2019-2020 kerley elementary hutto independent school district · students needing reading, math...

Hutto Independent School District

Kerley Elementary

2019-2020 Accountability Rating: Not Rated

Kerley ElementaryGenerated by Plan4Learning.com 1 of 27

Campus #108March 4, 2020 2:49 pm

Mission StatementHippo Nation inspires excellence in academics, character, and community!

VisionHISD Vision:

Hutto ISD aspires to be the premier choice in education through innovation, leadership, and diversity.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 5School Processes & Programs 6Perceptions 8

Priority Problem Statements 9Comprehensive Needs Assessment Data Documentation 10Goals 11

Goal 1: 1.1. Create collaborative, risk-free teaching, learning, and working environments. 11Goal 2: 1.2. Engage all students through innovative curriculum and instruction. 14Goal 3: 2.2. Build a foundation of literacy and numeracy. 18Goal 4: 3.2. Accentuate a safe and positive physical, social, and emotional culture that extends into the community. 21Goal 5: 5.1. Expand and maintain community, business, and parent partnerships. 24

Campus Advisory Committee 26Campus Funding Summary 27



Comprehensive Needs Assessment

Demographics

Demographics Summary

Kerley Elementary is a brand new campus that will open in the 2019-2020 school year. It is the seventh elementary school in Hutto ISD. According to earlyenrollment projections, KES will have approximately 550 students during its first year. Approximately 13-20% of the students will be classified asEconomically Disadvantaged. Kerely will have a two-way Dual Language Spanish Immersion program in grades kindergarten and 1st grade. Kerley willhave a diverse population with multiple languages spoken in the homes of ou students.

Demographics Strengths

Our student population will be diverse.

Campus is comprised of a higher percentage of teachers with experience greater than one year.

Breakfast is offered free for all students.All grade level Pre-K through 5th grade teachers, except for one, are ESL certified.

The district will implement a pull-out GT program from identified GT students.

Problem Statements Identifying Demographics Needs

Problem Statement 1: We need to recruit and hire more minority teachers so that our teaching demographics more closely mirrors our student population.



Student Academic Achievement

Student Academic Achievement Summary

Since Kerley is a brand new school, we don't have campus student achievement data yet. This will be collected throughout our first year 2019-2020.However, we are planning to meet the needs of all students through the following:

At Kerley Elementary, we believe it is our job to help students reach their highest potential. It is our job to meet students' needs of both high achieving andstruggling students. When students meet/exceed grade level standards, it is our responsibility to challenge and extend their learning to higher level thinking,as well as real-world application. Power Hour time (intervention/enrichment) provides acceleration/enrichment opportunities for our GT and high achievingstudents. When students struggle, it is our responsibility to provide intervention through small group instruction, reteaching, technology intervention, andfilling any other conceptual gaps.

The Response to Intervention process and committee are in place to support students who struggle. The RTI committee identifies and plans interventions forstudents needing reading, math and/or behavior support. Our intervention Power Hour will provide a designated time for staff to work with students in smallgroups, without students missing core instructional minutes. Teachers will provide additional support during regular core classes to implement Tier 1 andTier 2 intervention. Additional support will also be provided through an intervention teacher pushing in and pulling out, Dyslexia teacher pull-out, SpecialEducation support, and enrichment will be provided to gifted and talented students by a pull-out GT teacher.

Student Academic Achievement Strengths

Since Kerley is a brand new school, we don't have campus student achievement data yet. This will be collected throughout our first year 2019-2020. and wewill determine strenghts and next steps.



School Processes & Programs

School Processes & Programs Summary

Kerley Elementary teachers will believe in providing a safe, welcoming environment to students. Our theme this upcoming year will be "Kerley Cares."Campus wide common area expectations will be modeled by teachers and students throughout the building. KES teachers have assigned duty positions andwill consistently monitor students in all areas of the building.

In order to help ensure the safety of all students and staff, Kerley Elementary will complete and practice the required evacuation, shelter, lockout, and lockdown drills during the 2019-2020 school year. Bus safety lessons and drills will also take place. The Emergency Operation Plan (EOP) has been created forthe 2019-2020 school year.

KES will offer a variety of special education services to students, including Functional Academics/Life Skills and academic resource/inclusion.

KES will complete several activities that promote health and wellness. Staff and students will participate in Red Ribbon Week as well as a career fair. TheHippo Way, district-wide bully prevention and character education program will be implemented and teachers will conduct weekly class meetings with theirstudents. KES will have a full-time nurse (RN) on campus and will participate in the statewide student fitness assessment Fitness Gram in P.E.

School Processes & Programs Strengths

Since Kerley is a brand new campus, these are the processes and program strentgths we plan to create:

Common assessments known as Interim Assessments (IAs) will be administered each nine weeks in grades 3-5. The data collected through IA's willgive teachers information about where to focus their reteaches and instruction in both small and whole group. During PLCs, we will discuss the dataand discuss our focus for providing instruction to our students.

We will have PLCs on Wednesdays; This time provides teachers time to discuss the TEKs in depth, analyze data and determine areas of need acrossthe grade-levels, discuss lesson plans for the coming weeks, and gather ideas to strengthen our instruction.

Power Hour will allow for more small group instruction on the specific skills students need. Teachers will use the data from IAs, classroom tests, anduniversal screeners to decide which intervention or enrichment group children should attend.

Medium-Term Planning: TTeachers in grades Pre-K through 5th will be provided with specific time set aside to sit with their entire teams and mapout the next 9 week time period.

Our campus leadership team will be implementing an observation/feedback process where we will observe teachers and give them feedback on



various skills based on our campus goals. Teachers will be getting immediate feedback in order to create a stronger teaching environment for ourstudents.



Perceptions

Perceptions Summary

Since Kerley Elementary is a brand new campus, we will be created the perceptions about how we do business as this school year progresses.

Perceptions Strengths

Since Kerley Elementary is a brand new campus, we will be created the perceptions about how we do business as this school year progresses and willanalyze strengths along the way.



Priority Problem Statements



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

Improvement Planning Data

District goalsCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

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 versions

Support Systems and Other Data

Budgets/entitlements and expenditures data



Goals

Goal 1: 1.1. Create collaborative, risk-free teaching, learning, and working environments.

Performance Objective 1: In order to impact student achievement, 100% of Kerley teachers will receive feedback about effective instructional practices atleast one time per month. As a result, each student will demonstrate one year's growth in reading and math.

Evaluation Data Source(s) 1: Observation and Feedback tracker will show frequency of observations and quality of feedback provided toteachers. Student screener data will show at least one year's growth from beginning of year to end of year.

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeDec Mar June June

1) We will focus on strengths of campus and individualsthrough "Claim It/Name It" and "Good Things" activitiesat staff meetings.

Principal Positive results on TASB staff climate survey.

2) Every teacher receives face-to-face feedback at leastonce a month that focus on one core action the teacherneeds to make with a clear deadline for implementation.

AdministratorsInstructional Coach

Teacher effectiveness will improve by receiving frequent,bite-sized feedback to implement into their practice.

3) Using the acronym (BOTS), the principal and assistantprincipal will provide feedback that is Bite-sized,Observable, Timely, and Specific) to all teachers based onfrequent, short walkthrough visits to classrooms.

Administrators Teacher growth will be evident on subsequent observations.

4) The KES leadership team will document theobservation and feedback process using a sharedspreadsheet.


The leadership team will evaluate the effectiveness of thefeedback they are providing to teachers.

5) The KES leadership team will meet weekly to debriefabout the observation feedback cycle.


The leadership team will evaluate the effectiveness of thefeedback they are providing to teachers.





6) Teachers will reflect on their T-TESS goal and SLO(Student Learning Objective) process at three timesthroughout the year.

AdministratorsInstructional CoachGradelevel/departmentleaders

Teachers should be able to demonstrate progress towardachieving their goal.

= Accomplished = Continue/Modify = No Progress = Discontinue



Goal 1: 1.1. Create collaborative, risk-free teaching, learning, and working environments.

Performance Objective 2: 100% of Kerley Elementary teachers will implement collaborative structures and activities in their classrooms in order toengage students in learning.

Evaluation Data Source(s) 2: Lesson plans will show evidence of collaborative strutures and activities.




1) Kerley teachers will receive training on and plan for theuse of the district-created Collaboration andCommunication Rubrics.

AdministratorsInstructional Coah

Walkthrough data will show evidence of students talkingand collaborating with each other.

Lesson plans will show evidence of collaborative structures.2) We will showcase and celebrate effective examples ofcollaborative structures such as Kagan strategies,cooperative learning strategies, etc.


Showing their colleagues good examples will encourageother teachers to implement these strategies into theirinstruction.

3) The leadership team will model collaboration strategieswith adult learners during staff meetings, PLCs, etc.

Leadership team Teachers will implement some of the effective strategiesthey are exposed to in their own learning opportunities.

4) Students will have the opportunity to participate ingroup experience and projects such as Project BasedLearning (PBL) projects in order to collaborate with eachother. They will also utilize the collaborative spaces atKES called, "neighborhoods."

TeachersAdministrators

Lesson plans will show evidence of group projects assignedto students.




Goal 2: 1.2. Engage all students through innovative curriculum and instruction.

Performance Objective 1: Utilizing Schlechty's Levels of Engagement, 75% of students in all classrooms will be engaged in learning as measured byclassroom observations.

Evaluation Data Source(s) 1: Schlechty's Rubric, Walkthrough data, T-TESS data




1) The KES Instructional Leadership team will providetargeted engagement strategies for implementation such asthose in the HISD Instructional Playbook.

AdmininstratorsLeadership TeamELT

Lesson plans will show evidence of strategies implemented.

2) Provide training and ongoing support for all staff onSchelchty's Levels of Engagement.

Administrators We will all apply a common definition and understandingof the levels of engagement.





Performance Objective 2: By June 2020, a variety of extra curricular clubs and activities will be offered to students at Kerley Elementary.

Evaluation Data Source(s) 2: Club rosters and UIL teams will show the number of students involved in extra curricular clubs and activitiesand will create baseline data for the first year of the school.




1) Students at KES will be given opportunities toparticipate in extra curricular activities including academicUIL teams, Robotics/STEM club, safety patrol, choir, etc.

AdministratorsUIL CoordinatorClub sponsors

Increased student attendance and engagement in learning

2) The KES principal will continue to serve as a memberof the District PBL Steering Committee.

PrincipalDistrict PBLleadership team

The principal will be able to promote and guide theimplementation of PBL on a campus-wide level.

3) Kerley Elementary will begin a DALE (DualAccelerated Language Enrichment) program in gradesKindergarten and first grade and will add a grade levelcohort each year thereafter.

AdministratorsDistrict BilingualSpecialist

More students will have the opportunity to learn in twolanguages.





Performance Objective 3: The Kerley Elementary Leadership team will use the elements of Data Driven Instruction (DDI) and will score a 30 or higher onthe DDI rubric by June of 2020.

Evaluation Data Source(s) 3: Hutto ISD DDI rubric




1) The KES leadership team will facilitate data analysismeetings after each interim assessment and maintain focuson the process throughout the year in grades 3-5.

AdministratorsInstructional CoachTeam/Departmentleaders

Lesson plans will show targeted instruction for reteachingconcepts based on the data.

2) KES will implement the district's three-tiered system ofResponse to Intervention (RtI) in the areas of academicsand behavior in order to identify and meet the needs ofstruggling learners.

PrincipalRtI Committee

RtI agendas and minutes will show students discussed anddecisions made based on data.

3) The KES leadership team will support teachers inensuring that all students receive appropriate interventionand/or enrichment based on their needs. This will takeplace during the Power Hour built into the masterschedule, ensuring that academically fragile groups,including Hispanic, AA, Two or More races,Economically Disadvantaged, dyslexic, and specialeducation will receive necessary intervention.

AdministratorsInstructional CoachClassrooom teachersinterventionistsRtI Committee

Progress monitoring student data will show growth overtime.

Funding Sources: SCE- Payroll Cost (salary) - 60000.00, SCE- Payroll Cost (Extra Duty) - 3000.00

4) All teachers in grades PK-5 will be given half a day ofextended planning time for each grading period in order tocollaboratively plan quality instruction utilizing bestpractices based on the district's Year at a Glance (YAGScope and sequence), interim assessment blueprints, andcurriculum resources.

PrincipalInstructional Coach

High quality, sequential lesson plans will be created basedon data and will be implemented in all classrooms.

Additional Targeted Support Strategy5) Progress monitoring of all students (including the at-risk population) will occur on a regular basis throughoutthe school year using formal and informal assessments anduniversal screeners.

Classroom teachersRtI CommitteeLeadership teamIntervention teachersCIT

Data will show student gains over time.



Goal 3: 2.2. Build a foundation of literacy and numeracy.

Performance Objective 1: 100% of students in grades K-5 will demonstrate at least one year's growth from beginning of year to end of year in literacyskills as evidenced on district screeners/assessments, classroom assessments, writing samples, and STAAR.

Evaluation Data Source(s) 1: Results of all assessments including TPRI, Renaissance, and STAAR Reading will show student gains.Specifically, the number of 4th and 5th grade students that achieve Meets Grade Level will increase by 10% from where they were at theirprevious campus.




1) Teachers will implement the practice of guided readingand balanced literacy instruction into their literacy block inaccordance with district implementation expectations.


-Guided reading will be evidenced in lesson plans.

-Student reading levels will increase throughout the year.

2) Teachers in grades K-2 will conduct running recordsregularly (at least once every nine week grading period)

Principal Student reading levels will increase throughout the year.

3) Data meetings will take place to analyze student growthin reading using multiple measures of data (Renaissance,Running records, DRA, TPRI, QPS, Observation Survey,guided reading monitoring notes, etc.)

AdministratorsInstructional CoachELA teachers

Progress monitoring data and the literacy data wall willshow growth in student reading skills.

4) Special education teachers will meet regularly withgeneral education teachers to collaborate on academicachievement, classroom support, and IEP goals.

PrincipalSpecial EducationDirector

Special education students' reading progress will showgrowth throughout the year.

5) Writing instruction and student practice will take placedaily in the master schedule and will be implemented withfidelity to build writing stamina and increased quality instudent writing.

AdministratorsELA teachers

Walkthrough data and lesson plans will show evidence ofwriting instruction

4th grade STAAR writing scores will be at or above districtand state levels.

6) ELA teachers in grades K-5 will bring student writingsamples to PLCs to analyze, evaluate, and create writingaction plans at least three times per year.

AdministratorsELA teachers

Writing growth and progress will be evident in eachstudent's writing collection.





7) Writing will be incorporated across the curriculum intothe content areas of math, science, and social studies.


-Lesson plans and walkthrough data will show evidence ofwriting in all core subjects.




Goal 3: 2.2. Build a foundation of literacy and numeracy.

Performance Objective 2: 100% of students in grades K-5 will demonstrate at least one year's growth from beginning of year to end of year in math skillsas evidenced on district screeners/assessments, classroom assessments, and STAAR.

Evaluation Data Source(s) 2: Results of assessments including Star Early Literacy, Star Math, and STAAR math will show student gains.




1) Data meetings will be held regularly (Beginning, mid,and end of year) to review student progress in math and toadjust instruction.

AdministratorsInstructional CoachInterventionistMath teachers

Student growth in the acquisition of math skills will beevident throughout the year.

2) Data analysis meetings (DDI) will take place after eachmath interim assessment each nine weeks in grades 3-5.

AdministratorsInstructional CoachTeam/Departmentleaders

Lesson plans will show targeted instruction for reteachingconcepts based on the data.

3) Provide district and campus opportunities for mathteachers to collaborate and study the vertical alignment ofMath TEKS.

AdministratorsInstructional CoachMath Interventionists

Alignment of the standards will ensure teachers will teachtheir own grade level TEKS to the appropriate level ofrigor.

4) Special education teachers will meet regularly withgeneral education teachers to collaborate on academicachievement, classroom support, and IEP goals.

PrincipalSpecial EducationDirector

Special education students' math progress will show growththroughout the year.

5) Teachers will implement the practice of guided mathand balanced numeracy instruction into their math blockin accordance with district implementation expectations.

-Guided math will be evidenced in lesson plans.

-Student math levels will increase throughout the year.




Goal 4: 3.2. Accentuate a safe and positive physical, social, and emotional culture that extends into thecommunity.

Performance Objective 1:By promoting physical, social, and emotional health and safety, student attendance rates will increase to 97% in all grades Pre-K -5 by June 2020.

Evaluation Data Source(s) 1: Attendance for the year will be 97% in each grade level.




1) At Pre-K and kindergarten roundup, KES will educateparents about the Compulsory Attendance Laws and whyattending school is important.

PrincipalPEIMS clerk

Pre-K and Kindergarten attendance percentages willincrease

2) Student attendance will be monitored on a weekly basis,letters will be sent home and attendance hearings will beheld when necessary.


Chronic absenteeism will decrease.

3) Attendance incentives for staff and students will becreated and implemented including recognizing perfectattendance at awards ceremonies each nine weeks.


The number of students and staff earning incentives willincrease throughout the year.

4) KES students will participate in annual fitnessassessment such as the Fitnessgram and other requiredhealth and safety training and all students will receive theirrequired 135 weekly minutes of moderate to vigorousphysical education.

PE teacherAdministrators

Student health and fitness will improve.

5) KES staff will receive training on health and safetyissues including field trip information, epipen usage,diabetes training as needed, and other SafeSchools topics.

AdministratorsDistrict Office

Staff will be prepared in health-related emergencies toensure safety of the students.

6) KES will implement the Hippo Way charactereducation initiative including reinforcing common areaexpectations, and weekly class meetings called communitycircles. The character lessons will serve as our bully andviolence prevention curriculum.

PrincipalCounselorHippo WayCommittee

The Hippo Way motto will be said aloud on theannouncements each morning.

Students will be recognized for demonstrating charactertraits at Hippo Way Awards Ceremonies.





7) School-wide Positive Behavior Support incentives willbe implemented such as weekly Hippo Ticket prizedrawings and positive referrals.

AdministratorsOffice StaffCounselor

Discipline referrals will decrease, and the number ofpositive referrals will increase.

8) KES will implement the district-wide plan for RtIBehavior students including the Tier 2 and Tier 3strategies of check in and out, Daily Behavior ReportCards (DBRC), and social skills lessons.

AdministratorsRtI CommitteeCounselor

Discipline referrals will decrease among this Tier 2 andTier 3 population of students.

9) Administrators will conduct "restorative conversations"as a step in our disciplinary "tune up" process.

Administrators Discipline referrals will decrease after Tune Up talk occurswith student.




Goal 4: 3.2. Accentuate a safe and positive physical, social, and emotional culture that extends into the community.

Performance Objective 2: By promoting physical, social, and emotional health and safety, and by recruiting, supporting, and retaining staff, KerleyElementary will create positive staff morale and will aim for a teacher retention rate of 90% or higher.

Evaluation Data Source(s) 2: TASB Employee survey will show agreement about moraleRetention rate will end at 90% or higher




1) Campus Social committee made up of staff will planregular social events.

Social committeePrincipal

Celebrations will occur at least one time per month.

2) Staff meetings will include team-building activitieson a regular basis, and "Claim It Name It," "GoodThings," greetings, and a "Launch" will take place ateach meeting.

Principal Staff meeting agendas will show these team-buildingcomponents.

3) Staff members will be included in campus decisionmaking. (Extended Leadership team and CampusAdvisory Committees have staff representation)

Principal Committee make up and meeting agendas and minuteswill reflect decisions made.

4) Read The Energy Bus as a campus-wide book study. Campus LeadershipTeam

Staff will use a common language and understandingabout creating a positive environment at Kerley.




Goal 5: 5.1. Expand and maintain community, business, and parent partnerships.

Performance Objective 1: In order to create community participation in school events, Kerley Elementary parents and families will be provided multipleopportunities at least one time per month to engage in activities and events hosted by the school.

Evaluation Data Source(s) 1: Community participation in events will increase throughout the year as evidenced by sign-in sheets andfeedback provided through parent surveys.




1) Kerley Elementary will create a brand new PTA Boardand body of PTA members.

Administratorselected PTA officers

PTA membership will increase throughout the year.

2) Kerley Elementary will host family-friendly events andinvite the community, including, but not limited to, WatchD.O.G.S. dads, Family Movie Nights, Science, Literacy,and Math Nights, Fine Arts and Fitness performances, andspirit nights at local venues.

AdministratorsPTA Boardstaff volunteers

-Increased participation at events throughout the year-Positive feedback on parent surveys

3) Kerley will provide information and ideas on howvolunteers can work with students and help our school in avariety of settings.

PrincipalCounselor

-Handouts on volunteering will be created-Participation in volunteer information/training sessionswill increase throughout the year.

4) Grade level music and art performances will take placewith each grade level and will be offered at various timesof the day and evening.

PrincipalMusic Teacher

Attendance at performances will be high.




Goal 5: 5.1. Expand and maintain community, business, and parent partnerships.

Performance Objective 2: By June of 2020, 100% of parents and/or families will receive at least 20 different communication notices from KerleyElementary in a variety of ways.

Evaluation Data Source(s) 2: We will document all of the ways we communicate with our KES community.




1) We will determine the preferred method ofcommunication for our parents.

TeachersOffice Staff

-We will reach more parents on a regular basis.-We will save paper by only sending paper hardcopies tothe families that request it.

2) Since we are creating a Dual Language Campus,school-wide handouts will be translated and sent home inboth English and Spanish.

PrincipalSecretaryOffice StaffDistrict translator

We will be able to communicate with all stakeholders moreeffectively.

3) We will use a variety of social media outlets tocommunicate with our KES community including ourcampus website, Twitter, Facebook, PeachJar Flyers,Phone and email blasts, and SMORE newsletters.

AdministratorsOffice StaffTeachers

We will reach a wider audience by communicating inmultiple ways.

4) All parents will receive a positive phone call from theirchild's teacher at least one time per semester.

Principal Phone logs of positive calls will be turned in.

5) Parent-teacher face to face conferences will be offeredat least twice per year.


Conference logs and conference forms will be turned in tooffice.




Campus Advisory Committee

Committee Role Name PositionAdministrator Kyle Ruggirello Campus PrincipalClassroom Teacher Krystal Dudley Kindergarten TeacherClassroom Teacher Dawn Neu 1st grade teacherClassroom Teacher Meagan Pendleton 2nd grade teacherClassroom Teacher Jennifer Darr 3rd grade teacherClassroom Teacher Carla Shaffer 4th grade teacherClassroom Teacher Chandra Erickson-Alger 5th grade teacherNon-classroom Professional Ashlyn Martinez Special Education teacherNon-classroom Professional Jennifer Spradley interventionistNon-classroom Professional Emede Gonzalez Music teacherAdministrator Brandy Ratcliff Assistant PrincipalBusiness Representative Tiffany Anders Business OwnerParent Kimberly Briseno parentParent Andrea VanDerHoeven parentDistrict-level Professional Lizzy Samples District Representative



Campus Funding Summary

SCE- Payroll Cost (salary)Goal Objective Strategy Resources Needed Account Code Amount

2 3 3 Interventionist $60,000.00Sub-Total $60,000.00

SCE- Payroll Cost (Extra Duty)Goal Objective Strategy Resources Needed Account Code Amount

2 3 3 Interventionist Stipend $3,000.00Sub-Total $3,000.00

Grand Total $63,000.00



2019-2020 kerley elementary hutto independent school district · students needing reading, math...

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