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Keller Independent School District

Heritage Elementary School

2018-2019 Campus Improvement Plan

Heritage Elementary School Campus #220-9071061 of 40

Generated by Plan4Learning.com September 20, 2018 10:56 am

Mission StatementAt Heritage Elementary School, we will engage our students, faculty and staff, parents, and community to achieve excellence in learning and living.

VisionHeritage Elementary: An exceptional school where HEROES are inspired to prevail.

Core BeliefsHeroes First * Parents as Partners * Caring, Collaborative Community

Applying learning through continuous improvement and adaptability are essential in our ever-changing world.

Student Success is a shared responsibility for the family, school, and community.

Consistent high expectations lead to high achievement of all students.

Consistent modeling and practice of exceptional character fosters student success.

Life-long learning is vital to all members of the school community.

Technology is an integral part of the learning process.

Celebrating cultural diversity enriches the learning experiences

A positive, safe, non-threatening environment, where all stakeholders are supported and encouraged, is essential to our success.

Developing meaningful relationships with students, parents, and colleagues is a priority.



Students will be authentically engaged in relevant and meaningful work that promotes sustained learning.



Table of ContentsComprehensive Needs Assessment..............................................................................................................................................................................................4

Needs Assessment Overview....................................................................................................................................................................................................4Demographics...........................................................................................................................................................................................................................6Student Academic Achievement...............................................................................................................................................................................................9School Processes & Programs.................................................................................................................................................................................................11Perceptions.............................................................................................................................................................................................................................14

Comprehensive Needs Assessment Data Documentation..........................................................................................................................................................17District Strategic Priorities / Goals..............................................................................................................................................................................................20

Goal : Increase Student Achievement.....................................................................................................................................................................................20Goal : Excellence in Student, Parent and Community Relationships/Title I Parent and Family Engagement........................................................................32Goal : Excellence in Processes and Systems...........................................................................................................................................................................36

Comprehensive Support Action Steps.........................................................................................................................................................................................38

Comprehensive Needs AssessmentNeeds Assessment Overview

Demographics Identified Needs:

PD for educators of diverse learners (Eric Jensen & Ruby Payne, Poverty Simulation, etc.)

Explicit teaching of academic vocabulary, reinforcing on word walls

Quality PD for teachers in areas that pertain to (all of) their current subjects of instruction

Campus level incentives for people to get ESL and GT certified

Offer PD for teachers for who need ESL and GT certified that helps “get it done” – when they leave PD, they are registered for exams, have study materials, etc.)

Increasing the amount of time teachers are in the classroom providing instruction (use PD days and PLC days to support targeted PLANNING to ensure teachers are not off campus as much next year)

Embedded PD into classroom-lab model instead of pulling out

Student Academic Achievement Identified Needs:

ISTs and Instructional Coaches (full-time for both ELA & math)/new Math Coach

Modeling for reading and math Tier 2 interventions

System for teachers to monitor progress monitoring more effectively

Teacher training regarding progress monitoring (how to read & print & how to address it when a student is not responding to the intervention)

Science Lab to support new science curriculum (collect science materials into one location and work with the district Science Coordinator, Ms. Hoseck) New resources to go along with new science and math adoptions & support for manipulatives offered during PLC times and on PD days



Marilyn Burns’ Math PD modeling videos and cooperative learning practice

Supplemental materials for grammar

Interactive wall murals to immerse students in learning: Letterland/Letters, sounds; Multiples: through 10x10; Sight words/academic vocabulary

Letterland Fidelity must be supported on classroom schedules and through frequent walks

Kagan Training on Oct. 11, 2018: 1 member per team

School Processes & Programs Identified Needs:

Better, proven, unified way to assess student progress throughout the year

Tighten up intervention documentation requirements

Evaluate IST ratios & flexibly group across grade levels during intervention / FLEX /WIN time to add additional Tier 3 groups in grades 3 & 4 as needed

Need a more streamlined process or a “fast track” for students who have higher needs and need to get support faster

Use substitutes to monitor tier 1 instruction while teachers are administering their BOY, MOY, and EOY reading assessments.

Education Galaxy training: how to use diagnostic to prescribe intervention plan & based upon BOY, MOY, EOY assessment results

More time to look at student data next year

Global Data Document – every year, every student

Use PLC time to look over data, compare, and plan

Vertical alignment for writing 4th to 3rd, 3rd to 2nd, 2nd to 1st, 1st to kinder. (This has been asked for several years.)

Meeting with Vertical Alignment Teams more frequently if possible to plan to support learning for the following year

Share data collected at PLCs (DCAs, Reading levels, etc.) with the grades below so that we can be truly vertically aligned/transparent.



PLCs will include sped team members

Ensure sped students are in gen ed classroom as much as possible (no pull out from tier 1 direct instruction or extra opportunities in science, etc.)

Administration must be in classrooms regularly and provide positive feedback

More instructional technology (devices)

Student-goal setting, progress-monitoring and student-led parent will be a priority for PD and ongoing support/PLC discussions next year

Perceptions Identified Needs:

Link academic nights with fun nights for higher turnouts. (Continue carnival, cosmic bowling, and family engagement activities but combine with academic piece.)

Help staff and parents understand concept of family engagement, its purpose in supporting students to value and pursue knowledge.

Parent University

Additional enrichment clubs (Odyssey of the Mind)

PBIS Team/Counselor - time with staff monthly to teach new and remind of current social/emotional strategies

Put time in schedule for morning meetings and provide more training on morning meetings

Do more in less meetings - or communicate things via email rather than in person

Staff Attendance: How do we add comfort to our building to need less “mental health” days?

Safety & Security – building safety: communicate a clear plan for visitor check-in at office; working with district leaders to ensure we have the safest campus possible.

Demographics

Demographics Summary



Our school is located in North Fort Worth, opened in 1987 and serves students in Kindergarten through 4th grade. Heritage Elementary is one of 42 campuses in KISD.

Based on the past five years of data from the Texas Academic Performance Report (TAPR,) enrollment numbers have been trending downward (638 students in 13-14 to 514 students in 16-17 to coming back up to our present number of 479 as of September 20, 2018.

The percentage of economically -disadvantaged students is approximately 41%.

Mobility rates have fluctuated to a high of 18.0%.2016-2017: Heritage Elementary students are 14% African American, 25.7% Hispanic, 43% White, 12.5% Asian, and 4.7% two or more races. 2017-2018: Heritage Elementary students are 18% African American, 29% Hispanic, 40% White, 10% Asian, and 2.4% two or more races.

The percentage of students identified as English Language Learners has fluctuated from 7% to 10%.

Cultural diversity is increasing with 16 languages, other than English, spoken in the home; Spanish and Vietnamese are the two most prevalent.

8.8% of students meet eligibility criteria for special education services. 7% of students are identified as Gifted and Talented.

2016-17 teachers by ethnicity and sex - 7.9% African American, 9.5% Hispanic, 82.6% white, 7.9% male, and 92.1% female. 10.5% of teachers were beginning teachers, 31.6% had 1-5 years experience, 19.4% had 6-10 years experience, 28% had 11-20 years experience, and 10.5% had more than 20 years experience. The teachers' average number of years experience was 9 and the average years experience with the district was 6.2. The number of students per teacher in 2016-17 was 13.5.

Demographics Strengths

Strengths:

Diversity makes us stronger and better!

Increase in enrollment

Identified Needs:

PD for educators of diverse learners (Eric Jensen & Ruby Payne, Poverty Simulation, etc.)



Explicit teaching of academic vocabulary, reinforcing on word walls

Quality PD for teachers in areas that pertain to (all of) their current subjects of instruction

Campus level incentives for people to get ESL and GT certified

Offer PD for teachers for who need ESL and GT certified that helps “get it done” – when they leave PD, they are registered for exams, have study materials, etc.)

Increasing the amount of time teachers are in the classroom providing instruction (use PD days and PLC days to support targeted PLANNING to ensure teachers are not off campus as much next year)

Embedded PD into classroom-lab model instead of pulling out



Student Academic Achievement

Student Academic Achievement Summary

Index 1 (student achievement) scores – 2013 – 73, 72, 69, 68, 76 in 2017Index 2 (student progress) scores – 2013 – 36, 31, 34, 34, 40 in 2017 (Rated IR in 2014 for Index 2)Index 3 (closing the gaps) scores – 2013 – 61, 39, 38, 37, 52 in 2017 (earned distinction designation in 2017 for closing the gaps) Index 4 (postsecondary readiness) scores – 2013 – n/a, 27, 32, 32, 36 in 2017

STAAR passing rates from 2013-20173rd grade reading passing rates – 2013 – 83%, 87%, 74%, 78%, 79% in 20173rd grade math passing rates – 2013 – 68%, 74%, n/a, 72%, 82% in 20174th grade reading passing rates – 2013 – 75%, 73%, 73%, 66%, 82% in 20174th grade math passing rates – 2013 – 68%, 63%, n/a, 70%, 73% in 20174th grade writing passing rates – 2013 – 74%, 65%, 59%, 55%, 62% in 2017

STAAR met/exceeded progress from 2013-2017Reading – 2013 – 54%, 49%, 52%, 50%, 58% in 2017Math – 2013 – 59%, 52%, n/a, 60%, 60% in 2017

STAAR exceeded progress from 2013-2017Reading – 2013 – 15%, 20%, 23%, 11%, 23% in 2017 Math – 2013 – 17%, 19%, n/a, 20%, 20% in 2017

System safeguard targets missed from 2013 - 20172013 - math - African American students2014 - writing - Hispanic students; reading - special ed students2015 - writing - all students, Hispanic, & Eco Dis students; reading & math - special ed students2016 - writing - all students, Hispanic, White, & Eco dis students; reading & math - special ed students 2017 - writing - Eco Dis students From previous year:

CBA's are implemented in Kindergarten and First grade each six weeks. In kindergarten all math CBA scores were in the 80's and 90's throughout the six six weeks and all reading CBA scores improved from the first six weeks of 24% to 93% by the sixth six weeks. In first grade all CBA scores are above 76% in math and 80% passed in reading. In second grade all CBA scores were at 72% or higher.

Writing was a focus initiative in 2016-2017. Revising and editing benchmarks implemented in third and fourth grade and composition benchmarks implemented four times a year in all grade levels.



Student Academic Achievement Strengths

Strengths:

All grade levels are making gains in both reading and math

Two ISTs (conducting morning tutorials)

Progress Monitor Once a Month and every two weeks for Tier 3 students

Progress Monitoring Meetings have been implemented

Tier 2 program interventions

Purchase of “Hands On Standards” Teacher Guide & new manipulatives for math teachers

Data Digs after District Assessments

Global Data Tracker created to identify and target instruction for students in special sub-pops

Book bags have been helpful for students to have leveled books available at home.

Letterland has been a great consistent phonics program (k-2)

Identified Needs:

ISTs and Instructional Coaches (full-time for both ELA & math)/new Math Coach

Modeling for reading and math Tier 2 interventions

System for teachers to monitor progress monitoring more effectively

Teacher training regarding progress monitoring (how to read & print & how to address it when a student is not responding to the intervention)

Science Lab to support new science curriculum (collect science materials into one location and work with the district Science Coordinator, Ms. Hoseck)



New resources to go along with new science and math adoptions & support for manipulatives offered during PLC times and on PD days

Marilyn Burns’ Math PD modeling videos and cooperative learning practice

Supplemental materials for grammar

Interactive wall murals to immerse students in learning: Letterland/Letters, sounds; Multiples: through 10x10; Sight words/academic vocabulary

Letterland Fidelity must be supported on classroom schedules and through frequent walks

Kagan Training on Oct. 11, 2018: 1 member per team

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: We need to facilitate teaching experiences that improve student achievement in math, reading, and writing. Root Cause: We need to use data more effectively to pinpoint areas of instructional strengths and identify which skills students are struggling with. We need to practice explicitly analyzing our data and apply what we learn to determine how to appropriately differentiate instruction.

School Processes & Programs

School Processes & Programs Summary

Alignment to the TEKS and Keller ISD Curriculum continued to be an emphasis. Guided Reading training, Writers’ Workshop, and Letterland training was provided to teachers. Alignment of holistic scoring processes were reviewed and used to guide writing instruction. All kindergarten teachers were trained in the Discovery Learning Model and have now implemented it for two years. Instructional resources were provided that included collaborative book studies and classroom materials.

Campus administrators conducted observations, both formally and informally, to assess the level of curriculum implementation in classrooms. Support was provided by KISD Learning Coordinators and the Campus Instructional Specialist in ELAR/SS and Math curriculum alignment. Teachers worked collaboratively throughout the year to develop deeper understanding of how to better create and utilize Curriculum Based Assessments for Reading, Writing, and Math. A variety of formative and summative assessment data was collected, analyzed, and used to make instructional decisions. Teachers implemented classroom interventions and worked through the RtI Process as needed to obtain additional student support. In the spring, Title I tutors worked with targeted students in grades K-4.

The student population at Heritage is served by 63 total staff members including: 26 classroom teachers, 2 Instructional Support Teachers (IST), 1 special education Resource teacher, 1 special education STARS teacher, a part-time ESL teacher, a part-time GT teacher, and 1 full-time Dyslexia Specialist. In



addition, we house 1 self-contained special education class. Our students participate in art, music, physical education, theatre arts, and library every week. We have two campus administrators, a full-time Counselor, and full-time Campus Instructional Specialist (CIS). 100% of Heritage Elementary teachers and instructional paraprofessionals are highly qualified.

Four dedicated collaboration days were provided to allow teachers uninterrupted time to analyze data and plan instructional units as a team. Grade level collaborative planning meetings were conducted weekly to continue this collaborative effort. A comprehensive professional learning plan was provided including required and optional trainings with an emphasis on Student Engagement, Phonics (K-1), Discovery Learning (K), Guided Reading, Writers’ Workshop, RtI Processes & Interventions, Questioning Strategies, and Math Talk. All teachers participated in Campus Action Teams and VerticalImprovement Planning Teams. A teacher-to-teacher Mentoring Program was also successfully expanded this year. The Texas Teacher Evaluations Support System (T-TESS) was implemented district-wide with administrative support, guidance, and coaching to assist teachers in attaining personal professional goals. Administrators conducted classroom observations which included pre- and post-conferences to provide feedback and ideas to improve instructional practices.

Due to lower student enrollment projections for 2016-17, we are reducing first grade from six to five teachers. Title I funding was utilized to continue providing a Campus Instructional Specialist (CIS) to support teachers with curriculum and instruction alignment, professional development, coaching, and mentoring. 100% of Heritage teachers surveyed stated that they feel comfortable asking our Campus Instructional Specialist (CIS) for support and 96% indicate they understand what kinds of support the CIS can provide. 80% of all teachers have utilized the CIS services with 3 teachers volunteering for coaching in rigor, relevance, and engagement this year. Teachers new to Heritage within the past two years participated in our expanded campus mentoring program. Staff input and team interview processes were utilized in the hiring process. Highly Qualified Title I Tutors assisted targeted students with reading interventions and offered classroom team-teaching support. An administrative intern will be joining our campus for one-year in 2017-2018, who will serve in the capacity as a third campus administrator.

We have developed a Master Schedule to maximize instruction and provide Flex Time for student interventions. We have improved flow-thru lane signage and parking lot markings. A staff and parent handbook has been developed. Teachers are provided opportunities for collaboration and feedback. We also added a “Process Detectors” Action Team to help revise and develop better systems and processes. We offer before and after school tutoring and expanded afterschool clubs in partnership with students from FRHS. Clayton YES is housed on our campus providing childcare services every morning and afternoon.

Remind 101 is used for staff reminders and School Messenger more fully utilized for school-wide parent communication.

Technology is an important tool for integrating the 21st Century Skills that students will need in the future. We have several tools available to classroom teachers, including: iPads (purchased in 2017 Fall Semester for grades K-2, with plans to add more at upper levels in 2018-2019), laptops, classroom computers, and Chromebooks. Many teachers utilize technology in the classroom on a daily basis and several have written grants for their own technology needs. Our librarian advocates the Hour of Code and utilizes a variety of technology tools for Makerspace activities. Technology is being integrated in core content areas. The tools most often used are digital cameras, internet, digital streaming, multi-media presentations, document cameras, and skills-based instructional programs and apps.



School Processes & Programs Strengths Strengths:

More technology has been given to our campus and put in the hands of classroom teachers – teachers have loved the technology!

Schedule committee is being formed to review schedule to seek opportunities for improvement

Beautification committee formed, scheduling campus visits & seeking price quotes; new playground equipment is coming

PLCs on Tuesdays & PLC work (tracking SEs, question analysis, and true conversations on instructional adjustments)

Sped - weekly departmental meetings & open communication from other departments

Identified Needs:

Better, proven, unified way to assess student progress throughout the year

Tighten up intervention documentation requirements

Evaluate IST ratios & flexibly group across grade levels during intervention / FLEX /WIN time to add additional Tier 3 groups in grades 3 & 4 as needed

Need a more streamlined process or a “fast track” for students who have higher needs and need to get support faster

Use substitutes to monitor tier 1 instruction while teachers are administering their BOY, MOY, and EOY reading assessments.

Education Galaxy training: how to use diagnostic to prescribe intervention plan & based upon BOY, MOY, EOY assessment results

More time to look at student data next year

Global Data Document – every year, every student

Use PLC time to look over data, compare, and plan

Vertical alignment for writing 4th to 3rd, 3rd to 2nd, 2nd to 1st, 1st to kinder. (This has been asked for several years.)

Meeting with Vertical Alignment Teams more frequently if possible to plan to support learning for the following year



Share data collected at PLCs (DCAs, Reading levels, etc.) with the grades below so that we can be truly vertically aligned/transparent.

PLCs will include sped team members

Ensure sped students are in gen ed classroom as much as possible (no pull out from tier 1 direct instruction or extra opportunities in science, etc.)

Administration must be in classrooms regularly and provide positive feedback

More instructional technology (devices)

Student-goal setting, progress-monitoring and student-led parent will be a priority for PD and ongoing support/PLC discussions next year

Perceptions

Perceptions Summary

At Heritage Elementary, we believe Heroes are first, parents are partners, and together we form a collaborative, caring community. Family and community involvement is essential for our students’ academic, social, and emotional success.

PEIMS data indicates that Discipline Referrals have increased from 131 annual referrals for Code of Conduct violations to 185 referrals, an increase of 41% over the previous year. 79% of staff members feel that discipline is enforced fairly and 87% feel administrators are available when they have a concern. 100% of staff members feel the school is safe and 100% feel that family input is respected and valued. Comments from the staff survey indicate that teachers are needing more support to maintain order and discipline at school.

According to our Campus Climate Survey, 69% of parents rated the overall quality of our digital learning environment as Good to Excellent, while only 59% of staff agree. Feedback from teachers suggest that their overall knowledge of technology is strong and teachers are willing to learn. However, there is frustration in the limited amount of technology available and the outdated/broken technology is salvaged each year, yet not replaced. According to a staff Technology Survey, 78.5% of technology devices are fully functional. Teachers indicated that they welcome an increase in technology tools for either they or their students to complete their work effectively and efficiently. Suggestions included: more laptops/iPads for students, SmartBoards, updated computer lab/computer lab teacher.

This year, parents responding to the Campus Climate Survey rated the campus as follows: A – 32% B – 45% C– 19% D/F – 4%. 87% of families responded that Heritage is a safe school and 97% of families feel welcome at Heritage. 100% of families feel encouraged to attend school-sponsored events. 96% feel that families are encouraged to volunteer. 90% of parents feel that administrators are professional and courteous. 88% feel that there is a trusted adult at school that can help their child with a problem. 82% feel that students are treated fairly and 74% feel that high expectations are set for their child. 81% feel that their child is challenged by their schoolwork, while only 68% feel they receive timely feedback from teachers. 70% feel that their child is excited to go to school. 57% of parents feel that students receive the support they need for academic and career counseling. 95.9% of parents responding to the Title I



Family Involvement Survey indicate that they understand their responsibilities of the School-Parent Compact and 91.8% indicate that they are kept informed about school activities. 86% of families indicate that they enjoyed attending Parent-Teacher Conferences and 53% indicated that they enjoy volunteering.

We conducted our annual Title I Orientation Night, provided parents with our Title I Family Involvement Policy and Home-School Compact, in addition to promoting the KISD Title I Parent Involvement Trainings. Rise and Shine Assemblies occur monthly to boost campus climate, recognize outstanding student achievements, and pro mote upcoming events.

We promote active engagement and community outreach opportunities for our students, families, and staff. Many family events were planned in conjunction with our PTA, including musical performances, Cosmic Bowling, carnival, rodeo day, movie night, Lego night, and our Valentine’s Day Dance. We partnered with Strong Fathers, Strong Families for Math Morning, Science Night, and Bring Dad to School Day. We also encouraged Watch DOGS participation, and provide Food for the Soul backpack meals weekly to students in need. We participated as a campus in the Hour of Code, Casey’s Kids’ Fun Run, Jump Rope for Heart, we conducted a Keller Community Storehouse Food Drive & Toy Drive, PTA “Books for Cooks” book drive for local children’s doctor offices, and participated in the Diabetes Walk. As a community, we supported a Chick fil A Spirit Night, donating all of the proceeds to Team Mike. Our staff also received recognition from many community businesses for Teacher Appreciation Week.

Over 200 families have joined PTA and we have plans to recruit more! We had a small but mighty PTA Executive Board who continued to provide multiple fun family events, including our spring Carnival and Holiday Store. We held the first annual Volunteer Appreciation Breakfast and conducted grade level Awards Ceremonies at the end of the year. Our PTA is facilitating the APEX Fun Run Fundraiser in 2018-2019 to raise funds for student field trips, technology, and other items.

In 2018-2019 we had 66 parent volunteers who helped in classrooms, with field trip events, and provided other campus support. There were also 29 father figures who volunteered as Watch DOGS. We are fortunate to be located next door to Fossil Ridge High School and partner with students from the Ridge on a weekly basis for clubs, mentoring, reading with students, Ready-Set-Teach Program, and volunteers for our campus events. Both the Summer Glen Library and Watauga Library partnered with us on Hero Literacy Night to encourage student participation in their summer reading programs. All families in attendance received a free book donated from our PTA, Scholastic Books, and Half-Price Books. We held two Scholastic Book Fairs and held special recognitions for Grandparents’ Day and Veterans’ Day. We provided a new Kinder Family Social Night and are making plans for “Kinder Camp,” so that our youngest Heroes can be more comfortable starting school next August.

There are a variety of exceptional learning and extra-curricular opportunities available at Heritage Elementary. Students competed in Cup Stacking, Music Memory, and had Artwork on display at the Keller Art Festival. We also worked to improve public relations by promoting campus events through the KISD communications department and social media to highlight our students and school. In addition, several teachers were awarded grants this year for classroom materials and technology.

Perceptions Strengths Strengths:



Successful family involvement nights where kids and parents have fun and engage with teachers and staff on the campus outside of school hours (Carnival, Candy Cavern/Bowling, PTA Nights, etc.

Attendance=96%!

PBIS District campus walkthrough showed more positive results than last year’s walk through

Identified Needs:

Link academic nights with fun nights for higher turnouts. (Continue carnival, cosmic bowling, and family engagement activities but combine with academic piece.)

Help staff and parents understand concept of family engagement, its purpose in supporting students to value and pursue knowledge.

Parent University

Additional enrichment clubs (Odyssey of the Mind)

PBIS Team/Counselor - time with staff monthly to teach new and remind of current social/emotional strategies

Put time in schedule for morning meetings and provide more training on morning meetings

Do more in less meetings - or communicate things via email rather than in person

Staff Attendance: How do we add comfort to our building to need less “mental health” days?

Safety & Security – building safety: communicate a clear plan for visitor check-in at office; working with district leaders to ensure we have the safest campus possible.



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

Improvement Planning Data

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

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card 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 versions STAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Local diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license) Local diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records results

Observation Survey results



Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each group

Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation dataMigrant population, including performance, progress, discipline, attendance, and mobilityAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Section 504 dataHomeless dataGifted and talented dataResponse to Intervention (RtI) student achievement dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataHeritage Elementary School Campus #220-907106

18 of 38Generated by Plan4Learning.com September 20, 2018 10:56 am

Staff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact T-TESS

Parent/Community Data

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

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results



District Strategic Priorities / Goals

Revised/Approved: September 13, 2018

Goal : Increase Student Achievement

Performance Objective 1: By June, 2019, we will increase the number of 3rd and 4th grade students attaining "approaches grade level" performance in math from 72% to 75% as measured by STAAR.

Met/Did Not Meet Goal 1:

Summative Evaluation 1:

Action Step Description ELEMENTS Monitor MeasuresProgress Reviews

Dec Apr JulyCritical Success Factors

CSF 1 CSF 3 CSF 7

1) Conduct administrative walkthroughs and focused data talks to monitor instructional alignment, and identify / support areas in need of academic training/coaching.

2.4 Principal, AP, AA Walk-thru DataT-TESS Evaluations

Problem Statements: Student Achievement 1, 4

Funding Sources: 199 - General Fund - 0.00

Critical Success FactorsCSF 1 CSF 3 CSF 7

2) Plan on-going collaborative opportunities for TEKS deconstruction, data analysis, and designing engaging learning experiences following the VESTED lesson plan model and district framework to ensure appropriate instructional rigor.(budgeted as one full day per year x 24 homeroom classrooms)

2.4 Teachers, InstructionalCoach, Principal, AP,AA

PLC AgendasLesson PlansSubstitute logs

Problem Statements: Student Achievement 1

Funding Sources: 211 - Title I Pt A Impr BSC Prg - 4320.00

Critical Success FactorsCSF 1 CSF 7

3) Provide training and coaching to teachers in instructional best practices regarding the math workshop model [number talks, number sense, spiraling, fluency, problem-solving, and

2.4 District Math Coach Training MaterialsCoaching FeedbackMath coach agenda, sign in, and minutes




academic vocabulary]; provide training and coaching to math teachers in using math manipulatives to increase student engagement and understanding of abstract math concepts.


4) Provide family engagement event ("Monster Math Night" in October, 2018) with activities to promote use of math games, manipulatives, and strategies at home.

2.4, 2.5 Teachers,Administration, MathIST

Family Math Night AttendanceFamily FeedbackTeacher Volunteer Sign in sheet;Students' increased performance on math homework and weekly assessments.Students' success on math homework.

Problem Statements: Parent and Community Engagement 2

Funding Sources: 285 - Title I Part A ARRA - 500.00

Critical Success FactorsCSF 1

5) Provide professional development for problem solving (UPS check) implementation.

2.4 District Math CoachTeachers Principal

Common AssessmentsFormative Assessments Walkthroughs



6) Teachers will implement data analysis process following each common assessment.

2.6 CampusAdministration,Instructional Coach

Evidence of discussions in PLC minutes

Problem Statements: Staff Quality, Recruitment, and Retention 2 - Student Academic Achievement 1


7) Renew our purchase of Education Galaxy and "Lift Off" interactive Math Diagnostic/ Instructional program that will assess, diagnose and offer supplemental instruction for math skill performance and skill gaps for students requiring Tier 2 and Tier 3 math intervention.

2.4, 2.5, 2.6 Campus Principal, Math IST

Student Usage reports per classroom,Student growth over the year per classroom




8) Purchase and provide targeted student access to an increased amount of Chromebooks, iPads, and Mimio interactive projectors to facilitate access to integrate visual learning into math and address targeted Math intervention programs which will target students' skill gaps, increase problem solving abilities, and increase computation fluency.

Teach training / professional development will be provided.

2.4, 2.5 Campus Principal, AP, Math IST,

Classroom walk-throughs, Student usage and growth reports

Problem Statements: Student Achievement 4 - Technology 1


Critical Success Factors Campus Principal, AP, AA, Classroom

Teachers' lesson plans



CSF 1

9) Provide grade 3 and 4 Forde-Ferrier supplemental math tutorial resources for students to use both in classroom and in after-school tutorials. Teachers will integrate previously purchased-manipulatives and supplies for hands on learning and 3D to 2D transfer.

We will also purchase the Tier 2 resource for 4th Grade students who failed the Math STAAR in 2017-2018 to fill in 3rd grade math skill gaps.

teachers

Problem Statements: Demographics 1 - Student Achievement 4



10) Offer ongoing training and support for explicit math instruction using the CRA (concrete, representational, abstract) instructional model.

2.4, 2.6 Principal, AssistantPrincipal, Instructional Coaches, IST

Classroom Walkthroughs of tier 1 and all levels of math instruction.



11) Offer additional support / PD for integrating the new Pearson Math Investigations Curriculum in Fall of 2018.

2.4 Principal, AP, District Instructional Coach

Sign in sheets from training provided

Teachers integrating their math


= Accomplished = Above Target = On Target = Below Target = Discontinue

Performance Objective 1 Problem Statements:Demographics

Problem Statement 1: Our campus STAAR and local data evidences an achievement gap between our more affluent students and our economically-disadvantaged students. Root Cause 1: Research supports that students who come from economically-disadvantaged households require more explicit instruction as well as specialized strategies to empower them to take ownership of their learning to control their individual destinies.

Student AchievementProblem Statement 1: Student reading levels have increased, however students are not assessed with aligned tools, resources, and processes. It is difficult to analyze data and track progress as a result of the inconsistencies. Root Cause 1: A higher than average number of changes at Heritage have facilitated a wide variety of reading assessment tools, as well as instructional programs.

Problem Statement 4: AIMSweb indicates that an increase of the effectiveness of Tier 1 instruction in math and reading is a continued need. Root Cause 4: Alignment is needed across grade levels and across the campus regarding curriculum resources that calibrate with the rigor of the local and state assessments.

Problem Statement 5: Classroom walk-throughs evidence a lack of explicit and engaging math instruction. Root Cause 5: Many math teachers have not receiving sufficient training to use the purchased math manipulatives effectively.

Problem Statement 6: Student performance indicates that problem-solving in math continues to be an area of great difficulty. Root Cause 6: The word problems require students to analyze math word problems and students lack strategies in knowing how to do this effectively. Also, we need to support students in mastering the recall of math facts so that they can solve word problems more easily.



Staff Quality, Recruitment, and RetentionProblem Statement 2: While the administration and staff meet weekly for PLC meetings, this action has not resulted in increased student achievement. Root Cause 2: There is a need for more explicit data analysis and disagregation to identify areas of instructional strengths and needs to improve the occurrence of targeted instruction.

Parent and Community EngagementProblem Statement 2: Some parents have expressed frustration in not knowing how to help their students with math homework. Root Cause 2: Parents need tools and support so that they may help their children to reinforce math strategies taught by their children's math teachers.

TechnologyProblem Statement 1: Campus technology is limited. There are not enough devices for students to use and teacher training in integration is limited.

Student Academic AchievementProblem Statement 1: We need to facilitate teaching experiences that improve student achievement in math, reading, and writing. Root Cause 1: We need to use data more effectively to pinpoint areas of instructional strengths and identify which skills students are struggling with. We need to practice explicitly analyzing our data and apply what we learn to determine how to appropriately differentiate instruction.




Performance Objective 2: By June, 2019, we will increase the number of 3rd and 4th grade students attaining "approaches grade level" performance in reading from 74% to 77% as measured by STAAR.





CSF 2 CSF 7

1) Provide additional professional development for Fountas & Pinnell BAS and LLI for every reading teacher to:

* ensure fidelity of Running Records / assessmentadministration to ensure alignment across and between gradelevels.* analyze data gathered from the assessment to facilitateeffective differentiated instruction.

2.4 Principal, AP, AA,Instructional Coach,IST

BOY, MOY, EOY reading assessment data will be valid, reliable and aligned.

Teachers will use data to identify students' independent levels of reading to inform instructional decisions and small group formations for guided reading with LLI resources.

Problem Statements: Student Achievement 1 - Curriculum, Instruction, and Assessment 3



2) Provide an interactive, supplemental reading diagnostic and instructional technology program and ensure targeted student access to program with fidelity (RAZ Kids and Reading A-Z).Also, this will provide teacher tutoring packs.

Campus Principal, AP,AA, Reading IST,Classroom teachers

Classroom walk-throughs,Student usage and student growth reports per classroom




3) Provide Forde-Ferrier supplemental reading tutorial resources for students to use both in classroom and in afterschool tutoring.

We will enlist teachers to tutor students using these resources during after school on Monday and Wednesday afternoons beginning the first week of October, 2018.

2.4 Campus Principal, AP, AA, Classroom teachers

Classroom walkthroughs during tutorials will evidence integration of this resource.

Students' understanding of STAAR-genre reading passages and their ability to provide text evidence to prove thinking will increase.






4) We will employ a Campus ELA Instructional Coach to provide instructional support to increase the effectiveness for Tier 1 ELA instruction by coaching teachers for effective reading and writing instruction.

2.4 Principal, Assistant Principal

PLC topics and sign-in sheetsClassroom walk-through observations reflecting practices that instructional coach has supported with teachers.

Problem Statements: Student Achievement 4 - Staff Quality, Recruitment, and Retention 1, 2, 3



5) We will provide substitutes for our reading teachers to allow the teachers a full day to dedicate to 1 on 1 administrations of the F & P BAS Reading Assessment / Running Record during BOY and MOY assessment windows to support fidelity with the administration of the assessment and to inform appropriate reading instruction and intervention.

Principal, Reading IST, Grade level reading teachers

Substitute pay sheets, completed reading assessments on every student within testing window.

Problem Statements: Curriculum, Instruction, and Assessment 3



6) We will actively promote students receiving the appropriate instructional minutes in the curriculum and facilitate students receiving needed instruction from highlyqualified personnel by offering classroom-embedded "labstyle" PD instead of trainings that pull teachers off campus, and out of teaching, whenever possible.

2.4, 2.5 Principal, AssistantPrincipal, InstructionalCoach, SubstituteCoordinator

Teacher Attendance will increase at least 3 percentage points over last year during the same grading period.

Instructional Coach's Calendar will show that trainings and modeling are happening in the classroom with students present to increase the benefit to students.

Timeclock reports will evidence fewer teacher absences.

Problem Statements: Staff Quality, Recruitment, and Retention 3


7) We will work with our parents and ask them to accept the parent commitment sheet to read with their child(ren) for at least 20 minutes each night.

For students whose parents do not complete the commitment form, we will assign these students a buddy to read with them for 20 minutes daily.

2.4, 2.6 Principal, AP,Teachers, Staff,Students' Families

100% of students will read with an adult for at least 20 minutes each night / 100 minutes weekly from a text on their reading level.



2.4, 2.5, 2.6 Principal, ReadingIST, ELA Instructional Coach

Classroom walk-throughs will evidence that students are engaged in RAZ Kids for reading intervention.



8) We will purchase additional technology in the form of Chromebooks and interactive Projector Devices to support students getting increased access to Reading A-Z / RAZ Kids for supplemental reading intervention and reading fluency practice and progress monitoring.




9) Purchase additional research-based reading intervention resources with Reading LLI (Leveled Literacy Intervention)kits to ensure fidelity with Tier 2 and Tier 3 reading intervention instruction.

2.4, 2.6 Principal, AP, ELAInstructional Coach,Reading Specialist

Classroom walk-throughs during FLEX/ W.I.N. Time will evidence that teachers are using the LLI resources with fidelity.

Problem Statements: Curriculum, Instruction, and Assessment 4





Student AchievementProblem Statement 1: Student reading levels have increased, however students are not assessed with aligned tools, resources, and processes. It is difficult to analyze data and track progress as a result of the inconsistencies. Root Cause 1: A higher than average number of changes at Heritage have facilitated a wide variety of reading assessment tools, as well as instructional programs.

Problem Statement 4: AIMSweb indicates that an increase of the effectiveness of Tier 1 instruction in math and reading is a continued need. Root Cause 4: Alignment is needed across grade levels and across the campus regarding curriculum resources that calibrate with the rigor of the local and state assessments.

Staff Quality, Recruitment, and RetentionProblem Statement 1: Heritage has been able to intentionally plan PLC's for grade level teams, but co-curr and specials do not have consistent times to meet. This is an area for improvement. Root Cause 1: We were not able to effectively integrate our CoCurr teachers into supporting students' reading, math, and writing performance.

Problem Statement 2: While the administration and staff meet weekly for PLC meetings, this action has not resulted in increased student achievement. Root Cause 2: There is a need for more explicit data analysis and disagregation to identify areas of instructional strengths and needs to improve the occurrence of targeted instruction.

Problem Statement 3: We are losing instructional time as many substitute teachers have been utilized to carry out instruction. These guest educators are not always highly qualified. Root Cause 3: Professional development and training are needed, however we are losing instructional time when our highly qualified teachers are out of the classroom attending PD elsewhere. In addition, our records evidence that teacher absenteeism is an issue in some cases, causing students a lack of opportunity to be educated by highly-qualified staff.

Curriculum, Instruction, and AssessmentProblem Statement 3: The percentage of students reading below grade level at 2017-2018 EOY was 25% in Kindergarten and the percentages increased by approximately 10% each year as students matriculated through each grade level, resulting in 60% of HES 4th graders reading below grade-level. Root Cause 3: A lack of aligned reading assessment, and observations of teachers conducting "running records" indicated that many teachers needed support in understanding how to appropriately determine students' independent reading levels. More training and accountability is needed to ensure that students' reported reading levels are accurate to ensure students receive appropriate reading instruction.



Problem Statement 4: Tier 2 and Tier 3 intervention instruction for math and reading is not proving effective for filling in students' learning gaps and improving achievement. Root Cause 4: Teachers need research-based reading and math intervention instruction materials that are easily accessible, effective, and practical.

Parent and Community EngagementProblem Statement 3: Students' reading performance level is lower than expected across the campus. Root Cause 3: Many students are not reading with an adult for pleasure every day.


Performance Objective 3: By June, 2019, we will increase the percentage of 4th grade students meeting "approaching grade level" in writing from 57% to 62% as measured by STAAR.





CSF 1

1) Utilize, with fidelity, the writing lessons and strategies presented in the Lucy Calkins curriculum and instruction documents, resources, and trainings.

2.4 Teachers Walkthroughs; Common Assessments

Vertical Alignment Writing Committee will collect students' writing samples and analyze them to determine instructional areas of strength and need across our campus.

Problem Statements: Student Achievement 3 - Staff Quality, Recruitment, and Retention 2

2) Implement Data Talk protocols and student goal-setting processes in K - 4th grade

Campusadministrators, Teacher Teams

Team Action Charts; Walkthroughs

Problem Statements: Demographics 1

3) Create a vertical alignment team for writing that will review writing samples together from grades K-4 and compare these to the vertically aligned Writing TEKS to address instructional strengths and make recommendations for improvements.

We will also evaluate Grade 4 Writing STAAR data from 2017-2018 to evaluate strengths and needs in ensuring increased student performance in revising and editing.

2.4 Principal, AP, AA,Vertical AlignmentWriting Committee,ELA Teachers

Students' writing performance will improve and increase


Comprehensive Support Action Step4) Teachers will track their students' writing progress

Principal, AP, IC,Teachers, Vertical



throughout the year through common assessments and record this data in their class data trackers.We will used an aligned rubric for grades K-4 to ensure objective assessment.

Teachers will specifically reference the correlation between students identified as "economically disadvantaged" and those struggling in writing.

Writing interventions will be shared and a writing intervention group will be created on each grade level team.

Alignment Team forWriting


Comprehensive Support Action StepCritical Success Factors

CSF 1 CSF 2

5) Purchase and utilize Forde-Ferrier Grade 3 Writing (Revising and Editing) work texts; support our 3rd grade teachers in utilizing these resources regularly to better instruct our students in effective revising and editing techniques.

Our campus will target a common writing SLO "Student Learning Objective" Goal to improve students' ability to edit and revise; we will track progress toward achieving it throughout the vertical grade levels, K-4.

2.4 Teachers, AA, AP,ELA InstructionalCoach, Principal

District Common Assessment results, classroom walkthroughs, writing vertical alignment team meeting minutes.

Our campus will target a common writing SLO "Student Learning Objective" Goal to improve students' ability to edit and revise; we will track progress toward achieving it throughout the vertical grade levels, K-4.




6) Send our 4th ELA Teachers to attend Writing (Editing and Revising) PD with Jeff Anderson's "Patterns of Power" in October 2018.

2.4 Principal, AP Classroom walk-throughs will evidence that teachers are implementing the strategies learned in the workshop.

4th grade teachers will "flip" this PD and share at a faculty learning meeting.

Substitute forms and teachers' certificates of completions will also evidence teachers' attendance.



Performance Objective 3 Problem Statements:

Demographics




Student AchievementProblem Statement 3: There is a need for a more aligned writing composition rubric for assessing writing. Root Cause 3: Unit the purchase of the Lucy Calkins materials, the writing rubrics were misaligned.

Staff Quality, Recruitment, and RetentionProblem Statement 2: While the administration and staff meet weekly for PLC meetings, this action has not resulted in increased student achievement. Root Cause 2: There is a need for more explicit data analysis and disagregation to identify areas of instructional strengths and needs to improve the occurrence of targeted instruction.

Curriculum, Instruction, and AssessmentProblem Statement 1: Writing scores improved to a passing rate of 60%, however there were no 7's or 8's in the fourth grade compositions. Students working through the writing process and becoming more confident writers is a high priority.




Performance Objective 4: HES will implement offer social-emotional proactive behavior supports with fidelity to facilitate student success through daily morning meetings.

Morning meetings will increase from at least 80% to 83% as observed during classroom walk-throughs and evidenced in an increased number of students demonstrating appropriate behaviors that contribute to greater learning achievement.





CSF 1 CSF 4 CSF 6

1) Integrate daily morning meetings into the ELA & Math Curriculum with the purpose of supporting students' SEL needs while also spiraling in NCTM math standards and reading skills such as poetry.

2.5, 2.6 Principal, Counselor,AP, AA, PBIS Team

Classroom walkthroughs Meeting agendasBook Study participationDistrict Walkthrough Data

Problem Statements: School Culture and Climate 1



2) We will send one teacher from each grade level, along with two district administrators and our instructional coach, to Kagan Training to facilitate an increase in engaging classroom management strategies that support students collaborating in respectful ways.

The staff members who attend the Kagan training will model the strategies for their teammates and campus, and help implement the Kagan strategies campus -wide.

2.5, 2.6 Principal, AP, AA, classroom teachers

Classroom walks will evidence teachers incorporating Kagan strategies into their classrooms; respectful, collaborative interactions between students will be evident.


3) We will implement a "House System" (named "HERO Houses") that will encourage students to value and

2.5 AP, AA, Counselor, Staff

Campus Calendar will evidence school wide assemblies.



demonstrate INTEGRITY, WISDOM, FORTITUDE, and BRAVERY.

The HOUSE System also serves the purpose of giving each student a sense of belonging, connection, and builds relationships.

We will purchase banners, bracelets, and other items to celebrate traits of excellent character.



Performance Objective 4 Problem Statements:School Culture and Climate

Problem Statement 1: PBIS is strong in the common areas, however data is showing that we need consistent classroom management strategies and morning meetings in the classrooms for positive environments.



Goal : Excellence in Student, Parent and Community Relationships/Title I Parent and Family Engagement

Performance Objective 1: 2.1 Assure timely, effective, and consistent two-way communication





CSF 1 CSF 5

1) Students will lead data talks to take ownership of their individual goals and progress at parent conferences.

2.4, 3.1, 3.2 Principal, AP, AA, Teachers

Parents will sign a sheet with their student and their student's teacher to state that the child has explained his / her academic goals, his / her progress toward reaching those goals, as well as what he / she needs from his / her teacher and family to achieve the goals.

Problem Statements: Demographics 1


2) The principal, campus PR Rep, and AA will utilize various social media accounts to spread news to promote parent engagement and involvement.

Parents will be prompted to sign up via Principal introduction letter, School Messenger & our Title-1 Parent Meeting.

The principal will communicate via this mode to provide instant communication as needed.

3.1 Principal, AA, PR Rep, Secretary

Principal Introduction Letter,Facebook,Heritage Website,Instagram,Twitter,Remind 101 Account,New Messenger ProgramS'MORE Principal Weekly Newsletter to Parents




3) To engage a maximum number of parents, we will integrate several important events into one night:"Back 2 School Bash," Title-1 Parent Orientation, and "Meet the Teacher" Night will occur on the same night.

3.1 Principal, AP, Faculty, Staff

Sign in sheets, Agendas and Minutes



4) We will host a "Parent University" in November in which teachers and staff will educate our parents on issues that will

2.4, 2.6, 3.2 Principal, AP, AA, Staff Parent University sign-ins, agendas, and minutes will evidence the supports shared with parents.



increase our students' academic performance.



Parent and Community EngagementProblem Statement 1: The survey results indicate that parents are more engaged when they receive more consistent communication about the happenings on the campus from the campus and teachers. Root Cause 1: There has been a lack of consistent communication across the campus; many teachers have expressed that they were not sending home class / grade-level newsletters / communications.



Discontinue= Below Target = On Target = Above Target = Accomplished =

Goal : Excellence in Student, Parent and Community Relationships/Title I Parent and Family Engagement

Performance Objective 2: Establish and nurture collaborative partnerships with students, families, and community members to promote student success





CSF 1 CSF 5

1) Provide informational "Parent University" where parents can become knowledgeable in Title I topics, curriculum, assessment, and ways to become personally involved in campus decision-making opportunities that affect the education of their child.

3.1, 3.2 School staff Sign in, Agenda, and Minutes

Parent feedback that evidences how their learning will positively impact their students' achievement.




2) Foster a welcoming and responsive environment for all family members.Promote family engagement through site-based leadership and partner decision making.

3.1, 3.2 School staff Increase in opportunities provided for family engagement; Increase in parents and family members expressing interest in serving in decision-making; Increase in survey responses

Problem Statements: Demographics 1 - Parent and Community Engagement 1


3) Work with families, campus faculty, and campus administration to annually develop, review, and revise the school-home compact. The compacts will be distributed on the school website and/or sent home with scholars, and discussed at the first parent-teacher conference.

3.1, 3.2 School staff Compact will identify the responsibilities of the school to provide high-level curriculum and instruction, the expectations of the parents to provide support in their scholar's learning, and the expectations for scholars to take personal responsibility of their learning.



Performance Objective 2 Problem Statements:

Demographics

Problem Statement 1: Our campus STAAR and local data evidences an achievement gap between our more affluent students and our economically-disadvantaged students. Root Cause 1: Heritage Elementary School Campus #220-907106

34 of 38Generated by Plan4Learning.com September 20, 2018 10:56 am

Research supports that students who come from economically-disadvantaged households require more explicit instruction as well as specialized strategies to empower them to take ownership of their learning to control their individual destinies.

Parent and Community EngagementProblem Statement 1: The survey results indicate that parents are more engaged when they receive more consistent communication about the happenings on the campus from the campus and teachers. Root Cause 1: There has been a lack of consistent communication across the campus; many teachers have expressed that they were not sending home class / grade-level newsletters / communications.

Problem Statement 2: Some parents have expressed frustration in not knowing how to help their students with math homework. Root Cause 2: Parents need tools and support so that they may help their children to reinforce math strategies taught by their children's math teachers.



Goal : Excellence in Processes and Systems

Performance Objective 1: 3.1 Ensure organizational efficiency and alignment




Dec Apr July1) Adjust Master Schedule to:

ensure that instructional minutes are aligned to Keller

ISD framework requirements and to protect Tier 1

instructional time. and--

ensure that "FLEX Time" is used for intervention and enrichment time with fidelity.

Principal, AP, Teachers

Campus Master Schedule,Classroom walk-throughs to check for alignment between schedule and in-class instruction.

Classroom walks targeting "FLEX Time" to ensure fidelity with minutes offered.

Problem Statements: School Context and Organization 1

2) We will facilitate vertical alignment team meetings three times this year for Reading, Writing, and Math improvement.

Teams will meet three times a year to evaluate, monitor, and make recommendations for academic areas of strength and need, and refer to scaffolding documents to ensure instructional alignment from Kindergarten through 4th grade and across grade level teams.

Principal, AP, AA Vertical Alignment Team Agendas and sign in sheets


3) We will utilize previously purchased (and newly purchased) technology resources to support students receiving maximized opportunities for technology supported tutorials and practice in reading and math.

Principal, AP,Secretary, Librarian /Media Specialist

Campus inventory will reflect an increase in technology resources provided to classrooms across grade levels and vertically across campus in an equitable, strategic way.

Classroom walks will indicate aligned resources used with fidelity for strategic and targeted instructional purposes.

Problem Statements: Technology 1

Funding Sources: 211 - Title I Pt A Impr BSC Prg - 42630.00, 461 - Campus Activity Fund - 7300.00




Performance Objective 1 Problem Statements:Student Achievement

Problem Statement 1: Student reading levels have increased, however students are not assessed with aligned tools, resources, and processes. It is difficult to analyze data and track progress as a result of the inconsistencies. Root Cause 1: A higher than average number of changes at Heritage have facilitated a wide variety of reading assessment tools, as well as instructional programs.

Problem Statement 3: There is a need for a more aligned writing composition rubric for assessing writing. Root Cause 3: Unit the purchase of the Lucy Calkins materials, the writing rubrics were misaligned.

School Context and OrganizationProblem Statement 1: The class placements and master schedule does not allow for maximum time on task. There are frequent disruptions due to too many pull outs and content time is disjointed. Pull outs need to be distributed equally in classrooms and the master schedule should indicate content priorities.

TechnologyProblem Statement 1: Campus technology is limited. There are not enough devices for students to use and teacher training in integration is limited.



Comprehensive Support Action Steps

Goal ObjectiveAction Step

Description

1 3 4

Teachers will track their students' writing progress throughout the year through common assessments and record this data in their class data trackers. We will used an aligned rubric for grades K-4 to ensure objective assessment. Teachers will specifically reference the correlation between students identified as "economically disadvantaged" and those struggling in writing. Writing interventions will be shared and a writing intervention group will be created on each grade level team.

1 3 5

Purchase and utilize Forde-Ferrier Grade 3 Writing (Revising and Editing) work texts; support our 3rd grade teachers in utilizing these resources regularly to better instruct our students in effective revising and editing techniques. Our campus will target a common writing SLO "Student Learning Objective" Goal to improve students' ability to edit and revise; we will track progress toward achieving it throughout the vertical grade levels, K-4.



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