2016-2017 campus improvement plan new braunfels ... · 11.251(b), (c), (e)new braunfels isd needs...

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2016-2017 Campus Improvement Plan

New Braunfels Independent School District

Lone Star Elementary

CIC Approval Date: October 13, 2016

Revised: October 13, 2016

NBISD Mission: NBISD provides an environment where all students are engaged and empowered to become

self-reliant learners in a constantly changing world.

Lone Star Mission: Our LSE team will inspire and empower its community to achieve success in a safe and

respectful learning environment.

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Lone Star Elementary Campus Improvement Committee Members

Name Representation Signature

Jana Tavarez Parent Representative

Kyle Campbell Parent Representative

Rachael Sandahl Business Representative

Jennifer Hernandez Community Representative

Community Representative

Amy Wright District Professional

Audrey Barber Elected Campus Level Professional, Intervention

Andrea Cole Elected Teacher Representative

Cathy Hinman Elected Teacher Representative

Ashley Erben Elected Teacher Representative, PE

Heather Salas Principal, Campus Level Professional

Christi Dunlap Assistant Principal, Campus Level Professional

Donna Shoop Counselor, Campus Level Professional

Alternate Teachers:

The district’s policy and procedures shall establish campus-level planning and decision-making committees as provided by Education Code 11.251(b)-(e). The committees shall include representative professional staff, parents of students enrolled in the District, business representatives, and community members. Education Code 11.251(b), .253(b) The Board shall adopt a procedure, consistent with Education Code 21.407(a) [see DGA], for the professional staff to nominate and elect the professional staff representatives who shall serve on the campus-level committees. If practicable, a committee shall include at least one professional staff representative with the primary responsibility for education students with disabilities. At least two-thirds of the elected professional staff representatives must be classroom teachers. The remaining staff representatives shall include both campus- and District-level professional staff members. Education Code 11.251(e) Board policy shall provide procedures for the selection of parents to the campus-level committees. For purposes of establishing the composition of committees:

1. A person who stands in parental relation to a student is considered a parent. 2. A parent who is an employee of the District is not considered a parent representative on the committee. 3. A parent is not considered a representative of community members on the committee. Education Code 11.2(c), (e)

Board policy shall provide procedures for the selection of community members and business representatives to serve on the committee in a manner that provides for

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appropriate representation of the community’s diversity. A committee must include business representatives without regard to whether a representative resides in the District or whether the business the person represents is located in the District. Community members must reside in the District and must be at least 18 years of age. Education Code

11.251(b), (c), (e)New Braunfels ISD Needs Assessment from 2014-2015 Performance Committees have been formed for each BOT set Goal to include the 8 required components for Title I /SCE. Each committee will discuss needs and compile summarized responses to a set of question probes. The following data sources are also reviewed for all student groups, grade levels, subjects, gender, and special program area students:

Texas Academic Performance Report (TAPR) Performance Based Monitoring Analysis Systems (PBMAS)

TEA Campus & District Accountability ratings TEA Teacher Survey (when data available)

Local data: attendance, Local Assessments, Spring surveys and qualitative data iStation Indicator of Progress (ISIP)

Community and Student Engagement Evaluation

New Braunfels ISD’s Comprehensive Needs Assessment Process

State and federal law both require schools to conduct a comprehensive needs assessment (CNA) as part of the planning and decision making process. The purpose of the CNA is to examine multiple sources of data to identify the priority needs and direction for the school. This process is the pre-work to the development of the campus and district improvement plans and decisions regarding the justification for use of ESSA and other State funds. When conducted properly, the CNA provides schools with identified strengths and weaknesses and specifies priorities for addressing student achievement and meeting challenging academic and performance standards. Conducting a CNA is a process, not an event. Data collection and analysis is ongoing to ensure that progress toward the school’s objectives, goals, mission and vision are being realized. Areas to be addressed include student performance and achievement; school climate and safety; staff quality and professional development; curriculum, instruction and assessment; parent and community involvement; school organization and policy; and technology.

1. District administrators review the purpose and outcomes for conducting the CNA with campus administrators. Expectations and guidelines are

established and short and long term timelines are set.

2. Each campus establishes teams composed of parents and community members, teachers, and administrators that meet throughout the year to examine

multiple sources of data. Sources of data may include, but are not limited to, parent, student and teacher surveys; academic achievement on local and

state assessments; review of State TAPR and Federal accountability reports; and review of prior year campus improvement plans. Meeting agendas,

minutes and sign-in sheets document this process.

3. Teams analyze collected data to identify campus strengths and needs. Needs are prioritized and all findings are recorded on campus CNA summary

templates.

4. Campus representatives bring summaries of their campuses identified strengths and prioritized needs to a meeting of the District Educational

Improvement Committee (DEIC). This data is compiled and used in developing the district’s comprehensive needs assessment.

5. CNA findings are connected to the campus and district improvement plan development and review process. District and campus improvement plans

identify strategies and activities designed to address prioritized campus and district needs. Priorities and needs correlate with justifications for NCLB

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Lone Star Elementary Comprehensive Needs Assessment Process

State and federal law both require schools to conduct a comprehensive needs assessment (CNA) as part of the planning and decision making process.

The purpose of the CNA is to examine multiple sources of data to identify the priority needs and direction for the school. This process is the pre-

work to the development of the campus plan and decisions regarding the justification for use of ESSA and other State funds. The CNA provides

schools with identified strengths and weaknesses and specifies priorities for addressing student achievement and meeting challenging academic and

performance standards. Conducting a CNA is a process, not an event. Data collection and analysis is ongoing to ensure that progress toward the

school’s objectives, goals, mission and vision are being realized. Areas to be addressed include student performance and achievement; school

climate and safety; staff quality and professional development; curriculum, instruction and assessment; parent and community involvement; school

organization and policy; and technology.

1. The campus improvement committee on the campus, composed of parents and community members, teachers, and administrators that meet

throughout the year to examine multiple sources of data. Sources of data may include, but are not limited to, parent, student and teacher surveys;

academic achievement on local and state assessments; review of State TAPR and Federal accountability reports; and review of prior year campus

improvement plans. Meeting agendas, minutes and sign-in sheets document this process.

2. The team analyzed collected data to identify campus strengths and needs. Needs were prioritized and all findings are recorded on the campus CNA

summary template

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CAMPUS COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR: 2015-2016 LONE STAR ELEMENTARY

Data Sources Reviewed:

Staff Survey, Parent Survey, Student Survey

District and State Testing Data, TAPR Reports, Review of 2015-2016 Campus Improvement Plans

Area Reviewed Summary of Strengths

What were the identified strengths? Summary of Needs

What were the identified needs? Priorities

What are the priorities for the campus,

including how federal and state program funds

will be used?

Student Performance

*Index 1 Student Achievement – 86 –

Target score was 60

*Index 2 Student Progress – 49 –

Target score was 32

*Index 3 Closing Performance Gap -

42 – Target score was 28

*Index 4 Postsecondary Readiness –

46 – Target score was 12

*4 Distinctions earned

*STAAR Math 5th – 100% passed at

Level II Satisfactory Standard

*STAAR Science 5th - 94% passed at


*STAAR Reading All Levels- 88%

met Level II Satisfactory Standard

*Index 1 Student Achievement

went down 2 points to 86

*Index 3 Closing Performance Gap

went down 3 points to 42

*Did not earn the Distinction

Designation in Top 25% in Closing

Performance Gap

*Economically Disadvantaged 4th

grade writing scored 57% passing

*Special Education Students in 4th

grade writing scored 22% passing at


*STAAR Math and Reading all

levels special education students

had 56% met Level II Satisfactory

Standard

*Intervention staff to provide in class support

as well as pull out support

*IXL in 4th and 5th grade ELA classrooms

*Special Education Resource teacher will

provide inclusion support and resource support

for her special education students aligned with

their IEP’s and accommodations

*Use of programs to improve student

performance and achievement: Read Naturally,

Think Through Math, Istation, Fluency

Screener, IXL

Special

Programs/Intervention

*Parents feel that struggling students

receive help when needed in the areas

of academics, social and emotional

*Teachers are willing to help outside

of the regular school day when

students struggle

*Parents are aware that the school is a

Title-1 campus

*Students feel they do not have

input in planning school activities

*There is a need to identify and

diagnose reading problems early so

interventions can be implemented

sooner

*Providing students the opportunity to voice

the activities they are interested in

* SPOT Screener vision tester purchased with

Title 1 Funds

*Enrichment Academies – students choose

club they want to attend during the school day

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School Climate and

Safety

*Students and staff report the school

is drug and alcohol free

*Students feel they have the

opportunity to participate in clubs

*Parents feel welcome at the school

*Parents believe their children feel

safe at school

*Parents and staff feel that the school

is gang free

*Teachers voice that they enjoy

working at LSE

*Staff feels that they and the students

are physically safe

*Students feel that teachers care for

them and provide help and

encouragement with instruction

*Counselor is available and helps

when needed

*Students feel the overall climate is

not always a positive environment

and they don’t always enjoy coming

to school

*Students do not feel safe at the bus

stop

*Students feel that cheating is an

issue

*Students do not respect each other

or their teachers

*Students feel bullying is apparent

on campus

*Parents felt that their concerns of

bullying were not responded to

appropriately

*Parents felt that staff were not

open to their ideas or concerns

regarding the school

*Staff feels the campus is not kept

clean and appealing

*Teacher feel that students are not

respectful of one another

*Training in Restorative Discipline

*Guidance lessons to prevent bullying and

effects of bullying on others

*Increase custodian pay and possibly hiring

additional staff

*Guidance lessons focus on doing personal

best on all academic tasks

Staff Quality/

Professional

Development

*Students feel that teachers care for

them and provide help and

encouragement with instruction

*Counselor is available and helps

when needed

*Parents feel students respect their

teachers and administrators

*Parents and staff feel that the front

office staff are pleasant, helpful and

cooperative

*Staff feels that they have a

supportive administrative team

*Some staff feel they are not

supported by administration

* Consistent guidelines and expectations

enforced across the campus

Curriculum,

Instruction,

Assessment

*Students feel they are learning in

class regardless of grades earned

*Parents feel the schools focus is on

*Parents feel their students are not

challenged by the curriculum

*PBL implementation

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teaching and learning

Parent and

Community

Involvement

*Parents feel the school informs them

well about school activities

*Parents and staff believe they have

multiple opportunities to be involved

*Parents are aware of the Parent

Involvement Policy due to being a

Title-1 campus

*Parents felt that communication on

the website was lacking and not

current or helpful

*Update website with Principal’s Monthly

Newsletter

*Partnership with BCFS for full day PK

program

*WCC partnership where students attend

programs – art exhibits & gardening

Policy (Discipline,

Grading, etc.)

*District policies are available to

parents in the Student Handbook

which is online

*Attendance above 97% in 4th and 5th

grades

*Students and parents do not feel

rules are enforced fairly and

consistently

*Parents felt they were not

informed of policies and procedures

in relation to discipline

*Attendance improvement is

needed in PK (95.26%) and Kinder

(95.10%)

*Training in Restorative Discipline

*Continue PBIS expectations

*Staff send home classroom expectations that

includes PBIS- STARS expectations

*Attendance incentives for each grade level for

every 9 weeks

*Flu Vaccine Clinic offered district-wide for

all students and faculty

*Health Schools Alliance – earn a bronze

status

Technology

*Students use technology at least

once per week

*Staff believe the Librarian is helpful

and supportive

*Students use technology at least

once per week

*1st-5th 1-1 iPad district initiative

*Kinder 1-1 iPad campus initiative

*Check lesson plans weekly for technology

usage and integration

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Lone Star Targets for Improvement: 1. Decrease gap between all students and subgroups in reading, math, writing, and science 2. Improve intervention identification and support process to reach all at-risk students 3. Improve advanced ratings for All Students, Hispanic, Special Education and Economically Disadvantaged students 4. Increase awareness of content area TEKS at all grade levels 5. Continue implementation of NBISD PK/BCFS Head Start collaborative program 6. Increase connections between real world experiences and authentic classroom instruction. 7. Identify specific TEKS areas in each content area for instructional improvement and growth

NEW BRAUNFELS INDEPENDENT SCHOOL DISTRICT LONE STAR ELEMENTARY

2016-2017

District Goal I: Academic Performance & Progress The Board of Trustees and NBISD staff will create an educational environment that emphasizes relevant, project-based learning to develop each student’s future- ready skills and knowledge in a way that optimizes individual growth and success.

SW PROGRESS TO DATE

TARGET AREA

ACTION STRATEGY FORMATIVE MEASURE ASSESSMENT TIMELINE

RESPONSIBLE PERSON(S)

COST/ RESOURCES

I-1

SW8

Academic Performance, Academic Progress

Analyze data to monitor student progress and determine individual student target areas for intervention (DRA/RR, mClass, STAAR, Benchmarks, iStation, Think Through Math, IXL, TELPAS, Read Naturally, ESGI, OWLS, GOLD, Brigance, etc) EOY: K (level4), 1st (level 16), 2nd (level 30), 3rd – 5th grade based on STAAR performance

Program Reports Tier 2 and Tier 3 Progress Monitoring Documentation – Benchmarks, observations, teacher made assessments

Ongoing Teachers Admin Intervention

Campus Budget, SCE - 2 PTE $50,124, Title I - 1FTE $73,882, SPED – 1.0 FTE

I-2

SW3,9

Academic Performance

Use funds to employ two part-time math intervention/coaches AND one full-time reading intervention teacher/coach for At-Risk targeted students

STAAR student reports Progress Monitoring Documentation – Benchmarks, observations, teacher made assessments

May 2016 Principal

SCE - 2 PTE $50,124, Title I - 1FTE $73,882,

I-3

SW4, 8, 9


Continue monthly vertical team meetings (ELA/SS and Math/Science) with a focus on instructional needs/training and reviewing student and campus data – instructional specialists to assist in meetings -potentially look at restructuring this option as a collaborative rotation of needs for all certified staff

Agenda Heat Maps showing instructional progress Individual Student Data reports

Monthly Admin Teachers Interventionists Curriculum Specialists

Campus Budget, SCE - 2 PTE $50,124, Title I - 1FTE $73,882, SPED – 1.0 FTE

In this plan, the term “student groups” refers to students who are Hispanic, White, African American, ED, Migrant, LEP, G/T, and Special Education

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I-4


Utilize Eduphoria Forethought to post following TEKS and NBISD District Frameworks to include: TEKS, Objective, Activity, Checking for Understanding *attaching original lesson plans into the system

Eduphoria Forethought Weekly Teachers Admin

Campus Budget

I-5 Academic Performance

Increase awareness of how TEKS scaffold to provide intervention support in classroom to at-risk students

Agenda Minutes Progress Monitoring

Sept.-May Admin Interventionist Teachers

Campus Budget

I-6


Discuss the value and importance of dual coding in all content areas to ensure that process standards/F19 and readiness standards are integrated together.

Agenda Progress Monitoring

Sept-May Admin Curriculum Specialist Teachers

Campus Budget

I-7

SW3, 9


Professional staff will provide a minimum of 60 minutes of additional intervention for identified students before or after school

Tutoring records Progress Monitoring Documentation – Benchmarks, observations, teacher made assessments Grade reports

Weekly All Teachers Admin

Campus Budget

I-8

SW9


Utilize the computer lab and ipads before and after school to provide optimal intervention opportunities for students through Read Naturally, iStation, Think Through Math, and XTRA Math

Reports Sign In Program reports

Weekly Interventionists Admin Paras

Campus Budget, SPED – 1.0 FTE, SCE $73,703, Title I $120,539

I-9

SW2, 6, 9


Utilize volunteers as mentors for targeted students (America Reads, PALS, etc)

Visitor Log of service hours Progress Monitoring

Weekly-Mentors have begun 9/2016

Teachers Admin

Campus Budget

I-10

SW10


Communicate and provide services for identified students through Kids Club, Connections, Westside Community Center, etc to promote community relations, positive role models, and academic support

Visitor Log Program Rosters Progress Monitoring/Grades

Ongoing Kids Club began 9/2016,

Admin Teachers Counselor

Campus Budget

I-11

SW2, 3


Utilize the science labs more efficiently. District requires 40%; TEKS Recommended: 80% hands-on lab requirement for K/1, 60% for 2/3, and 40% for 4/5 as well as weekly process skills stations

Lesson plans Lab Schedule CBAs 3-5

Weekly Teachers Admin Curriculum Specialists

Campus Budget

I-12

SW2


Maintain science labs and materials in the 3-5 Science Lab

Inventory Ongoing

Teachers Campus Budget

I-13 Academic

Performance Implement Enrichment Academies during the school day where students choose the club they want to

Planning and implementation

August 2016

Principal Teachers

Campus Budget

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attend documentation Monthly Sessions

I-14

SW4


Provide ongoing teacher training on the use of eSTAR, an RTI online documentation program, along with the how to identify target skills, set goals, utilize appropriate strategies for intervention, and progress monitor.

Training Agenda-Completed eSTAR Reports Progress monitoring data in eSTAR

Ongoing Teachers Interventionists Admin Instructional Specialists

Campus Budget, SPED – 1.0 FTE, SCE $73,703 2 PTE $50,124, Title I $120,539 1FTE $73,882

I-15

SW3, 4


Continue implementation of a differentiation time to ensure that students are being provided targeted intervention/enrichment each day “Building Blocks”

Master Schedule August 2016-Completed

Admin Teachers Interventionists


I-16

SW8, 9


Disaggregate data and specifically monitor Hispanic and Economically Disadvantaged students to provide appropriate interventions (Index 3: Closing the Gaps)

Assessment Data Individual Student Data reports

Ongoing Teachers Counselor Interventionist Admin


I-17


Monitor SPED students and update instructional plans as needed to ensure student progress

Assessment Data Progress Monitoring

Weekly SPED Teacher Admin

Campus Budget SPED 1.0 FTE

I-18

SW8, 9


Review ELPS with teachers, identify areas of improvement needed, based on data from TELPAS and STAAR to ensure appropriate language progress

TELPAS Oct. 2016 Teachers Admin

Campus Budget

I-19

SW2, 9


Utilize enrichment/intervention software programs with targeted students: iStation (PK-5), Think Through Math (3-5), Read Naturally (1-5), Readings A-Z, STEM Scopes, Big Universe, IXL (ELA and Math)

Program Reports Ongoing Teachers Counselor Interventionist Principal


12

I-20

SW8, 9


Disaggregate data and specifically monitor Math, Writing, Science special populations (SPED, ELL, Hispanic, EcoDis) (Index 1: System Safeguards)

Assessment Data Progress Monitoring

Ongoing Teachers Admin Instructional aides


I-21


Provide targeted time for identified GT students to learn together in an environment that is rich in differentiated educational opportunities.

Lesson plans (3-5) Weekly-began 9/2016 (K-2)

Librarian Teachers

Campus Budget

I-22

SW4


Continue to train staff in intervention components of mClass, iStation, etc and utilize the intervention components with students

Progress Monitoring Ongoing Teachers Admin Intervention Curriculum Specialists


I-23

SW2, 4, 6, 7, 10


Continue implementation of BCFS Head Start/NBISD PK Collaborative

Schedule Sign in sheets

Ongoing Teachers Administrators

Campus Budget

I-24

SW8, 9


Student Support Team (SST)/RTI meetings to regularly discuss student progress to increase/decrease intervention in core contents based on student academic progress

Calendar of Events – document meetings eSTAR documentation

Ongoing Teachers Admin Counselor Interventionists


I-25


Continue implementation of independent reading, math fact flashcards and spelling list practice in gym with 2nd -5th during the morning wait time

Assessment Data Benchmarks Gym Monitors Campus Budget

I-26 Academic

Performance, Continue implementation of the Wilson Dyslexia program with dyslexic students

Tier 3 Progress Monitoring

Ongoing Interventionist Special Ed

Campus Budget,

13

Academic Progress

documentation Teacher Title I -1.0 FTE $73,882

I-27

SW8


Utilize math fluency programs: XTRA Math, Rocket Math to increase math fact fluency with students

Tier 1-3 Progress Monitoring

Monthly Interventionist Admin Teachers


I-28

SW2


Discuss and implement a program to build student vocabulary in all content areas

Planning and implementation calendar

Monthly Teachers Admin

Campus Budget

I-29

SW2


Continue to implement Project Based Learning with Cohort 1 and now Cohort 2, challenge teachers to utilize Knows/Need to Knows

Walkthroughs Ongoing Admin Teachers

Campus Budget

I-30

SW2


Utilize DefinedSTEM to plan PBL activities Walkthroughs Ongoing Admin Teachers

District Budget

I-31

SW8


Utilize Eduphoria Test Bank to monitor student progress of TEKS (3-5)

Assessment Data Ongoing Admin Teachers Instructional Specialists

District Budget

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Lone Star Targets for Improvement: 1. Increase student attendance 2. Increase parental involvement with student learning: PTA

(including DOCs), Volunteers and Mentors 3. Monitor safety procedures


2016-2017

District Goal 2: Communication & Safety The Board of Trustees and NBISD staff will communicate transparently, foster a safe and secure educational environment and reinforce community satisfaction and pride in all New Braunfels Independent Schools District schools and endeavors.

PROGRESS TO DATE

TARGET AREA

ACTION STRATEGY FORMATIVE MEASURE

ASSESSMENT TIMELINE


COST/ RESOURCES

II-1 SW6

Communication Continue volunteer applications and increase utilization of our volunteers

Volunteer database

Ongoing

Campus Secretary Admin PTA Teachers and staff

Campus Budget

II-2 SW6

Communication Communicate with parents through weekly newsletters, webpages, calls, emails, text notifications and parent conferences to provide information about student expectations, student progress and school events

Monday Mail Copies of Newsletters Progress Reports and Report Cards Sign-in sheets

Ongoing Teachers Admin

Campus Budget

II-3 SW6

Communication Implement a monthly LSE newsletter with tips, recognitions, information

Newsletter Monthly Admin Campus Budget

II-5 Communication Committees keep minutes in relation to agenda items and share with staff to keep staff updated on topics of discussions

Committee minutes

Ongoing Committee members

Campus Budget

II-5 SW6

Communication Meet regularly with attendance committee to monitor and review student concerns and communicate those concerns and attendance requirements to parents

Attendance reports from iTCCS

Weekly PEIMS Clerk Counselor Admin Parent Liaison

Campus Budget, Title I -.35 FTE ($28,708)

II-6 Communication Notify staff on attendance policies, share minutes from attendance meetings

Emails Ongoing PEIMS Clerk Counselor Admin Parent Liaison

Campus Budget

II-7 SW6,

Communication Provide parents with opportunities to participate: Family Picnic, Meet the Teacher, Open House, PTA Meetings, Grade-level Music programs, Field Trips,

Calendar of Events

August – May PTA, Teachers and Staff Admin

Campus Budget PTA funds

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7, 10 DOCs, Healthy Lifestyles Meetings, PK/K Spring Registration, Field Day, Rodeo Day, Wursfest Day

II-8 SW6

Communication Complete a comprehensive data analysis based on the parent/teacher/student survey

Needs Assessment

Sept. 2016 Admin CIC

Campus Budget

II-9 SW6

Communication Use agendas and take-home folders for daily communication

Agendas Take-home folders

Daily Teachers Campus Budget

II-10 SW6

Communication Make a positive contact within the first month of school

Eduphoria Journal/Teacher Logs

September 2016 Teachers Campus Budget

II-12 SW10

Safe and Secure School

Provide supportive guidance and counseling lessons on social skills/character traits

Log of sessions Monthly Counselor

Campus Budget

II-13 SW10


Provide individual and small group counseling to students as identified

Log of sessions Quarterly Counselor Campus Budget

II-14 SW10


Implement a counselor lunch buddy program Calendar of Events

Quarterly Counselor Campus Budget

II-15 SW10


Participate in Red Ribbon Week to encourage student to Say No to Drugs

Counselor October Counselor/Teachers

Campus Budget

II-16 SW10


Schedule safety programs: NBU SafeHaven, Bus Safety, Fire Safety, etc

Calendar of Events

Ongoing Admin Counselor Teacher

Campus Budget

II-17 SW4, 10


Staff to complete online Bullying Training as required by district, follow-up with Staff Handbook documents and links

Agenda Sign In Eduphoria Report

August 2016 Admin Campus Budget

II-18 Safe and Secure School

Utilize language that targets friendship and respect to deter bullying, mediation with peers

End of year Parent/Student/Teacher survey Counselor referrals Bullying Incident Reports Discipline referrals

Ongoing Counselor Admin Teachers

Campus Budget

II-19 SW2,


PBIS training – review district expectations, campus expectations STARS, and PBISworld. com

Sign In Ongoing Admin Campus Budget

16

4, 10

II-20 SW2, 10

Positive Learning Environment

Continue implementation of self-manager program for 4th -5th graders to support PBIS

Self-Manager list Discipline data

Monthly Counselor Teachers

Campus Budget

II-21 SW2, 4, 10


All campus members trained and implementing Positive Behavior Support program (S.T.A.R.S. ie. Stay Safe, Take Pride, Act Responsible, Respect Others, Show Kindness)

Agenda Sign-in sheet

Ongoing Teachers Staff Admin

Campus Budget

II-22 SW10


Continue recognition of positive behavior via STARS incentives: class tickets, campus jar, lunch bunch drawings, and STARS Classroom Coupons Store

Lunch Bunch Campus Awards STARS Awards

Weekly Admin Campus Budget

II-23 Positive Learning Environment

Monitor attendance and update poster that all students and visitors can visually access

Attendance reports

Ongoing Teachers and staff Admin

Campus Budget

II-24 Positive Learning Environment

Self Managers will become leaders for various activities; such as, safety patrol, announcements, mentors…

Calendar and Meeting Minutes

Weekly Counselor Admin

Campus Budget

II-25 SW6


Continue nine week honors assembly recognizing PK-5th academics, attendance, and behaviors

9 weeks honor assembly spreadsheet

Quarterly Campus Secretary Admin Teachers Staff

Campus Budget

II-26 SW10


Implement monthly activities to improve student awareness of healthy eating and exercise via the CATCH program.

Calendar of Events

Monthly CATCH Committee

Campus Budget

II-27 SW6


Continue Family Picnics to encourage parents/guardians/family to visit campus and participate in activities

Calendar of Events

October March May

Admin PTA

Campus Budget

II-28 SW6


Continue DOCS (Dads on Campus) program to provide male role models an opportunity to interact with students in positive ways

Calendar of Events, Sign-up sheet

Ongoing Admin PTA

Campus Budget, PTA

II-29 SW6

Communication Utilize School Messenger to communicate with parents regarding campus events for parent involvement

School Messenger Reports

As needed Principal District Budget

II-30 SW2, 4

Positive Learning Environment, Safe and Secure School

Restorative Discipline – begin training and implementation of positive discipline practices Restorative Discipline Training for PK-1st grade teachers and introduction of RD campuswide

Referrals

Ongoing Principal Teachers

District And Campus Budget

II-31

Communication Engage with parents regarding the options, expectations and classroom implementation of Project

Parent – Teacher Conf.

September, January, and

Principals Local Budget

17

SW2, 6

Based Learning initiatives Information Sessions

June

II-32 SW2, 3, 9


Provide ccSpark, Career Cruising to 2-5 through school counselor

Student Use and log-in of program

Ongoing Counselor

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Lone Star Targets for Improvement: 1. Improve campus communications between staff, students,

parents 2. Increase awareness of campus/district policies and procedures 3. Maintain 100% highly qualified professional staff


2016-2017 District Goal 3: Policies & Employee Excellence In order to maintain a high quality workforce and foster high morale, the Board of Trustees and NBISD staff will implement an aligned, consistent set of policies, procedures, practices and training to support and recognize employees for excellence.

PROGRESS TO DATE

TARGET AREA


ASSESSMENT TIMELINE


COST/ RESOURCES

III-1 Policies, Procedures and Practices

Review LSE Staff Handbook and Grading Policy to ensure awareness of expectations and allow for consistency of expectations

Staff development Agenda

August Admin Campus Budget

III-2 SW5

Support Recognize and Reward Employees

Teacher incentives and recognition for participating and supporting the school community

Incentives/Recognition Awards

August – May Principal Teachers

Campus Budget

III-3 Support Recognize and Reward Employees

Utilize Edivate to improve instruction as evidenced in walkthroughs, observations, or from staff dialogues.

Eduphoria Workshop reports Agendas

August-July Principal Teachers

District Budget Campus Budget

III-4 SW 2, 4, 10

High Morale and Employee Satisfaction

Provide staff development in regards to identified instructional improvement during Vertical Teams and Learning Opportunities (PBL, Restorative Discipline, Head Start requirements, and more)

Agenda/Meeting Minutes

Monthly Admin Teachers

Campus Budget, SCE $73,703 2 PTE $50,124, Title I $120,539 1FTE $73,882 SPED – 1.0 FTE

III-5 SW 4, 5


Provide opportunity to attend special area conferences based on NBISD rotation schedule (music, art, library, P.E., GT): GT in 2016-2017

Certificate of completion

May Teachers Campus Budget

III-6 SW 5


Plan special events/days to recognize teacher efforts Calendar of Events August – May Admin Social Committee

Campus Budget

III-7

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Lone Star Targets for Improvement: 1. Involve staff and CIC in budget expenditures 2. Improve data systems for teachers and staff 3. Provide support for McKinney-Vento/Homeless students.


2016-2017

District Goal 4: Resource Allocation The Board of Trustees and NBISD staff will budget funds and manage resources conservatively while maintaining a positive relationship between resource allocation and student achievement.

PROGRESS TO DATE

TARGET AREA


ASSESSMENT TIMELINE


COST/ RESOURCES

IV-1

Resource Allocation

Protect resources to improve student learning by maintaining a database of district and campus budget expenditures.

Budget spreadsheets

Ongoing Campus Secretary Principal

Campus Budget

IV-2

Resource Allocation

Protect resources to improve student learning by maintaining a database of campus resources to include textbooks and supplementary materials, technology equipment and library materials.

Destiny inventories

Ongoing Librarian Textbook Aide Computer Technician

Campus Budget District Budget

IV-3

SW3, 5, 10

Resource Allocation

Allocate by state and federal compliance standards At Risk special program funds to effectively serve At Risk students Provide stipends to bilingual certified teachers serving ELL students

At Risk student performance reports Quintile Reports

August – May Interventionists Admin Counselor

Campus Budget, SPED – 1.0 FTE SCE $73,703 1 FTE Para and 2 PTE Cert $50,124, Title I $120,539 1 FTE Cert $73,822and 2 FTE Para $46,657 State BE funds $2000 per teacher

IV-4

Resource Allocation

Continue to research and purchase teaching resources to implement and support interventions.

At Risk student performance

August – May Interventionists Admin

Campus Budget, SPED – 1.0 FTE SCE $73,703 1 FTE Para and 2 PTE Cert $50,124, Title I $120,539 1 FTE Cert $73,882 and 2 FTE Para $46,657

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IV-5

SW10

Continue to allocate district Title I Federal and McKinney Vento state grant funds to identify and serve NBISD homeless students at every campus. Focus of funds include ensuring increasing levels of academic progress and graduation rates for homeless students.

Budget Audits Performance Records of MKV Students

August, February, June

Assistant Super. Direct of Curriculum and Compliance NBISD Homeless Liason

Title 1 $ MKV Grant $

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Lone Star Targets for Improvement: 1. Use technology to expand student and teacher choice in

learning styles, strategies and experiences 2. Engage all students in varied opportunities for technology

based, enhanced, or facilitated learning experiences as responsible digital citizens.

3. Increase percentage of curriculum instructed through technology integration

4. Provide training to teachers for improved technology integration


2016-2017

District Goal 5: Technology The Board of Trustees and NBISD staff will implement a comprehensive approach that redefines the role of technology in the classroom and the district operations as a whole.

PROGRESS TO DATE

TARGET AREA


ASSESSMENT TIMELINE


COST/ RESOURCES

V-1 SW 2, 3

Technology Provide regular training sessions and updates during collaboration time to encourage authentic technology integration in daily instruction: productivity, apps, enrichment

Collaboration minutes Eduphoria Workshop Calendar of Events

Weekly Technology Specialist Teachers


V-2 SW 2, 3

Technology Increase student access to technology in classrooms in order to allow for authentic project based learning – K-5 are 1:1 access, PK4 5:1, PK3 3:1

Inventory Walkthrough comments

Ongoing Admin Technology Specialist Librarian

Campus Budget

V-3 Technology Assist teachers in formulating and submitting grant requests through the NBISD Education Foundation for additional technology

Grant Submissions May Technology Specialist Teachers

Campus Budget

V-4 SW 2, 3

Technology Continue utilization of technology applications weekly through the special areas rotations. PK-2 iStation, learning.com 3 Learning.com for computer literacy skills, projects 4-5 ipad authentic research and applications, technology projects

Learning.com reports iStation reports

Ongoing Tech Apps Teacher Campus Budget, Title 1 – 1 FTE Para $21,248

V-5 SW 2, 3, 4, 5

Technology Continue training and discussions for Project Based Learning (Cohort 1 2015-2016, Cohort 2 2016-2017, and all within 5 years), begin with introduction and challenge of Knows/Need to Knows

Walk-throughs Ongoing Admin Cohort 1 & 2 Teachers Instructional Specialists Tech Specialists

Campus Budget

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Lone Star Targets for Improvement: 1. Maintain a clean environment to ensure student and staff

health. 2. Update and plan for future NBISD facility needs to meet the

changing population of the district and campus


2016-2017

District Goal 6: Facilities In order to provide for the future, the Board of Trustees and NBISD staff will proactively plan for facilities that provide an environment conducive to optimal learning and growth.

PROGRESS TO DATE

TARGET AREA


ASSESSMENT TIMELINE


COST/ RESOURCES

VI-1 SW1

Facilities Conduct a comprehensive needs assessment to address the changing needs of LSE

Ongoing Admin


VI-2 SW10

Facilities Participate in ongoing required safety monitoring systems with BCFS Educational services

Ongoing Admin Teachers

Campus Budget

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State Compensatory Education

The State Compensatory Education program at this campus will target At-Risk students in need of additional academic support. Total SCE funds allotted to this Campus: $73,703 Total FTEs (full time employees) funded through SCE at this Campus 1 FTE Paraprofessional, 2 PTE Professional Total Title I funds allotted to this Campus: $149,247 Total FTEs (full time employees) funded through Title I at this Campus: 1 FTE Professional; 2 FTE Paraprofessional SCE $65,735 2 PTE Certified $50,124 1 FTE Para $23, 579 Title I $149,247 1FTE Certified $73,882 2 FTE Para $46,657 1 PTE $28,708

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Assurances of Systemic NBISD Practices:

Include measurable academic performance goals for each accountability criteria in each campus and district improvement plans, Add final TAPR data as it becomes available.

Fully implement revised TEKS for ELA/Writing, Math, Science and Social Studies curriculum frameworks that reflect learning for foundation academic development needed for STAAR and EOC testing as well as TAKS

Provide staff development for all NBISD teachers appropriate to teaching assignment as well as for teachers of private schools within NBISD boundaries (as per federal requirement).

Work with school staff to provide resources and support for identified Special program students including Migrant and Homeless students

Participate in local, regional and state-wide job fairs to recruit most highly qualified staff.

Revise PE and Health curriculum to ensure it is sequential, developmentally appropriate, implemented and evaluated to enable students to develop the motor, self-management, and other skills, attitudes and confidence necessary to participate in physical activity throughout life.

At Risk:

Conduct comprehensive needs assessment at each campus and NBISD district using All Student and sub-group data from TAPR, federal accountability and PBMS data, Use data to inform staffing decisions concerning services to AT RISK students.

Allocate by state and federal compliance standards At Risk special program funds using an equitable formula of distribution to effectively serve At Risk students at each campus by needs and priority codes.

Continue Tier Model of Educational practice using campus based Student Support Teams to determine and analyze effectiveness of interventions for At Risk students within RTI process. ARRA stimulus funds used to support Title I schools interventions, attendance and effectiveness.

Provide ‘during the day’ Targeted Assisted/TAKS classes, A+ LS Labs, before/after school tutoring programs for At Risk students. Special Education:

Continue to specifically monitor the academic progress for all At Risk, Special Education and LEP student population groups. Pay specific attention to ELL Progress Indicator. Each campus principal monitors Special Education students’ progress toward IEP goals and discusses with teachers the areas of concern to ensure appropriate instruction and assessment accommodations that are being recommended, implemented, and evaluated for effectiveness.

Conduct “child find” activities to identify students within NBISD boundaries who need and qualify for Special Education services. 504:

Implement revised 504 manual and continue to provide 504 (including dyslexia) services for identified students including access to appropriate learning and testing accommodations such as extended time, small group instruction, Read Naturally and Wilson Program.

Student Health/Safety:

All schools must identify the manner in which the safety of students in physical education is maintained by developing a safety plan when the teacher student ratio is greater than 45-1.

Continue implementation of Olweus Anti-Bullying curriculum program

Continue implementation of Parenting and Paternity Awareness (PAPA) program as part of all secondary level health classes to meet HB 3076 requirements.

Continue implementation of Worth the Wait curriculum at the secondary level in Science class for middle school and health class for high schools. Including in this curriculum is information about sexually transmitted diseases /medical issues, dating violence, legal issues, and abstinence based choices.

Staff Training:

Provide all staff annual professional development/training concerning employment law and safety: includes T-TESS, Sexual Harassment, Blood borne Pathogens and review of NBISD Student and Employee Handbooks .Other training may be required for specific duty assignments.

Provide summer and after school professional development opportunities for teaching staff to become more highly qualified in serving special needs areas such as GT/Pre-AP/AP, BIL/ESL/LEP and Special Education with emphasis on Math and Science.

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Appendix I—At Risk Criteria Students identified as “At Risk” must meet one or more of the following State Compensatory Education eligibility criteria: A student under 21 years of age and who: 1. Is in pre-kindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the

current school year. 2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during

a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. Was not advanced from one grade to the next for one or more school years. 4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school

year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument.

5. Is pregnant or is a parent. 6. Has been placed in an AEP during the preceding or current school year 7. Has been expelled during the preceding or current school year 8. Is currently on parole, probation, deferred prosecution, or other conditional release 9. Was previously reported through PEIMS to have dropped out of school 10. Is a student of limited English proficiency 11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS 12. Is homeless 13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the

district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

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Appendix II - Required Title I Schoolwide Campus Plan Components 1. Comprehensive Needs Assessment of the entire school (including all program areas) 2. Reform strategies that address the needs of all children in the school, but particularly the needs of children of target

populations of any program that is included in the school wide program and that use effective methods and instructional strategies based on scientifically based research.

3. Instruction by highly qualified teachers (Show appropriate staff development to meet the needs of students at-risk in the D/CIP)

4. Professional development for teachers and aides, and where appropriate, pupil services, personnel, parents, principals, and other staff who work for the student improvement

5. Strategies to attract high-quality highly qualified teachers to high-need schools 6. Strategies to increase parental involvement 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start and Even

Start, to local elementary school programs. (Examples could include: provide parents and students with a kindergarten orientation session; teachers from pre-K/K meet to discuss instructional programs, kindergarten objectives, and needs of students, etc.)

8. Steps to include teachers in the decisions regarding the use of assessments. (In the formative evaluation column of the CIP show that teachers use benchmarks to analyze performance, use classroom observations and teacher-made tests to assess students)

9. Activities to ensure that students who experience difficulty mastering any of the state standards during the school year will be provided with effective, timely additional assistance.

10. Coordination and integration of Federal, State, and local services and programs, such as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

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Month

Principal Signature CIP Co-Chair Signature

February

April

May

CIP On-going Yearly Review - Verification

2016-2017 campus improvement plan new braunfels ... · 11.251(b), (c), (e)new braunfels isd needs...

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