. An emphasis will be placed on increasing the achievement ofeconomically disadvantaged students in these areas as well. We will continue to focus on performance standards, vertical alignment of our TEKS, creating alanguage rich classroom environment, hands on learning, Professional Learning Communities, district curriculum & continuation of the Engaged LearningModel (ELM) in Science & Social Studies.


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School Culture and Climate

School Culture and Climate Summary

Valley Creek strives to maintain a vital, positive school culture and climate for students and staff. We want all students to feel Valley Creek is a safe place tolearn and grow. Students should be challenged each day to reach their highest learning potential. Teachers work together collaboratively to provide learningexperiences that are engaging for the students and make connections to their lives. Principal's weekly electronic newsletter encourages teachers to reflect onteaching strategies, challenges teachers professionally, and shares staff appreciation statements which will directly align with Campus Improvement Goals.

School Culture and Climate Strengths

Valley Creek staff members recognize and reward positive behaviors students exhibit in the classroom. Past student survey data indicates a strength in safetyand student support on the part of staff members and their families, as well as high student ratings of teacher quality and expectations. Our campus willcontinue to implement the Leader In Me program, in order to support student leadership and Project Based Learning in Science and Social Studies topromote student's responsibility for their learning. The Sunshine Committee plans staff events which promotes staff cohesiveness across the campus. ValleyCreek embraces opportunities for community service projects throughout the school year.

School Culture and Climate Needs

Valley Creek will explore various resources to meet the needs of the emerging low socioeconomic population through professional development regardingthe nature and needs of this student group, attendance monitoring, evaluation of communication structures, mentoring programs, relationship building,intervention needs and availability of family resource assistance. Our staff will continue to utilize collaborative sessions as we seek and implementengagement strategies which will provide a healthy challenge for students at all levels.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

We employ 45 professional staff members. All classroom teaches meet state and federal "highly qualified" criteria. The average years of experience forteachers is 11.1 years.

Staff Quality, Recruitment, and Retention Strengths

Valley Creek has a veteran staff with multiple years of teaching experience with a low turnover rate. The district provides a new teacher mentoring programwhich our administrators support and supplement at the campus level.

Staff Quality, Recruitment, and Retention Needs

We are currently staff only "highly qualified and certified" teachers. Teacher retention and quality is not a significant issue for attention this year. We arealways working to become stronger educators, however we appreciate that we have a strong staff in place.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

We have a strong district curriculum with multiple support components. Our teachers have a variety of resources for instruction and assessments to engagestudents and measure student performance in the classroom.

Curriculum, Instruction, and Assessment Strengths

Our teachers are committed to implementing the curriculum with fidelity while differentiating for the range of academic needs on our campus. Teacherleaders from each grade level keep our staff up to date on district curriculum and assessment issues through opportunities to share in curriculum updates atthe campus level.

Curriculum, Instruction, and Assessment Needs

The Valley Creek staff will continue to support Project Based Learning in science and social studies during the 2016-2017 school year. As a campus, we willfocus on a deeper understanding of science and social studies TEKS, curriculum, vocabulary development, differentiation, and clustering standards. We willprovide opportunities for planning and learning with our instructional coach, administration team, & PBL support staff in order to maximize the effectivenessof collaborative planning sessions, designed learning experiences, and take our instruction to the next level. Additionally, on-going training will be needed inthe area of Balanced Literacy to support our teachers in reading and writing instruction for all of our learners.


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Family and Community Involvement

Family and Community Involvement Summary

We are fortunate at Valley Creek to have an involved community base that is very supportive of the school. We are always looking for new ways to engageour community. Our PTA is very involved and membership is a strength for this campus. PTA hosts several school-wide events throughout the year thatencourage family involvement. They also support grade levels and individual teachers with grants for projects or other specific classroom needs. There hasbeen a slight increase over the past couple of years in our low social-economic student group which has created opportunities to consider engaging with ourfamilies in different ways. We are working with our staff and PTA to address this dynamic within our community.

Family and Community Involvement Strengths

We have an active PTA and family community. The general PTA supports our students by providing field trips, teacher grants, class spirit shirts, campscholarships, volunteer support, other activities, and community service opportunities. Our parents are supportive at home with academic and non-academicactivities. They appreciate being informed and want to be active in our school.

Family and Community Involvement Needs

We are working to anticipate the implications of a changing community culture. While we are a school that serves primarily white, middle class students, weare seeing an increase in diversity in our community as families with social-economic needs move into our attendance zone. We will consider additionalstructures for supporting families with basic needs, communicating with these families in potentially different ways, and addressing the academic, social, andemotional needs of all children in our classrooms. We are committed to making every family at Valley Creek feel involved in our school culture.


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School Context and Organization

School Context and Organization Summary

Valley Creek Elementary will have 27 general education teachers during the 2016-2017 school year. Our Special Education team of 5 teachers andparaprofessionals will support our SPED students. Additionally, our PE, ART and Music teachers provide fine arts and physcial education for our 530students. Our office staff is comprised of Principal, Assistant Principal, Secretary, Registrar, Office Clerk and Nurse. Our MRS and library aide help ourteachers and students with print and techology based media.

School Context and Organization Strengths

Our office staff sets the tone for the culture of our school. Parents and community members are warmly welcomed as they enter our school and assisted intheir needs. Furthermore, our staff, as a whole, works together in positive, collaborative ways which promotes the family feeling we have at Valley Creek.

School Context and Organization Needs

We are presently well staffed at Valley Creek and feel strongly that our MISD Central Office will support any possible staffing needs.


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Technology

Technology Summary

McKinney ISD and Valley Creek are committeed to supporting our students in the 21 century. We realize it is vital to expose and give our students realisticlearning experiences through the use of current technology equipment, technology resources and appropriate educational use of social media.

Technology Strengths

Valley Creek students utilize a wide variety of technology equipment. From Smartboards, to laptops and iPads, students will use these devices in theirlearning and students will use these devices to become producers of their learning. Our district supports teacher competency in incorporating technologywhen designing lessons through professional development opportunities and use of our Media Resource Specialist.

Technology Needs

Professional development and time for teachers to design relevant lessons that consist of student use of technology continues to be a need for our campus. Valley Creek administration is committed to support and challenge our staff in this area.


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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) dataAccountability Distinction DesignationsFederal 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 versionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention rates


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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, etc.Economically 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.Section 504 dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate

Support Systems and Other Data


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Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures data


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Goals

Goal 1: Safe and Collaborative Culture: Valley Creek will ensure the faculty, staff, students, parents, and communitybelieve that the school is safe and maximizes collaboration for the enhancement of student learning.

Performance Objective 1: Teacher teams and collaborative groups (both district and campus based) regularly interact to promote professional growthregarding curriculum, instruction, assessment, and the achievement of all students.

Evaluation Data Source(s) 1: T-TESS, Eduphoria

Summative Evaluation 1:

Strategy Description Staff Responsible forMonitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Jan Mar June1) All teachers will be compliant with at least 50 hours ofprofessional development.

Teachers,Administrators

T-TESS, Eduphoria

2) Teacher leaders and administration will participate in schoolwide and grade level PLC meetings and develop campusaction plans/initiatives as a result of these collaborative efforts.

Administrators PLC Action Plan, PLC Agendas and Minutes

3) Media Resource Specialist and technology leaders willwork with teams to embed technology use into classroomlearning to enhance student engagement.

Administrators, MediaResource Specialist

Lesson plans, T-TESS walkthroughs/observations

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


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Goal 1: Safe and Collaborative Culture: Valley Creek will ensure the faculty, staff, students, parents, and community believe that the school is safe andmaximizes collaboration for the enhancement of student learning.

Performance Objective 2: Teachers, staff, parents, students, and community will have involvement opportunities and formal ways to provide inputregarding the optimal functioning of the school.

Evaluation Data Source(s) 2: parent, teacher, student, and community member survey results




Nov Jan Mar June1) Opinion data will be collected, shared, reviewed andaddressed through various communication modalities.

Administrators Survey given periodically through the year, communicationartifacts, principal's weekly newsletter, school-wide newsletter,staff meeting and ILT/PLC shared meeting agendas

2) Campus activities will promote parent/communityinvolvement including PTA events, field day, PBL projects,field trips, and special grade-level events.

Administrators Grade-level newsletters, campus newsletters, volunteer systemhours

3) Teachers and administrators will communicate regularlywith VC families through multi-media resources includingelectronic newsletters, websites, Twitter, campus Facebookpage, campus fliers, ParentLink, Remind app andconferencing.

TeachersAdministratorsOffice Staff

Grade-level newsletters, campus newsletters, conference sign-insheets, Twitter and Facebook page



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Performance Objective 3: Teachers, students, parents, and community will perceive the school environment as safe, orderly, and actively promotingleadership development.

Evaluation Data Source(s) 3: survey data




Nov Jan Mar June1) The school counselor will develop a mentor program for at-risk students.

Administrators,Counselor

Volunteer sign-in, logs in mentor notebooks

2) Teachers will utilize and expand implementation of TheLeader in Me 7 Habits and recognize students exhibiting softskills. They will incorporate opportunities for community-building conversations within the school day to promotepositive student perceptions of peer relationships.

Administrators,Teachers, Counselor

Decreased discipline referrals, documentation of soft skillsobserved during ELM walkthroughs, student survey data,student planners

3) Administrators, teachers and students will engage regularlyin goal-setting practices including monitoring and feedback.

Administrators,Teachers

Goal-setting forms, T-TESS Goal-Setting, PLC data meetings

4) The students and teachers will be involved in programs thatpromote mental and physical health.

Administrators &Teachers

Boosterthon, counselor guidance sessions, coordinated healthmeetings, Walkathon, discipline data

5) Student Council Representatives will be active leaders onour campus by acting as role-models, conducting serviceprojects, and supporting the campus as a whole.

STUCO StaffRepresentative andAdministrators

Cougargram, STUCO parent information



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Performance Objective 4: Valley Creek staff will promote an increase in the student attendance rate.

Evaluation Data Source(s) 4: PEIMS data




Nov Jan Mar June1) Teachers and office staff will follow state and districtguidelines in reporting attendance, communicating withparents regarding attendance/tardies, and sending homeappropriate attendance/truancy documentation.

TeachersAdministratorsRegistrar

Absence/Tardy letters, PEIMS data

2) Students will be recognized with perfect attendanceincentives each quarter during campus-wide assemblies.

Teachers,Administrators,Registrar

PEIMS data



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Performance Objective 5: Teachers and administrators will address and reduce ISS, OSS and DAEP discretionary placements for all grade levels.

Evaluation Data Source(s) 5: PEIMS data




Nov Jan Mar June1) During an Academy professional development day, SPEDstaff will provide teachers with proactive classroommanagement strategies and interventions to utilize for our mostdifficult students. Additionally, training will be provided onthe education of disabilities, various SPED services,understanding FIE's and speech services.

Administrators Eduphoria, PEIMS

2) Students will be supported through the RtI process whenrequiring additional positive behavior supports.

Administrators andTeachers

PEIMS, RtI list

3) Discretionary placement for ISS, OSS and DAEP will onlybe utilized as a last resort of intervention. RtI data andinterventions will be utilized to support student behavior.

Administrators PEIMS



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Goal 2: Teaching and Learning by Design: Valley Creek will engage students in rigorous and relevant learning experiencesthat will prepare them for graduation and post-secondary success.

Performance Objective 1: We will ensure that the percentage of students meeting final recommended standards increases in all core subject areas.

Evaluation Data Source(s) 1: STAAR, MAP, DRA, Istation, TEMI, district benchmarks, observations, and other formal and informalassessments will provide documentation of student progress toward this goal.




Nov Jan Mar June1) All teachers will provide quality instruction in grade-levelTEKS as well as targeted instruction in differentiated groupsto meet individual needs for all students (above and belowgrade level).


Lesson plans, T-TESS, walkthroughs/observations, RtIdocumentation, anecdotal teacher notes,STAAR Progress Measures, MAP

2) Weekly planning sessions will include professionaldialogue protocols surrounding PBL, lesson design qualities,Balanced Literacy, challenging tasks, opportunities for studentchoice, high yield strategies, TEKS, rigor, and highexpectations for all students.

Teachers,Administrators,Instructional Coach

Kid Chat minutes, lesson plans, T-TESSwalkthroughs/observations

3) Administrators and teachers will participate in grade-levelPLC data analysis and RtI (Kid Chat) meetings to evaluatevarious data points and plan for research-based studentintervention. As a result, students performing below grade-level, ELLs, and economically disadvantaged (as needed)students will receive intense documented intervention asoutlined in individual plans for learning to support studentgrowth goals.


Individual RtI plans, ELL accelerated learning plans,intervention documentation, progress monitoring data, PLCagendas and minutes

4) Teacher-led professional development opportunities willpromote PLC vertical alignment of core subject expectationsby grade-level.


PD session registration, Vertical PLC agendas and minutes

5) With the use of intentional planning for misconceptions andremediation through RtI Tier 1 instruction, the percentage ofstudents on Tier 1 in each grade level will increase to at least85% by the end of the school year.

Teachers,Instructional CoachAdministrators

PEIMS



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Goal 2: Teaching and Learning by Design: Valley Creek will engage students in rigorous and relevant learning experiences that will prepare them forgraduation and post-secondary success.

Performance Objective 2: By the end of the current school year, 100% of LEP students will advance to the next language proficiency level according toTELPAS.

Evaluation Data Source(s) 2: TELPAS Confidential Student Reports




Nov Jan Mar June1) In all classrooms, language and content objectives will beutilized to provide purpose for student learning, allow studentsto monitor their progress toward learning goals, supportlanguage acquisition and academic vocabulary development.


Lesson plans, T-TESSwalkthroughs/observations, student interviews, TELPAS

2) In all classrooms, high-yield strategies and components of alanguage-rich learning environment will be evident andutilized to promote student success with reading, writing,listening and speaking.


T-TESS walkthroughs/observations, lesson plans, TELPASratings

3) Teachers will collaborate with campus administrationquarterly and district ESL support staff to implement a plan ofaction and resources to support growth for ESL students andteachers including consistent content and language integrationin most lessons in ESL classrooms.


Meeting agendas, Eduphoria sign-in sheets, action plan, T-TESS, lesson plans

4) ELL Update will be provided for all teachers to supportcurrent knowledge of new resources and strategies for ourELL students.

Administrators Eduphoria



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Performance Objective 3: Teachers and administrators will evaluate data, analyze PEIMS codes and address LRE for all students in special education.

Evaluation Data Source(s) 3: PEIMS data, student data sheets, SpEd binders, district and state assessments, Special Populations Campus Data




Nov Jan Mar June1) Special Education teachers will collaborate in face-to-facemeetings monthly with general education teachers. Generaleducation and SPED teachers will collaborate on parentcommunication regarding SPED student progress.

Classroom teachers,Administrators,Special Educationteachers

Data sheets, meeting notes and emails

2) General education teachers will implement, with fidelity, allaccommodations and modifications as identified in504/Special Education individual student plans.

General EducationTeachers,Administrators,

T-TESS walkthroughs/observations, lesson plans, grade levelassessment accommodations plan

3) General education and special education teachers willcollaborate to support SpEd students' BIP/PBS programmingin order to decrease Special Education students' ISS/OSSdiscipline referrals.

General EducationTeachers, SpecialEducation Teachers,Administrators

PEIMS data, Behavior Intervention Plans, Positive BehaviorSupport Plans

4) The RtI process will be implemented with fidelity in orderto ensure appropriate interventions and placement. Thebenefits of the RtI process will be communicated to parents.Requests for SpEd and Dyslexia referrals will be evaluatedwith high scrutiny. SpEd data will be monitored fordisproportionate percentages of African American, Hispanic,and economically disadvantaged students in relation to theschool's student population.

Administrators,Teachers

PEIMS data, RtI documentation



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Performance Objective 4: Project-based learning will be incorporated for selected science and social studies instruction.

Evaluation Data Source(s) 4: PBL Walkthrough tool, lesson plans, T-TESS




Nov Jan Mar June1) Teachers will provide experiences with hands-on sciencelearning, high-yield strategies, and exposure to science andsocial studies vocabulary across content areas.


Lesson plans, T-TESS walkthroughs/observations, studentinterviews

2) Teams will devote time during planning periods and twostaff meetings per month on designated Wednesdays, and forJust-In-Time trainings to collaborate on PBL design. Specialsteachers, Special Education teachers, MRS, PBL Coaches, IC,and admin support will be provided.

Teachers,Administrators, MRS,Instructional Coach,PBL Coaches

Eduphoria sign-in sheets, eStudio, lesson plans

3) Teachers will embed new learning of virtual learningresources (Facebook, Skype, Twitter, iPads, and laptops) intoPBL design process in order to enhance student engagementand academic success.

TeachersAdministrators

Lesson plans, PBL walkthroughs/observations

4) Teachers will promote parent and community involvementby informing them of upcoming PBL projects and utilizingthem as speakers and assistants for PBL units during thelaunch, research and share protocols.


Lesson plans, PBL walkthroughs/observations



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Performance Objective 5: By the end of the 2016-2017 school year, all general education teachers at Valley Creek Elementary will have achieved theEnglish as a Second Language (ESL) certification.

Evaluation Data Source(s) 5: ESL certificate and teacher certification




Nov Jan Mar June1) Teachers who have not completed the ESL certification willbe provided with support for preparation and completion of theexam.

Administrators Teacher ESL certificates



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Performance Objective 6: The Balanced Literacy Model (BLM) will be implemented within all Language Arts classrooms.

Evaluation Data Source(s) 6: T-TESS walkthroughs/evaluations, BLM walkthroughs, lesson plans and BLM Look Fors




Nov Jan Mar June1) Professional learning will be offered for all generaleducation language arts teachers.

Administrators andInstructional Coach

Eduphoria

2) Teacher team experts will be identified and utilized tosupport all teachers in the implementation of the BLM.

Administrators,Instructional Coach

T-TESS walkthroughs/observations, BLM Look Fors.

3) Weekly planning sessions will include collaborativeconversations regarding the implementation, strategies, andnext steps of the BLM.

General EducationStaff andAdministration

Lesson Plans



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Campus Improvement Team

Committee Role Name PositionAdministrator Megan Richards PrincipalAdministrator Mandy Bourland Assistant PrincipalClassroom Teacher Melissa Berry Fourth Grade Team LeadClassroom Teacher Shannon Biggs CIP Team MemberClassroom Teacher Cheryl Carter Third Grade Team LeadClassroom Teacher Sarah Dahlman CIP Team MemberClassroom Teacher Marty Harper Kindergarten Team LeaderClassroom Teacher Nancy Keys First Grade Team LeadClassroom Teacher Julie McCauley CIP Team MemberClassroom Teacher Pamela Parkman Resource SPED LeadClassroom Teacher Mary Smith Second Grade Team LeadClassroom Teacher Jordan Tennis PE teacher and Team LeadClassroom Teacher Karen Williams Fifth Grade Team LeadMedia Resource Specialist Mona Schroeder MRSNon-classroom Professional April Jones CounselorNon-classroom Professional Erika Parker Instructional CoachOffice Manager Lycrecia Creath Secretary


April 5, 2017 5:37 pm

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