2017-2018 campus improvement plan davis intermediate ...€¦ · 5th reading79% (1st admin.) 71% +8...

Wylie Independent School District

Davis Intermediate School

2017-2018 Campus Improvement PlanAccountability Rating: Met Standard

Distinction Designations:Academic Achievement in Science

Top 25% Student Progress

Board Approval Date: October 16, 2017Public Presentation Date: October 16, 2017

Davis Intermediate SchoolGenerated by Plan4Learning.com 1 of 35 Campus #044

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Mission StatementDavis Intermediate School, in partnership with parents and the community, will provide students with collaborative and engaging learning experiences by

meeting individual needs, building relationships and encouraging life-long learning.

VisionUnified for Excellence

Value Statement"Education opens the door to opportunity." Bill F. Davis


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Comprehensive Needs Assessment

Demographics

Demographics Summary

White: 53%

African American: 18%

Hispanic: 20%

Other: 9%

Econocially Disadvantaged: 29%

At Risk: 23%

Special Education: 12%

504: 14%

LEP: 5%

Gifted and Talented: 13%

Demographics Strengths

Davis Intermediate School Met Expectation and received six out of six possible districtions.

91% of all students Passed all State Assessments: Reading, Math and Science

95% of all students Passed STAAR Math


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91% of all students Passed STAAR Science

Problem Statements Identifying Demographics Needs

Problem Statement 1: Only 88% of all students Passed STAAR Reading grades 5 and 6.

Problem Statement 2: Only 58% of our SPED population Passed for Math, Reading, and Science.

Problem Statement 3: Only 62% of our LEP population Passed in Reading.

Problem Statement 4: Only 62% of SPED population Passed Science and 69% passed Math.


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Student Academic Achievement

Student Academic Achievement Summary

Davis Intermediate School Met Expectation and received two out of six distrinctions.

Distinctions were earned for: Top 25% Closing the Performance Gap and Academic Achievement in Science.

Tested Area Campus Data State Data Comparison 5th Math 92% 81% +115th Reading 79% (1st Admin.) 71% +85th Science 90% 72% +196th Math 94% 75% +196th Reading 85% 67% +18

Student Academic Achievement Strengths

Davis Intermediate School students scored 8 - 19% above the state average on all assessments in both grade 5 and 6. In addition, the percentage of studentsscoring at the "Mastered" level on STAAR also excited the state average 12-31%.

Tested Area Campus Data State Data Comparison 5th Math 37% 24% +135th Reading 32% (1st Admin.) 25% +75th Science 34% 17% +176th Math 39% 17% +226th Reading 27% 17% +10

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Reading at grades 5 and 6 especially: SPED, LEP, and economically disadvantaged.


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School Processes & Programs

School Processes & Programs Summary

Davis Intermediate School serves approximately 800 students in grades 5 and 6. Academic teaming is utilized as a way to organize student schedules and tobest meet student needs. A co-teaching model is utilized with the science and social studies classes that consists of a special education teacher and generaleducation teacher that are paired to collaboratively teach the class together. There is Professional Learning Time built into the day to discuss Curriculum andInstruction as well as the Social, Emotional wellbeing of each child.

Davis Intermediate School follows the district scope and sequence by utilizing the Year at a Glance and Instructional Focus Documents. District Unitassessmnet data is reviewed regularly and adjustments in instruction made. Instructional specialist support is utilized for all four content areas to seekresources, discuss best instructional practice, analyze data and to develop common assessments. Read 180 and System 44 will be a resource utilized tosupport struggling readers. MAP data will be analyzed and each student will set individual goals for improvement.

All teachers are highly qualified. The school is involved in the district new hire mentor program to support first year teachers. The program also utilizescampus teachers to support zero year teachers and new hires.

All students will be assigned a chromebook. Davis has 2 full size computer labs and one learning lab which each have a minimum of 10 computers. Projectors and document cameras are present in all classrooms. All teachers are provided a laptop.

School Processes & Programs Strengths

Teachers reflect on prior year(s) data and seek new and innovative ways to present low SE's. Student keep data folders and self assess progress toward thelearning objectives. Students participate in Student-Led Conferences twice a year; fall and spring. Students have the opportunity for tutorials andreassessment based on need.

PLT is utilized each week to analyze, discuss, and implement the district curriculum as well as support professional learning and growth. A collaborativework environment is the norm.

Staff retention rate is high. One teacher left to teacher at the high school level (in district). Two teachers left to stay home with children. One teachermoved out of the area. One teacher accepted a position in a neighboring district closer to home.

Technology continues to be a strength for Davis. All students have Google accounts and the campus has initated a 1:1 Chromebook initiative. GoogleDrive is consistently used by the staff to communicate collaboratively. Students are also learning how to communicate and collaborate using Googleapplications.


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Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Reading instruction in Grades 5 and 6 that uses a balanced literacy approach.

Problem Statement 2: Continue the development of the Advanced Academic Curriculum for Math, ELAR, and Science.

Problem Statement 3: Writing across the curriculum is a need.

Problem Statement 4: Supporting zero year teachers: Grade 6 Math and SPED Life Skills.

Problem Statement 5: Supporting ten new teachers with experience on campus.


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Perceptions

Perceptions Summary

Davis Intermediate School participates in the district initative for character education through its "Acheivement Education" and "Wylie Way" activities. Theschool scored above the district average in all seven categories assessed on the Character Education survey: Trustworthiness, Tenacity and Perserverance,Responsibility, Respect and Courtesy, Courage and Confidence, Caring and Fairness, and Bullying.

Davis Intermediate School also scored above the district average in the four categories assessed on the Climate Survey: Teacher Effectiveness, SchoolClimate, Principal Leadership, and Family/Community Engagement.

PTA is utilized to help support and encourage family and community involvement. There are many activities for families to support and being involved inthe community: Wylie Way Christmas, Sock Drive, Wylie ISD Foundation, Christian Care Food Drive, Wylie Way Outfitters. Students are also encouragedto join PTA.

In addition, Davis Intermediate offers a mentor program that serves "At Risk" students. Mentors come from the community.

Perceptions Strengths

Character Strengths: Respect and Courtesy, Responsibility, Addressing Bullying, Trustworthiness

Climate Strengths: Principal Leadership and Teacher Effectiveness

PTA Membership and involvement continues to increase steadily.

Davis PTA organizes monthly activities.

Students are also joining PTA. This group is also acts as a student advisory group to the principal.

Mentor Program and after school clubs that are available for students.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Character Needs: Students need more help in support in the following areas - Tenacity and Perseverance, Courage and Confidence,


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Caring and Fairness.

Problem Statement 2: Climate Areas of Focus: School Climate and Family/Community Engagement.

Problem Statement 3: Increase PTA membership.

Problem Statement 4: Increase volunteers that are willing to mentor through the Community in Action program.


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Comprehensive Needs Assessment Data Documentation

The 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 dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) 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 versionsProgress of prior year STAAR failuresSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments data


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Student failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate


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Community 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 resultsOther additional data


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Goals

Goal 1: Instill community and ethical values in our students

Performance Objective 1: Student attendance will increase .3% by June 2018.

Evaluation Data Source(s) 1: Daily Attendance Records

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactFormativeReviews

Nov Feb June1) The attendance committee will meet as needed with parents ofstudents with attendance concerns to develop action plans as a meansto increase student attendance rate by the end of the 17-18 schoolyear to 97.4%.

Assistant Principal,Campus Registrar,Teachers

Increase in 2017-2018 attendance rate to 97.4%

2) Teachers will contact parents after 2nd day in a row of an absence. Teachers Increase in attendance.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Performance Objective 2: During the 2017-2018 school year, 75% of our 5th and 6th grade students will indicate they are Hopeful on their responses onthe Gallup Student Poll.

Evaluation Data Source(s) 2:



Nov Feb June1) Through Wylie Way lessons and Teams students will feel valuedat school. Surveys will be given on October 23.

Campus Administration,Teachers, Support Staff

75% of Davis students will indicate they are Hopeful. Depending onpercentage, may need to adjust interventions, classroom guidancelessons, support groups.

2) Teachers will present Wylie Way lessons in September, Decemberand April: Day of Happiness, Relationships Day, and Day ofGratitude.

Campus Administration,C & I, Teachers

Positive Results on End of Year Surveys.

3) Counselor will deliver 3 classroom guidance lessons throughoutthe school year on: Assertiveness Training/Healthy Relationships,Strengths,

Counselor Positive Results on End of Year Surveys.



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Performance Objective 3: All students will participate in a minimum of 4 classroom guidance lessons that promote the Wylie Way Achievement EducationCore Values and provide students with strategies to address potential bullying.



Goal 2: Ensure academic achievement for every student through tight family partnerships, curriculum, and programs.

Performance Objective 1: Reading: 92% of Grade 5 students will pass the STAAR Reading on the first administration and 42% will perform at theMastered level. 90% of Grade 6 students will pass the STAAR Reading and 36% will perform at the Mastered level. 50% of our SPED students will passSTAAR Reading. 50% of 6th grade LEP students will pass STAAR Reading.




Nov Feb JuneSystem Safeguard Strategy

1) Work with outside consultant to provide ongoing professionallearning on implementation of Balanced Literacy approach toinstruction for all students.

Campus Administration,Learning Specialist,ELAR teachers

Effective classroom instruction that leads to high test scores onSTAAR.

System Safeguard Strategy2) Use Read 180 and System 44 in grade 5 and 6 ELAR classrooms(general ed. and special education) with students who have not beensuccessful on STAAR Reading multiple years in a row.

Campus Administration,Learning Specialist, ELLteacher, ELAR teachersand Special Educationteachers.

Students who have not passed STAAR reading will either pass orshow growth in reading.

Funding Sources: Compensatory Ed - $0.00System Safeguard Strategy

3) Use MAP data to support individualizes instruction in readingusing Compass Learning 3 times per week for a minimum of 30minutes during RTI time for all students.

Social Studies/RTITeachers and ELARTeachers

Positive growth in styudent RIT scores for reading. Icrease in students'reading scores on STAAR.

4) Social Studies teachers will have students read non-fiction materialat least 3 times a week and analyze non-standard material at least 1time a week.

Social Studies Teachers Increase in reading scores.


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Performance Objective 2: Math: 92% of Grade 5 students will pass STAAR Math on the first administration and 44% will perform at the Mastered level.95% of Grade 6 students will pass STAAR Math and 40% will perform at the Mastered level.




Nov Feb June1) Use MAP data to support individualizes instruction in math usingImagine Math during "zero hours" 3 days per week (2 lessons passedper week/student)

Math teachers and "ZeroHour" teachers.

Positive growth based on RIT score for all students.

2) Use Campus 1/2 time Math Intervention teacher to provide Tier IIand Tier III small group instruction 2 to 3 days per week for 30minutes a session.

Campus RTI team,Teachers, MathIntervention teacher.

Growth as measured on MAP and STAAR assessments.



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Performance Objective 3: 90% of Grade 5 students will pass the STAAR Science and 38% will perform at the Mastered level.




Performance Objective 4: 80% of our LEP students will pass all STAAR tests Reading, Math and Science.




Nov Feb June1) Use Read 180 in grade 5 and 6 ELAR classroom with studentswho have not been successful on STAAR Reading multiple years in arow.

ELL Teacher, Teachers TELPAS ResultsSTAAR Scores

2) Insure teachers are addressing the ELPS in lesson plans andinstruction.

Campus Administration,ELL teacher, Teachers

Growth in Listening, Speaking, Writing, Reading performance asmeasured using TELPAS and STAAR. Growth in Math and Scienceperformance.

3) Pod ELL students to enable ELL teacher to Co-teacher withGeneral Education Teacher on a daily basis.

ELL Teacher and GeneralEducation ELAR teacher.

Increase reading performance.

4) Utilize RAZ-Kids Plus to target MAP results and areas in needbased on RIT score.

ELL Teacher Increase in ELL students results on TELPAS and STAAR.



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Performance Objective 5: 72% of our SPED students will pass STAAR Math and Science.




Nov Feb June1) Implement Co-teaching in Science classrooms (one generaleducation teacher and one special education teacher).

Special EducationTeachers, GeneralEducation ScienceTeachers, CampusAdministration,

Increase student performance. Eliminate the need for resource scienceclasses.



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Performance Objective 6: 80% of our EcoDis students will pass all STAAR assessments.




Nov Feb June1) Implement a campus mentor program, "Power Team," that meetsonce a six weeks formally with students as well as informally inbetween sessions.

Campus Administration,Counselor

Positive results on end of year survey and growth in achievement.

Funding Sources: Compensatory Ed - $0.00

2) Monitor performance on Unit Assessments and be proactive witharranging tutorials and additional learning opportunities prior toassessments.

Campus Administrationand Teachers.

Increase academic performance.



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Goal 3: Prepare students for a successful life beyond high school

Performance Objective 1: All students grades 5 and 6 will participate in the required balanced health and wellness activities designed to increase physicalactivity, overall strength and fitness, coordination, balance, and agility.




Nov Feb June1) PE will be offered daily for 40 minutes and all students will setpersonal achievement goals related to Fitness Gram performance.

PE Teachers Fitness Gram results

Funding Sources: Campus Budget - $0.00

2) Students will have 10 minutes of recess daily upon completion oflunch.

Paraprofessionals Fitness Gram results



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Performance Objective 2: The campus shall consistently promote healthy nutrition messages, including food and beverage advertisements accessible tostudents during the school day, and share educational information to promote healthy nutrition choices and positively influence the health of students.




Nov Feb June1) By May of each school year, score at least at the Bronze Level onthe Smarter Lunchroom scorecard(www.smarterlunchrooms.org/resource/lunchroom-self-assessment-score-card)

Cafeteria Staff

2) Consistently post in an easily accessible location on the campuswebsite the monthly school breakfast and lunch menus, along with thenutritional information of each meal.

Campus Webmaster

3) Provide nutrition education topics on the digital menu boardsincluding the addition of one nutrition fact per week.

Cafeteria manager



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Performance Objective 3: Make available training and other activities available to employees to promote enjoyable, life-long physical activity.




Nov Feb June1) Create a campus level staff wellness committee. Physical education

teachersSchool Nurse

Decrease staff absences due to personal illness.

2) Staff Basketball Club meets on Fridays after school for pick upgames.

Assistant Principal Decrease in staff absenteeism. Increased positive relationship amongststaff members.



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Performance Objective 4: Continue to implement our campus mentor program which promotes a positive self esteem, meets formally six times and servestudents identified as at risk.




Nov Feb June1) Partner at least 25 At Risk students each with a community mentorwho attends 6 formal mentor/mentee sessions conducted by campusleadership as a means to build positive self esteem.

Campus Administrators,Counselor, RTI teacher

Attendance and Survey

Funding Sources: Compensatory Ed - $350.00



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Performance Objective 5: Higher Ed Information Strategy




Nov Feb June1) All grade 5 students will take a field trip to SMU to visit the BushLibrary and tour the campus.

Social Studies Teachers

2) Thursdays will be designated at Think College Thursdays wherestudents are encouraged to wear a college or military t-shirt anddiscuss future plans with classmates.

Davis Staff Student Participation


3) Mondays will be designated as Map Your Future Mondays withcareer videos are shared and students reflectively discuss and writeduring ELAR classes.

ELAR Teachers Character and Climate Survey Results




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Performance Objective 6: Prior to the end of the school year, Davis Intermediate School will host a field trip for incoming elementary feeder patter studentsand a parent meeting to help ensure a smooth transition from elementary to intermediate school.




Nov Feb June1) Field Trip during the day for each of the elementary schools: Bush,Smith, Dodd, and Birmingham

Counselor andAdministrators

2) Sponsor a parent informational night in the spring for all incomingstudents' parents.

Counselor,Administrators, Teachers,PTA

Attendance, Survey



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Goal 4: Attract, retain, and value a quality staff

Performance Objective 1: Provide employees tools, training and equipment necessary to do their jobs effectivelyin order to maintain high retention (95%) of teachers annually

Evaluation Data Source(s) 1: Teacher retention rates



Nov Feb June1) Assign zero year and new teachers to Davis a mentor. Campus Administrators,

Coordinator forRecruitment andDevelopment of Teachers,Mentors

T-TESS

Funding Sources: District Budget - $0.00



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Performance Objective 2: Davis Intermediate School with the support of Wylie ISD administration will provide all zero year teachers and new teachers tothe campus a mentor. (3 zero year teachers, one teacher new to district)




Nov Feb June1) Provide Mentor Teachers to zero year teachers. Campus Administration,

HR Department andTeacher Mentors

Staff Retention

2) A substitute will be provided for Zero Year teachers to have a dayto observe other teachers.

Campus Administration,Mentor Teachers

Increase teachers ability to effectively manage student discipline andclassroom instruction.



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Performance Objective 3: 100% of the Davis Staff will be considered Highly Qualified under state definition.




Nov Feb June1) Interview and Hire Certified teachers Principal and Director of

Human ResourcesHighly Qualified Report

2) Hire Certified Teachers Campus Administration,HR department

Student performance



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Performance Objective 4: All Davis Teachers will be evaluated using T-TESS and will set goals for continuous growth.




Nov Feb June1) Goals setting conferences will be conducted, followed bypreconferences, observations, and walkthroughs. A summativeconference will also be help and additional goals will be set.

Administrators Student PerformanceClimate SurveyProfessional GrowthT-TESS evaluation results



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Goal 5: Manage growth in a way that ensures functional equity

Performance Objective 1: Maintain 17.3: 1 student to staff ratio.




Nov Feb June1) Report weekly student enrollment as a means of monitoringstudent growth and staffing needs.

Registrar, CampusAdministration, HumanResource

Student social, emotional and academic needs being met. Highretention rates.



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System Safeguard Strategies

Goal Objective Strategy Description

2 1 1 Work with outside consultant to provide ongoing professional learning on implementation of Balanced Literacy approach toinstruction for all students.

2 1 2 Use Read 180 and System 44 in grade 5 and 6 ELAR classrooms (general ed. and special education) with students who have notbeen successful on STAAR Reading multiple years in a row.

2 1 3 Use MAP data to support individualizes instruction in reading using Compass Learning 3 times per week for a minimum of 30minutes during RTI time for all students.


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State Compensatory

Budget for Davis Intermediate School:

Account Code Account Title Budget

6300 Supplies and Services199-11-6398-00-044-024-000 6398 Computer Supplies/Software - Locally Defined $1,691.60

6300 Subtotal: $1,691.60


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Personnel for Davis Intermediate School:

Name Position Program FTE

Renee Kelley Teacher Alpha Phonics 0.5Sharon Jones Teacher Alpha Phonics 1.0


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Campus Funding Summary

Compensatory EdGoal Objective Strategy Resources Needed Account Code Amount

2 1 2 $0.002 6 1 $0.003 4 1 General supplies 199 E 11 6394 00 044 024 000 $350.00

Sub-Total $350.00Budgeted Fund Source Amount $37,648.00

+/- Difference $37,298.00State ELL AllotmentGoal Objective Strategy Resources Needed Account Code Amount

$0.00Sub-Total $0.00

Budgeted Fund Source Amount $880.00+/- Difference $880.00

Grand Total $350.00


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