elementary school campus improvement plan 2014-2015 · elementary school campus improvement plan...

Elementary Campus Improvement Plan: 2014-2015 School Based Improvement Committee

Schell Elementary School

Principal: Jeanne Beall

Mission Statement: Uniting a community of self-directed, life-long learners within a challenging and nurturing environment dedicated to excellence.

Cover Page

Elementary School Campus Improvement Plan 2014-2015 Schell Elementary

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Campus Verification Page

Planning Timelines

CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014)

Needs analysis, goal setting and strategic planning: (June, July & August 2014)

Preliminary SBIC Plan Complete: (by August 18, 2014)

Campus teacher data analysis day: (August 18-21, 2014)

SBIC Plan due in September 2014

Meeting Dates 2013-2014

Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 9/23/2014

Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 2/2/2015

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 5/18/2015

Title I Components (The following required components have been addressed in this SBIC plan.) Title I Targeted Assistance Components 1 - 8 Title I Schoolwide Components 1 – 10

1. Comprehensive Needs Assessment

2. Effective methods and instructional strategies based on scientifically-based research

3. Teaching by highly qualified staff

4. High quality and ongoing professional development for teachers, principals and paraprofessionals

5. Increasing parental involvement

6. Transition to different grade levels and schools

7. Involvement of teachers in testing decisions beyond state

8. Monitoring student progress and providing additional assistance

9. Coordination and integration of federal, state and local services and programs

10. Strategies to attract highly qualified and high-quality teachers to high-need schools

☒ Non-Title I

☐ Title I Targeted Assistance

☐ TA Campus transitioning to Title I Schoolwide

☐ Title I Schoolwide


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SBIC Committee Committee Member’s Name Role Year 1st Participated on SBIC

Val Kuitu Faculty Member 2014-2015

Kristine Jurik Faculty Member 2014-2015

Meredith Rush Faculty Member 2014-2015

Adrienne Platts Faculty Member 2013-2014

Carly Heard/Dale Phipps Faculty Member 2014-2015

Lindsey Johnson/Melissa Ankenbauer Faculty Member 2014-2015

Jeanne Beall Principal 2011-2012

Jennifer Ruth District Professional 2013-2014

Dina Rowe Campus Professional, Non-teaching 2014-2015

Amanda Heter Support Staff Member 2014-2015

Emily Soheili Parent-Selected by PTA 2013-2014

Liz Adams Parent-Selected by Principal 2014-2015

Nikole Roberson Parent 2013-2014

Kim Hobson Parent 2013-2014

Jessica Sides Parent 2014-2015

Kim Smith Parent 2013-2014

Jennifer Mathis Community Member 2013-2014

Rizwan Rahman Community Member 2013-2014

Timberli Vladez Business Representative 2013-2014

Mo Jallad Business Representative 2013-2014


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District and Campus Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates.

2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas.

3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps.

4. Increase the percentage of students meeting STAAR Advanced performance rates.

5. Increase high school graduation rates and ensure students are on track to graduate.

6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness.

7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on STAAR/EOC).

Campus-Wide Goals Title I

Components

Applicable Student Groups

Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

9 All

Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: ISS less than 5% 9 All

Parental Involvement: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

5 All

Highly Qualified: The highly qualified rate will meet the 100% target measure. 3, 4, 10 All

Transition of Pre-KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only)

6, 9 Title I only


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Campus-Wide Critical Actions

Campus-Wide and/or Classroom Level Critical Actions Areas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis.

Address any student groups that did not meet Accountability Safeguards.

Title I Components

Applicable Student Grades and/or Groups

1. Study, use and teach the district’s written curriculum (CoreWork Diagnostics – School Wide Level). N/A All

2. Model and promote meaningful collaboration to foster a positive learning environment (CoreWork Diagnostics – School Wide Level). N/A All

3. Equip teachers to analyze student performance data from multiple sources to inform decision-making (CoreWork Diagnostics – School Wide Level).

N/A All

4. Increase the percentage of students meeting Level III STAAR Advanced performance standards in all areas (STAAR Performance Reports).

N/A All

5. Improve Satisfactory and Advanced student performance in mathematics reporting categories: Numbers, Operations, & Quantitative Reasoning and Measurement (Closing Performance GAP Analysis).

N/A All

6. Improve Satisfactory and Advanced student performance in ELA reporting categories: Understanding/Analysis across Genres and Informational Texts and Personal Narrative/Expository Compositions (Closing Performance GAP Analysis).

N/A All

7.

8.

9.

10.


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Curriculum & Academic Goals - School-wide Faculty/All Grades Critical Action: Study, use and teach the district’s written curriculum (CoreWork Diagnostic). …

Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Title I Staff,

Resources, Timeline Formative & Summative Notes and Reflections

Be fully aware of campus curricular expectations and the learning outcomes of the district curriculum.

Prompt teachers to examine their own understanding of what students are to know and able to do as a result of any given lesson.

Teachers are provided time to meet with Instructional Support Team and Campus Administrators to monitor the implementation of the district curriculum.

School Administrators, Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers, PLCs Curriculum; Scheduled Meetings; Training June 2015

Met on 9/17/14 to brainstorm and discuss campus goals. Ongoing Kid Talk and CMIT meetings

Grade level collaboration with ESL.

Curriculum personnel presented professional development session

on Comprehension Tool Kit 11/18/14 and UbD 11/20/14

Finish smart in Math…discussed with grade above to see what we

can work on to give the students help for the transition to the next

grade.

Staff will continue to study the district curriculum in order to

implement effectively.

Use the curriculum to diagnose learning problems.

Meet monthly to problem-solve and review data on Tier II and III students.

School Administrators, Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers Scheduled Meetings June 2015

Met on 9/17/14 to brainstorm and discuss campus goals. Monthly kid talks to discuss any learning issues. Problem solving as a team first and then take them to the Campus meeting (CMIT) for additional problem solving. Documentation on student concerns is collected and shared with appropriate personnel. Assessment personnel presented professional development for Understanding CogAT to 3

rd-5

th 11/12/14 and Understanding

SAS/MAP for K-5th

9/25/14 Utilize the end of year Tier II and III summary reports to project student needs in order to begin intervention at the beginning of the school year.


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Study curricular connections across grade levels.

Form PLCs with representatives from each grade level to study specific content areas and data trends.

Build skills and develop a practice of collaboratively addressing curriculum needs openly and honestly.

EOY Up/Down grade level meetings to discuss grade level specific needs/observations/curricular goals.

Monitor the development of this practice.

School Administrators, Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers, PLCs Scheduled Meetings; Training June 2015

Met on 9/17/14 to brainstorm and discuss campus goals. PLC’s were formed in August and meet on a regular bases to discuss their specific content areas. Administration attends on a rotating basis. Fine Arts PLC is in the process of creating an online portfolio, Live

binder, full of activities that can be integrated Art and Music with

the math, reading, and writing curriculum.

Data Committee planned to review Winter MAP scores to set goals leading to the end of the year. End of year up/down meetings Next year, the up/down meeting expectations will increase with regard to frequency and content to continue to make connections.

Staff Selection, Leadership, & Capacity Building - School-wide Faculty/ All Grades Critical Action: Model and promote meaningful collaboration to foster a positive learning environment (CoreWork Diagnostic). …




Actively participate in monthly team meetings by modeling open discussion for standards-based instruction.

School Administrators, Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers, PLCs June 2015

Met on 9/17/14 to brainstorm and discuss campus goals. Weekly (or more often) grade level meetings. Curriculum meetings at the district level on new curriculum. Met on 9/29/14 discuss actions for PACE PLC. Email correspondence with PACE PLC members to determine


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progress as well as resources midyear. Email Correspondence with PACE PLC members. Revisiting our plan for extension and current resources at year end. Monthly staff meetings with instructional focus. Mindset workshop presented by Jennifer Ruth 2/18 Meetings with teams will continue next year.

Build teacher capacity for collaboration by allocating time and identifying expectations (norms) for team meetings.

School Administrators, Team Leaders June 2015

Met on 9/17/14 to brainstorm and discuss campus goals. 10/15/14 Google Training to equip with doc sharing skills for collaboration. Professional Development and Teacher Work Days Creative ways to maximize time are continually under review.

Manifest open and honest dialogue centered on a deep understanding of the curriculum, investigation and evaluation of instructional resources & strategies and appropriate assessment tools to maximize learning.

School Administrators, Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers, PLCs June2015

Met on 9/17/14 to brainstorm and discuss campus goals. Openly discussing the online curriculum planner to consider how to differentiate learning and discuss appropriate pacing. Comprehension toolkit training

Google docs training 10/15/14

Writing training 8/14

4th

grade IC curriculum trainings

PACE training

Mathematics training.

Met on 9/29/14 to discuss actions for PLC.

Email correspondence with PACE PLC members to determine


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progress as well as resources midyear.

Region 10 empowering writers training

District IC training

Fine Art PLC created a LIvebinder online portfolio containing fine

arts curriculum integrated lessons with math, reading, and writing.

Assessment training: STAAR training and STAAR A online module

training.

Email Correspondence with PACE PLC members. Revisiting our plan

for extension and current resources at year end.

Open dialogue will continue to be developed through team and

up/down meetings next year.

Monitoring Performance & Progress - All Teachers/ All Grades Critical Action: Equip teachers to analyze student performance data from multiple sources to inform decision-making (CoreWork Diagnostic). …




Become experts in understanding the performance measures that are available and using an assortment of data to inform decision making as a means for continuous improvement.


Met on 9/17/14 to brainstorm and discuss campus goals. Grade levels use MAP strands to help individualize instruction. CogAT Training for 3

rd-5

th

Met on 9/29/14 to discuss actions for PACE PLC. Email correspondence with PACE PLC members to determine

progress as well as resources.


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Assessment personnel provided professional development in

Understanding CogAT 3rd

-5th 11/12/14

Assessment personnel provided professional development on

Understanding and utilizing SAS and MAP K-5th

9/25/14



Continue to seek input from campus and district personnel to grow

our understanding.

Develop a strong culture of open willingness to share and analyze data in teams/groups by reviewing current student performance data as well as longitudinal data across subjects to illuminate teaching-learning needs across grade levels.


Met on 9/17/14 to brainstorm and discuss campus goals. Grade levels use MAP strands to help individualize instruction. Assessment personnel provided professional development in


-5th 11/12/14

Assessment personnel provided professional development on

Understanding and utilizing SAS and MAP K-5th

9/25/14

Met on 9/29/14 to discuss actions for PACE PLC. Email correspondence with PACE PLC members to determine

progress as well as resources.



Data PLC planned to review Winter MAP scores to set goals leading

to the end of the year.

Continue to use data to facilitate conversations during staff, team,

and up/down meetings.

Have knowledgeable staff model how to use student performance data to make specific instructional decisions and adjustments.

School Administrators, District Assessment Personnel, Team

Met on 9/17/14 to brainstorm and discuss campus goals. Data PLC team representatives communicate with grade level


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Data PLC

District Assessment Personnel

Leaders, Instructional Support Specialist, Classroom Teachers, Special Education Teachers June 2015

teams the use of student data. Assessment personnel provided professional development on Understanding and utilizing SAS and MAP K-5

th 9/25/14

Data PLC planned to review Winter MAP scores to set goals leading to the end of the year. Data PLC will meet at End of the Year to review EOY MAP scores. Continue to seek input from campus and district personnel to grow our understanding.

Third through Fifth and Mathematics Critical Action: Improve student performance in mathematics reporting categories: Numbers, Operations, & Quantitative Reasoning and Measurement (GAP Analysis). …




Students will read literature in order to introduce specific math concepts and write to explain their thinking through the math problem solving process.

Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers Math journaling; Math books; June 2015

Met on 9/17/14 to brainstorm and discuss campus goal. The Literacy PLC met on 10/28/14. The Literacy PLC provided the

classroom teacher a list of books that each focus on specific math

concepts. Teachers are to utilize this list when planning math

instruction.

New math adoption includes math vocabulary with each unit of

study. The students are able to cut them out and take them home

in order to enhance their knowledge of the meaning of those new

words.

Continued working through and familiarizing with new math


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textbook and curriculum. Writing to explain on a daily basis as

prompted by textbook.

Utilized the math concepts review missions provided by the district

curriculum team that focus on the four basic operations, parts of a

whole, and understanding word problems.

Introduction of Math problem solving journals in kindergarten.

Continue to develop in this area.

Equip teachers and students with appropriate measurement tools to enhance students’ understanding and application of grade level standards.

School Administrators, Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers Hands-on measurement tools; June 2015

Met on 9/17/14 to brainstorm and discuss campus goal. With our new math adoption, we received new manipulatives and measurement tools to support measurement instruction. Utilizing new tools when appropriate to the content. Engineering Projects (plant packaging)

Continue to add resources as needed to equip teachers.

Display visual and verbal representations and model key math concepts and strategies for the learning expectations of all students. All grade levels will:

Display/discuss vocabulary

Hands-on learning opportunities

Modeling

Real-world application and projects

Reteach

Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers June 2015

Met on 9/17/14 to brainstorm and discuss campus goal. Teachers consistently model what students are learning, as well as,

re-teaching the concepts when needed. As far as real-world

applications, connections are made during our IC lessons.

Daily Skills Practice 3 times a week, for re-teaching and reviewing

different math concepts.

Discussions directed at reinforcing understanding of old and new

vocabulary words 2-3 times per week.

Focused vocabulary on financial literacy to build knowledge and

prepare students for real world applications.

Continue to display and model.


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Third through Fifth Grade and Reading, Mathematics, Writing and Science STAAR Performance Critical Action: Increase the percentage of students meeting Level III STAAR performance standards in all areas (STAAR/GAP Analysis). …




Grade levels will utilize Comprehension Toolkit strategies and higher-level questioning stems to bolster Figure 19 tested items.

Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers Comprehension Toolkit and texts; Blooms questioning stems; Bertie Kingore flip-book; June 2015

District curriculum staff members presented PDH on campus for higher-level questioning 8/14. District curriculum staff members presented PDH on campus for writing strategies 8/14. Met on 9/17/14 to brainstorm and discuss campus goal. The Literacy PLC met on 10/28/14 to discuss comprehension toolkit strategies (specifically figure 19). Provided each grade level teacher with additional information regarding Figure 19, and how to ensure that your students are reaching true comprehension. Problem solving Anchor posters in kindergarten

Utilized the comprehension toolkit strategies to access prior

knowledge, encourage higher level thinking questions, and graphic

organizers in regards to Science. Students are making real life

connections to the topic being discussed therefore asking questions

about the topic further beyond just “What is” but “Why does” or

“How do” questions to extend their thinking.

Teachers use KOI open –ended questioning stems to increase thinking in their classrooms. Teachers administer scheduled Kingore Observation Inventory planned experiences in order to provide higher level opportunities for all students. Teachers use supplemental resources to provide enrichment in math, ELA, science, and social studies. Resources include Math Exemplars, Red Herring Puzzles, Grade level “Brain Books”, and


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Bertie Kingore activities designed for all students in the classroom. Teachers record student individual higher level questioning progress using “WOW’ sheets as well as keeping portfolios of higher level student work. All KOIs and WOW sheets as well as other evidence from our resources was used in our phase 3 meetings as a valuable tool in placement of students in PACE. Continue to make this a focus next year.

Grade levels will utilize Lead4Ward tools and strategies to bolster STAAR reading standards and gain stronger emphasis on vocabulary.

Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers Lead4Ward tools; Blooms questioning stems; District curriculum vocabulary resources; June 2015

District curriculum staff members presented PDH on campus for higher-level questioning 8/14. District curriculum staff members presented PDH on campus for writing strategies 8/14 . Met on 9/17/14 to brainstorm and discuss campus goal. The Literacy PLC met on 10/28/14 to discuss how to support the teachers’ ease of utilizing the Lead4Ward strategies on a daily basis. The Literacy PLC created a Lead4Ward Strategy Ring for the classroom teachers to utilize during planning instruction, as well as, during small and whole group learning. Teachers received in November, 2014. Science Discussion Questions every morning: We review as a class on Fridays to help stimulate deep science discussion and understanding. Vocabulary sort and suitcases using critical vocabulary at beginning of each new unit. In 5

th grade we add vocab. at the beginning of

each lesson to IC notebooks so kids can have for future reference. Utilizing Discovery Techbook for research, activities, and student exploration. Students are able to access from school and home for extra support. They are also able to access videos and labs. Guest speaker Pete Delkus during Weather Unit (3

rd)


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Continue to make this a focus for next year.

Analyze, discuss, and utilize campus-wide data, including STAAR Gap Analysis, MAP, STAAR Summary Reports, TPRI, TELPAS, and all other student-related data.

School Administrators, Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers, PLCs Appropriate data reports; June 2015

Met on 9/17/14 to brainstorm and discuss campus goal. District assessment personnel scheduled to work with staff during planning times to identify trends, needs, strengths, and targets for improvement. Parent conferences, Team meetings to assess who needs tutoring, Tier 3 grouping. Assessment personnel provided professional development in


-5th 11/12/14

Assessment personnel provided professional development on Understanding and utilizing SAS and MAP K-5

th 9/25/14

Year End Data: 3

rd Reading: 2015- 42% Level III (2014- 43% Level III)

4th

Reading: 2015- 50% Level III (2014- 41% Level III) 4

th Writing: 2015- 29% Level III (2014- 12% Level III)

5th

Reading: 2015- 55% Level III (2014- 45% Level III) 5

th Science: 2015- 30% Level III (2014- 36% Level III)

Third through Fifth and ELA Critical Action: Improve student performance in ELA reporting categories Understanding/Analysis across Genres and Informational Texts and Personal Narrative/Expository Compositions (GAP Analysis). …




Grade levels will utilize poetry embedded curriculum and anthology text in McGraw Hill.

Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education

In addition to climb into a poem kindergarten introduced weekly

poetry folders.


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Teachers McGraw Hill textbooks; district curriculum June 2015

Grade levels continued to utilize the McGraw Hill and will do so

next year.

Grade levels will utilize a variety of fiction and non-fiction passages to gain exposure to informational texts and make connections on how they vary and their unique characteristics.

Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers Comprehension Toolkit and texts; Time for Kids; Pair It texts; June 2015

Met on 9/17/14 to brainstorm and discuss campus goals. The Literacy PLC met on 10/28/14 and spoke about how each grade

level is using different fiction and non-fiction passages weekly in

their classrooms.

5/1/15, The Literacy PLC planned Schell’s annual Literacy Night.

This event exposed our students to different genres of literature

through teacher read alouds. All stakeholders were invited to

attend the Literacy Night, and parents were provided with

additional literature in how to encourage their students to become

engaged readers in the home environment. The students

additionally participated in creating the first ever Reading Fair

Projects! Students utilized fiction or non-fiction texts to make

connections and gain comprehension through the creation of these

reading fair projects. The projects provided a way for students to

transfer what they learned from the text and share it with our

school community. The projects were displayed in the hallways

during the week of Literacy Night so that all students were able to

take part in this exciting and fun learning experience.

Literacy night was a success and the campus-wide focus will

continue.

Create and implement a school-wide graphic organizer/plan for personal narrative and expository compositions.

Students respond to personal narrative and expository prompts on a frequent basis

Students have frequent opportunities to share their writing

Instructional Support Specialist, Team Leaders, Classroom Teachers, Special Education Teachers, PLCs Graphic organizers; textbooks; district curriculum; June 2015

Met on 9/17/14 to brainstorm and discuss campus goals. The Literacy PLC met on 10/28/14 to work on coming up with a campus wide graphic organizer. Literacy PLC collaborated to provide the classroom teachers plans

for personal narrative and expository compositions. These plans

follow the Empowering Writers models in both personal narrative


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and expository.

5/1/15, we are purchasing Empowering Writers, “The Essential

Guide to Writing” TE. This book teaches students to write with

confidence, and read with a purpose. With the Essential Guides to

Writing, Empowering Writers provides breadth and depth by

delivering comprehensive background and lessons in every genre,

woven thematically throughout the year. Each month the Essential

Guides to Writing include detailed lesson plans with clear

objectives, foundational lessons in all genres (narrative, expository,

opinion, persuasive) research, revision and process writing

activities, and tools for building the reading-writing connection.

Fine Art PLC created a LIvebinder online portfolio containing fine

arts curriculum integrated lessons with math, reading, and writing.

More work needs to be done in this area to have campus-wide

writing initiative. The PLC will continue their work in this area.

Health, Fitness and Attendance

Goals: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Goals:

Applicable

Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

COORDINATED SCHOOL HEALTH:

K-8 Designate a Campus Wellness Captain and establish a Campus

Wellness Team; set meetings, establish measurable goals and

document progress toward goal completion.

Principal

Campus

Wellness Plan

2014/2015 Our campus will utilize our coordinated

school health program and analyze our

student fitness data to set goals and


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Applicable

Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

objectives to encourage the health,

fitness, and attendance of our students.

K-8 Include at least one Parent on Campus Wellness Team. Campus

Wellness Captain

Campus

Wellness Plan

2014/2015 Kellie Wiezorek was the parent

representative for the committee this

year.

K-8 Ensure that all components of the Coordinated School Health

curriculum are delivered in an appropriate setting, i.e.

classroom component requires use of a classroom.

Principal Coordinated

School Health

Curriculum

2014/2015 Campus principal monitored the

delivery.

K-8 Create a Coordinated School Health bulletin board inside the

school building for students, staff and parents to view.

P.E. Teacher/

Staff

Coordinated

School Health

Curriculum

2014/2015 Our bulletin board is changed each

month to align with the curriculum of

the coordinated school health lesson.

K-8 Notify parents/community members of Family Wellness

Nights/Health Fairs through use of marquee, newsletter, web

page, myPISD.

Campus

Wellness

Captain/Principal

Campus

Wellness Plan

2014/2015 Parents/community members were

notified throughout the year via

marquee, enews, and flyers.

FITNESS:

3-8 Analyze student fitness data to set program goals for school

year.

P.E. Teacher Program Goal

Form

2014/2015 We work on fitness, endurance,

strength, and flexibility every day.

3-8 All eligible students will be assessed using fitness test

components.

P.E. Teacher Student

Exemption

Form

2014/2015 3rd

through 5th

graders are tested.

4th

& 7th

Ensure all data for 3rd

-8th

grade students is entered on timely

basis, fitness report cards are printed (4th and 7th grade) and

sent to parents or linked through myPISD.

P.E. Teacher Fitnessgram

Student Report

2014/2015 All 4th

and 5th

graders get a Fitness

Gram report sent home in their last

report card.

PHYSICAL ACTIVITY REQUIREMENTS:

K-8 Ensure students are receiving required physical education

classes/minutes for each school year and achieving moderate to

vigorous physical activity (MVPA) 50% of the physical education

class period.

Principal Recommended

sample

schedules are

available upon

request

MVPA Form

On-going Master schedule was to meet the

required minutes.

K-8 Measure MVPA and physical activity time using pedometers

and heart rate monitors.

P.E. Teacher Pedometers;

heart rate

On-going We let students use pedometers and

heart rate monitors at various time


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monitors throughout the school year.

K-8 Ensure physical education staff is using a sequential and

developmentally appropriate curriculum which has students

active at least 70%-90% of class time.

Principal Yearly Plan

Form

Lesson Plans

Visible During

Class Time

Observation

On-going Principal ensured the appropriate

curriculum was utilized.

K-5 Ensure students are receiving daily unstructured play during

recess.

Principal Master

Schedule

On-going Master schedule was built to meet this

expectation.

K-5 Ensure students are receiving opportunities for brain breaks

and short activity breaks.

Principal Resources

available upon

request

On-going Go Noodle and other related websites

were utilized campus wide for brain

and activity breaks.

ATTENDANCE: (Please complete cells below)

K-8 Monitor attendance of students and follow up on prominent

and chronic absences.

Principal, Asst.

Principal

Meeting Time On-going Meet weekly with Admin/Clerk to

discuss frequent tardies/absences.

K-8 Using Fitnessgram and attendance data, set measurable goals

for students who have prominent and chronic absences and

whose fitness test scores fall outside the Healthy Fitness Zone.

Principal Student Goal

Form

On-going Principal monitored the data in an

ongoing way throughout the year.

Violence Prevention and Bullying

Goals: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal

aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283)

Strategies for Accomplishing Goals:

Applicable Students

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Staff PREVENTION:

Identify high risk areas. Principal/Admin Intern/Asst. Principal

Staff feedback/ survey On-going Input was gathered from students and staff to identify any high risk areas and action was taken, if necessary. Positive Behavior Plan drafted /Feb 2015 planned implementation


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Applicable Students


started

Monitor high risk areas. Principal Designee

Staff assignments/ schedule On-going Staffing levels were adjusted to provide monitoring where necessary. Positive Behavior Plan drafted /Feb 2015 planned implementation started

Follow Campus Rules/Expectations. Principal Code of Conduct, District Handbook Campus Handbook

On-going Principal/Staff communicated expectations in an ongoing way throughout the year. Positive Behavior Plan drafted /Feb 2015 planned implementation started

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment.

Principal or designee

Handouts/PowerPoint August 2014

Bullying training facilitated by counselor 8/18/14

Review referral process. Principal or designee

Campus referral plan August 2014

Reviewed at team leader retreat for an updated for fall 2015 implementation

Staff INTERVENTION:

Establish recommended intervention strategies for classroom/campus.

Principal or designee (campus discipline staff)

Discipline Management Plan August 2014

Positive Behavior Plan drafted /Feb 2015 planned implementation started

Implement campus referral plan. Principal or designee

Campus Referral Plan On-going Referral plan was clarified. Reviewed at team leader retreat and updated for fall 2015 implementation

Utilize Discipline Management strategies. Principal or designee

Discipline Management Plan On-going Multiple levels of discipline were utilized throughout the year. Positive Behavior Plan drafted /Feb 2015 planned implementation started

All Students

PREVENTION:

State clear student expectations/campus rules/citizenship.

Principal or designee

Code of Conduct/ Student-Parent Handbook

On-going Positive Behavior Plan drafted /Feb 2015 planned implementation started/three guidance lessons completed throughout school year.


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Applicable Students


Lessons are focused on citizenship.

Monitor high risk areas. All staff Schedule (if necessary) On-going Monitoring is adjusted as needed throughout the year.

All Students

EDUCATION:

Explain referral process/contacts. All teachers Referral Plan On-going Guidance and classroom lessons completed throughout school year focused on expectations.

All Students

INTERVENTION: (Please complete cells below)

On-going

Apply classroom interventions: All teachers Conscious Classroom Management/Training/Planning

On-going Teachers were provided resources, as needed and specific targeted interventions, as needed. Positive Behavior Plan drafted /Feb 2015 planned implementation started

Employ discipline interventions: Designated staff Conscious Classroom Management/Training/Planning

On-going Positive Behavior Plan drafted /Feb 2015 planned implementation started

Use other intervention strategies as necessary/appropriate.

Administrative staff or counselors

Conscious Classroom Management/PBIS

On-going Positive Behavior Plan drafted /Feb 2015 planned implementation started. Three guidance lessons completed throughout school year. Lessons are focused on what bullying looks like and what to do if you are a victim or bystander. Students distinguish between a small problem and a big problem.

Conference with parents/students. Teachers or other staff

Schedule/Planning On-going CMIT meetings/counselor and parent meetings. Conferences on as needed basis with students/Throughout the year, counselor has met with 8 students about possible bullying situations. All were resolved.


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Parent Involvement

Critical Action: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities. Strategies for Accomplishing Critical Action:



Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.

Principal, Asst. Principal, All Staff Completed as part on beginning of the year intake processes.

Identify parents without computer/internet access to offer hard copies of school information. Principal, Asst. Principal, All

Staff Completed as part on beginning of the year intake processes.

PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs. Principal, Asst. Principal, PTA

President Monthly meetings are held to discuss current needs, partnerships and activities of the campus.

Communicate information through E-News. Principal, Asst. Principal, Campus E-News Manager Ongoing as needed, information is distributed via E-news

Upgrade and maintain the campus website for easy access and increased communication with the community.

Campus Web Master

Ongoing updates are made as needed to communicate the most up to date information Schell Facebook and Twitter accounts were established in Spring 2015

Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…).

Principal, Asst. Principal, School Counselor

Parent Education classes offered in November and December 2014. November class was canceled due to no presenter. December class was focused on student/parent responsibilities. Parent Program was offered on Kindergarten transition in May. Parent program was offered on the benefits of walking and biking to school 12/11/14.


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Highly Qualified Teacher

Goal:

The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.

Strategies for Accomplishing Goal:


Plano ISD reviews and modifies the recruitment schedule

biannually.

HR HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

Recruiting trips are used to identify highly qualified candidates

interested in teaching in Plano ISD.

HR/Campus

Administrators

HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

Principal participated in recruiting

trips throughout the year.

To attract and retain highly qualified applicants for bilingual

students, Plano ISD offers a salary stipend.

HR Operating Fund Aug 2014 -

July 2015

To attract highly qualified applicants, Plano ISD offers pre-service

teachers at local universities the opportunity to student teach at

Plano ISD campuses.

HR/Campus

Administrators

HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

Local on-going high quality professional development based on

campus/district need is provided to all teachers in all core subject

areas.

Curriculum

Department/Campus

Administrators

Campus/Curriculum

Budget

Aug 2014 -

July 2015

Multiple curriculum and

instructional tech presenters visited

Schell throughout the year to

present on a variety of topics.

The Plano ISD Certification Office follows district hiring procedures

to ensure that teachers are not hired if they do not meet “highly

qualified” standards.

HR Certification

Office

HR Budget Aug 2014 -

July 2015


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Transition (Title I – Targeted Assistance and Schoolwide Campuses Only)

Goal:

The Transition from early childhood to elementary school is supported by the district and campus.

Strategies for Accomplishing Goal:


Pre-K staff work collaboratively with Kindergarten staff throughout the school year.

Pre-K & Kindergarten staff

Parent orientations are held to explain the kindergarten program to parents.


Transition books are used with students and families to provide pictorial support during transition.


Additional suggested activities below:

Coordinate the professional development activities of preschool and kindergarten and teachers in order to align prekindergarten and kindergarten curricula and goals.


Arrange for kindergarten and preschool teachers to visit each other’s classrooms.


Have preschool teachers provide the future kindergarten teacher with children’s portfolios or a written record of their learning during preschool.



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Annual Measurable Objective (AMO) A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in

English language arts and mathematics by 2019-20. For Texas, the AMO target for all grades combined is 79% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests.

Critical Action:

For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet

the NCLB Reading or Mathematics Annual Measurable Objective (AMO) of 79%.

Reading AMO


Action Step Formative & Summative Notes and Reflections

N/A

Mathematics AMO


Action Step Formative & Summative Notes and Reflections

N/A

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

elementary school campus improvement plan 2014-2015 · elementary school campus improvement plan...

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