2019-2020 campus improvement plan rebecca creek elementary ... … · strategic priority 3: embrace...

Comal Independent School District

Rebecca Creek Elementary

2019-2020 Campus Improvement Plan

Rebecca Creek Elementary Generated by Plan4Learning.com 1 of 30

Campus #113November 4, 2019 12:38 pm

Mission StatementThe mission of Rebecca Creek Elementary School is to successfully nurture and educate the whole child to remain a life-long learner who will positively

contribute to the community.

VisionWe believe in empowering students to create, collaborate, communicate and think critically.

Culture and CommitmentsCulture and Commitments

Learn and perform your job with high expectations.

Deliver exceptional customer service.

Work for the team.

Own our student performance.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Achievement 5School Culture and Climate 7Staff Quality, Recruitment, and Retention 8Curriculum, Instruction, and Assessment 9Parent and Community Engagement 10School Context and Organization 11Technology 12

Priority Problem Statements 13Comprehensive Needs Assessment Data Documentation 14Strategic Priorities 17

Strategic Priority 1: Maximize academic performance. 17Strategic Priority 2: Prepare classrooms and facilities for learning. 22Strategic Priority 3: Embrace choice. 24Strategic Priority 4: Recruit, develop, and coach talent. 26

State Compensatory 28Personnel for Rebecca Creek Elementary : 28

Title I Personnel 292019-2020 Campus Site-Based Committee 30



Comprehensive Needs Assessment

Demographics

Demographics Summary

Rebecca Creek Elementary is located in a rural area off of FM 306 in the Mystic Shores neighborhood. Housing in the RCES attendancearea is a combination of single-family homes, rental homes, a mobile home parks, and RV parks.

Rebecca Creek Elementary currently serves 559 students including PreK through Fifth grade. Current student demographics are: Hispanic= 35.30%, White =59.14%, 2 or more 4.48%. 51% of our students are males and 49% are females. 53% of our students are economicdisadvantaged, 4% are Limited English Proficient, 48 of our students are served in the special education program, 48 served by 504, 15identified at McKinney Vento and 6% are serviced by the gifted and talented program.

Demographics Strengths

In 2017-2018, the scale score for Academic Growth in the areas of Reading and Math on the STAAR test was a 59. The campusimplemented several interventions to improve student growth: Afterschool tutoring, inclusion tutoring, Story works, intentional andrigorous small group instruction, and administrator/student conference. As a result our Academic Growth for 2018-2019 in the areas ofReading and Math on STAAR was a 77. We are dedicated to educating the whole child and look forward to seeing additional growth inthe 2019-2020 school year.



Student Achievement

Student Achievement Summary

The RCES 2019 Accountability Summary indicates the following results:

Accountability Rating: Met Standard

RCES Met Standard on:

1. Domain I: Student Achievement Scale 83 (Met Standard)

2. Domain IIA: Academic Growth Scale Score 77 (Met Standard)

3. Domain IIB: Relative Performance Scale Score 82 (Met Standard)

4. Domain III: Closing the Gaps Scale Score 76 (Met Standard)

Overall Grade Components

Best Scale Score: Domain II-Part B 82 (weight=70%)

and

Domain III 76 (weight=30%)

Overall Score: 81

Overall Word Rating: Met Standard

Student Achievement Strengths

Rebecca Creek Elementary met state standards for Student Achievement, Student Progress, and Closing the Gaps according to the 2019TEA Accountability Summary.



RCES demonstrated growth with an overall score of 81(2019) from a 79 (2018) and in the area of Academic Growth RCES grew from a59 (2018) to 77 (2019).

Campus Instructional Coaches, tutors, and ERI staff quickyly put interventions into place when needed.



School Culture and Climate

School Culture and Climate Summary

At Rebecca Creek we offer a variety of programs that encourage a engaging campus culture including: Running Club, Chess Club(1st-5thgrades), RCES News Crew, Safety Patrol (4th and 5th Graders), Leadership Club, Book Clubs, FLL teams, Strings, HawkApella(Choir),and 9 week assemblies. Our Community In Schools (CIS) coordinates Bobcat Buddies, RSVP mentors, Hope Mentors, RCES FoodPantry, Lunch Bunch (social groups), PALS (CLHS), and Canine Classmates. Hallway Heroes are very active on our campus and workclosely with office staff.

School Culture and Climate Strengths

RCES staff builds strong relationships with each other, our students, and our families. We invite families to campus often for specialevents. We work closely with feeder pattern campuses to support their endeavors and schedules appropriately. We practice 590 customerservice when dealing with our parents and community.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All Staff and instructional paraprofessionals are highly qualified.

District coordinators and specialist, along with our Campus Instructional Coaches, train and model classromm instruction to ensureresearch based instructional practices are being implemented. First year teachers and teachers new to campus are provided with a Mentorteacher for added support.

Staff Quality, Recruitment, and Retention Strengths

This year we recruited and hired 2 out of district teachers and welcomed 3 in district transfers.All paras are highly qualified.Instructional Staff are certified in area of responsibilty.All staff provides feedback to leadership team with respect to assignment for the upcoming year.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Teachers will effectively use curriculum guided by state standards and CISD Unit Maps for each subject area. The CISD Maps offer atiered and aligned curriculum that is supported by Support Staff and Instructional Coaches. Teachers will be held accountable for theimplementation of the state standards and unit maps through CAs, MAP screener, and STAAR tests. Formative assessments administeredby the campus teacher will be used to monitor student progress,implement RTI process and address student needs. As seen fit the RCESInstructional Coaches will meet with students for additional intervention in all subject areas. Classroom walkthroughs will be conductedperiodically throughout the school year to insure teachers are providing rigorous instruction that will help our students achieve theiracademic goals.

Curriculum, Instruction, and Assessment Strengths

Teachers meet and plan weekly as a collaborative team to share instructional strategies.Instructional leaders routinely observe classrooms to check for quality learning and high level of rigor.CTCs are held twice a month to discuss student learning and rigor of lessons.Data meetings are held to discuss and analyze MAP screeners and CAs.T-Tess and SLO goals promote self-reflection and a coaching model to grow staff.



Parent and Community Engagement

Parent and Community Engagement Summary

It is our goal to continue to work with families and the community to benefite students.Parent are encouraged to participateand communicate with the campus through a variety of avenues including: Facebook, Twitter, School Messenger, email,district and campus websites, and parent confrences. Many activities are scheduled thoughout the year to encourage parentand community participation including: Meet the Teacher, Parent Oreientation, Parent Conferences, Grade level musicprograms, Hallway Heroes, Truck and Treat, Bike Rodeo, Fall Picnic, Field Day, Grandparents Day, and many more. Many ofthese events are supported by our every growing PTA.

Parent and Community Engagement Strengths

Rebecca Creek Elementary has an active and growing PTA we had 120 members is 18-19 and have grown to 280 as of September 2019.As a result we are inline to recieve multiple rewards. Weekly, community menotrs and tutors from RSVP help provide assistance to ourstudents. Communities in School coordinates assistance and donation from churches and businesses through school supply donations,funds for food, rent and utility assistance, weekend snack bags for students, Christmas and Thanksgiving gifts and food assistance, Paylessgift cards for shoes, Lion's Club for eyeglasses, locial medical and dental clinics, clothes donations, and school picture donations,transportation.



School Context and Organization

School Context and Organization Summary

Our master schedule is designed to maximize instructional blocks, allow for team planning, and morning meetings for each classroom.CTCs are held every two weeks with support from CICs and instructional specialists.

School Context and Organization Strengths

Leadership team utilizes kidxkid meetings to discuss social/emotional/academic needs with teachers.CTC (Collaborative Team Cycle) meetings are held bi-weekly to discuss goals and team planning.All grade level teams have a 50 minute common team planning time.



Technology

Technology Summary

Our campus utilizing Google Drives for storing, accessing and collaborating on all school documents. We also use Google Survey tocollect staff and parent information. Each classroom teacher have a "calf cart" with 4 Apple Laptops. Teachers also have an Apple Laptopand Ipad, Elmo document camera, and projector. Our computer lab has 25 touch screen Dell computer and our library has an additional 20desktops. We also recently purchased 10 Ipads to faciliate listening centers in K-1.

Technology Strengths

Teachers have had training at Comal U and implement technology routinely.Helpdesk is always available to answer quesitons and support staff.



Priority Problem Statements



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent 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) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card DataPBMAS 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 Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataStudent failure and/or retention ratesLocal benchmark or common assessments dataRunning Records resultsObservation Survey results



Grades that measure student performance based on the TEKS

Student Data: Student Groups

Economically disadvantaged / Non-economically disadvantaged performance and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataSection 504 dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAttendance dataMobility rate, including longitudinal dataStudent surveys and/or other feedbackSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTTESS dataT-PESS data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement 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 practicesOther additional data



Strategic Priorities

Strategic Priority 1: Maximize academic performance.

Performance Objective 1: By May 2020, we will increase Reading STAAR Approaches to 90%, Meets to 65%, and Masters to 40%. Writing will increasefrom 62% to 70%.

Evaluation Data Source(s) 1: We will know in February by comparing the MOY MAP, MOCK STAAR questions added to CAs, studentgrowth and STAAR projections.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeSept Nov Mar May

Additional Targeted Support StrategyTEA Priorities

Build a foundation of reading and math1) Utilize the CTC model to continuouslyevaluate, refine, and implement research basedwriting strategies to improve reading andwriting.

2.4, 2.5, 2.6 Teachers CICAdministrators

Utilize CTC rubric to guide CTC model andimplement guiding questions. To aligninstruction and rehearse needed skills evidentthrough student artifacts.


Build a foundation of reading and math2) Analyze and dissregate student perfomancedata including MAP reading and language,Mock STAAR results, common assessments,and diagnostic writing.

2.4, 2.5, 2.6 TeachersCICAdministrators

Analyze data to target specific areas and groupsof students to intervene and enrich. Evaluatetutoring groups and relocate resources.


Build a foundation of reading and math3) Examine student artifacts to analyze currentlevels of proficiency.


CIC observations, walkthroughs, and CTCartifacts exhibits will demonstrate levels ofproficiency.






Build a foundation of reading and math4) Utilize Patterns of Power and writer'sworkshop to develop student writing fluencyand conventions.


Walkthroughs with a "look for" focus on writingconferences and use of mentor text to connectreading writing and thinking.


Build a foundation of reading and math5) Use research based ESL strategies to supportacademic vocabulary and growth throughscheduled listening and speaking sessions withadditional support provided by ESL DistrictCoordinator.

2.4, 2.5, 2.6 TeachersCICAdministrationLPAC

Walkthroughs and CIC observations will observestudent actively listening with conversationstarters, speaking and writing with sentencestems.

= Accomplished = Continue/Modify = No Progress = Discontinue




Performance Objective 2: By May 2020, the average percentage of K-5 students meeting or exceeding MAP growth goal in reading from 60% to 70% andmath from 71% to 75%.

Evaluation Data Source(s) 2: We will know in February by comparing BOY and MOY and MAP projections the percentage of students whoare on track to met growth expectations.




Additional Targeted Support Strategy1) Teachers will utilize MAP Screener data toidentify specific gaps to close in order toachieve their growth goal.


Data will drive instruction and creation on smallgroup with an emphasize on depth alignment andrehearsal of work.

Additional Targeted Support Strategy2) CTCs will meet to help teachers understandindividual student needs and progress. Teacherswill collaborate to plan for targeted small groupsusing MAP reports.



Additional Targeted Support Strategy3) Archaeological "digs" will be used todetermine proficiency and plan steps forstudents growth.



4) 4) Use research based ESL strategies tosupport academic vocabulary and growth withadditional support provided by EL curriculumdepartment.


Increased student performance meeting MAPgrowth goals. In addition, 40% of EL studentswill increase one proficiency level.

Walkthroughs and CIC observations will observestudent actively listening with conversationstarters, speaking and writing with sentencestems.





Performance Objective 3: By May 2020, we will increase Math STAAR approaches to 90%, Meets to 65%, and Masters to 40%.





Additional Targeted Support Strategy1) Monitor student progress in math duringCTCs and data meetings by utilizing the mathMAP screener, CAs, unit assessments, and otherformal and informal data sources.

2.4, 2.5, 2.6 TeachersCICAdministrator

Through walkthroughs and CIC observations"look for" will be: Students transitioning from concrete topictorial, to abstract in Tier 1 instruction.

Additional Targeted Support Strategy2) Targeting Identified skill gaps from MAP,common assessments, and other formal andinformal assessments to provide intervention toclose the gaps.

2.4, 2.5, 2.6 TeachersCIC Administrators

Walkthrough and CIC observations will checkfor individual student's needs through a guidedmath approach with small group instruction.

3) Math instruction will contain specificcomponents including problem of the day,concrete manipulatives, number talks, criticalwriting, and guided math.

2.4, 2.5, 2.6 TeachersCICAdministrator

Walkthroughs and CIC observations will look forproblem of the day, concrete manipulative,number talks critical writing, and guided math.





Performance Objective 4: By May 2020, STAAR Science Approaches will be 90%, Meets 65% and increase Masters to 37%.





1) Utilize district support staff to insure rigorand consistency across instruction.

2.4, 2.5, 2.6 TeacherCIC Administrators.

CTC planning with district level Science supportstaff to insure depth of alignment.

2) 2)Targeting Identified skill gaps from MAP,common assessments, and other formal andinformal assessments to provide intervention toclose the gaps.

2.4, 2.5, 2.6 TeachersCICAdminstrators

Walkthroughs and CIC observations will "lookfor" the implementation of CER in relation toscience.




Strategic Priority 2: Prepare classrooms and facilities for learning.

Performance Objective 1: All RCES staff will collaborate, plan, and implement systems to improve efficiency and effectiveness of campus operations.

Evaluation Data Source(s) 1: Campus operations will be measured by meeting notes and procedural documents.




1) Train all staff on the Emergency OperationPlan. This includes "Love you guys" trainingalong with campus wide safety drills.

AdministratorsLawEnforcementCISD Safety andSecurity

All staff trainedMonthly/Semester Documentation of drills withdebrief for improvementAll staff has a Navigate account and the app isupdated regularly

2) Create a secure campus and continuallymonitor for safety and security concerns withappropriate staff on duty and the use of cameras.

AdministratorsSr. Associate Staff

Administrator actionsSafety Reports

3) Campus will be routinely inspected byadministrators and head custodian to ensure thatfacilities are maintained and in excellentcondition at all times.

CustodialAdministratorsSr. Associate

Campus will routinely inspected byadministrations and appropriate work orders willbe filled.




Strategic Priority 2: Prepare classrooms and facilities for learning.

Performance Objective 2: Implement restorative discipline to increase classroom instructional time

Evaluation Data Source(s) 2: Less office referrals




Additional Targeted Support Strategy1) Campus will practice restorative discipline tocreate a responsive classroom environment.

2.5, 2.6 TeachersAdministrators

Less office referrals and more instructional time.

2) Conduct daily Classroom meetings from7:45-8:00 to increase social emotionalconnections.

TeachersAdministrators

Students will feel a greater connection to theirschool community with increasedsocial/emotional needs.

Walkthroughs and KidxKid meetings willdemonstrate knowledge gained from classmeeting.




Strategic Priority 3: Embrace choice.

Performance Objective 1: Develop ongoing opportunities to strengthen the emotional, social, and physical development of the whole student by providingleadership and extra curricular activities both during and after school.

Evaluation Data Source(s) 1: Club rosters, counseling logs. and student participation.




1) Students will be providing with mentoringopportunities that include: Bobcat Buddies,Canine Classmate, Kid Hope Mentors, RSVPtutors, CIS Mentor, and Pals.

2.4, 2.5 CounselorCISAdministrators

Increase student's connection to the schoolcommunity.

2) Students will participate in counselingprogram that offers classroom guidance, smallgroup counseling and individual counselingopportunities.

2.4, 2.5, 2.6 AdministratorsCounselorCISNurse

Students will develop social and emotional skills.

3) Leadership and extra curricular activities willbe available to students before, during and afterschool. These opportunities will include SafetyPatrol, FLL, Chess Club, Flag Crew, RunningClub, Leadership Club, Strings, choir, andHawk News Crew.

2.5 FLL SponsorsSafety PatrolSponsorsStrings DirectorChess ClubSponsorsSr. Associate LeadershipSponsorsHawk NewsDirector

Students will feel confident and invested in theirschool community.




Strategic Priority 3: Embrace choice.

Performance Objective 2: RCES will encourage partnerships along home, school, and community while instilling trust and confidence through continuouseffective communication.

Evaluation Data Source(s) 2: Increased membership in PTA enrollmentSocial Media reports Parent Engagement Survey




1) With ongoing communication and planningwith PTA, our collaborative events willencourage additional community and parentvolunteerism. Events:Grandparents LunchFamily PicnicsCoffees with PrincipalsHallway HeroesMath is a Big DealTrunk or TreatHomecoming ParadeApril Fling into SpringField DayAwards Assemblies

3.1, 3.2 AdministratorsPTAFEA Specialist

Increased Parent and Community Involvement.




Strategic Priority 4: Recruit, develop, and coach talent.

Performance Objective 1: Implement new processes to foster a commitment among staff of high expectations and customer service.

Evaluation Data Source(s) 1: OHI dataQILT PD Parent Survey




TEA PrioritiesRecruit, support, retain teachers and principals1) Conduct 5:1 meetings with teachers todiscuss students' social/emotional/academicneeds.

2.5 Administrators CounselorTeachers

To create a "wrap around" of services in placefor all students in need.

TEA PrioritiesRecruit, support, retain teachers and principals2) Schedule and plan for Meet and Greet towelcome new staff and families to the RCEScommunity.

AdministratorSr. AssociateCICs

To build strong relations among our RCESfamily.




Strategic Priority 4: Recruit, develop, and coach talent.

Performance Objective 2: Increase staff content knowledge to improve instruction and build leadership.

Evaluation Data Source(s) 2: Student growth measured by MAP data, Common Assessments, STAAR





Recruit, support, retain teachers and principals1) Campus Instructional Coaches will lead CTCmeetings to build content knowledge.

2.4, 2.5, 2.6 CICsAdministrators

Increased student achievement.

Additional Targeted Support Strategy2) Build leadership through staff committees:positive behavior plans, assemblies, social, andteam leader.

2.5 CICsAdministratorsCounselor

Leadership growth through collaboration withpeers.

3) Collaboration with district level support staffto increase rigor and insure consistency ofinstruction.

2.4, 2.5 CICsAdministratorsCounselor

Observation of teacher participation andimplementation from QUIP and onsite ELA andMath Meets.




State Compensatory

Personnel for Rebecca Creek Elementary :

Name Position Program FTE

Mary Graham Interventionist ERIMelonie Gonzales All Level Dyslexia Support



Title I Personnel

Name Position Program FTE

Angela Espinosa ED Asst. PreKAudrey Parries Family Engagement AssocCeleste Burns CICTiffany Brooks CIC Intervention



2019-2020 Campus Site-Based Committee

Committee Role Name PositionAdministrator Lindsey Painter Assistant PrincipalNon-classroom Professional Celeste Burns CICNon-classroom Professional Tiffany Brooks CICClassroom Teacher Beth Williams Classroom TeacherCommunity Representative Hilary Griffin Community RepresentativeClassroom Teacher Heather MaplesAdministrator Wendy Moore



2019-2020 campus improvement plan rebecca creek elementary ... … · strategic priority 3: embrace...

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