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Elementary Campus Improvement Plan: 2014-2015 School Based Improvement Committee
Hickey Elementary
Principal: Jane Oestreich
Mission Statement: The Mission of Loreta Hickey Elementary School is to provide an enriching education for all children in a safe and academically challenging environment.
Cover Page
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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Campus Verification Page
Planning Timelines
CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014)
Needs analysis, goal setting and strategic planning: (June, July & August 2014)
Preliminary SBIC Plan Complete: (by August 18, 2014)
Campus teacher data analysis day: (August 18-21, 2014)
SBIC Plan due in September 2014
Meeting Dates 2013-2014
Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 9/23/2014
Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/27/2015
Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/2/2015
Title I Components (The following required components have been addressed in this SBIC plan.) Title I Targeted Assistance Components 1 - 8 Title I Schoolwide Components 1 – 10
1. ☒ CNA: Comprehensive Needs Assessment
2. ☒ ISR: Effective methods and instructional strategies based on scientifically-based research
3. ☒ THQ: Teaching by highly qualified staff
4. ☒ OPD: High quality and ongoing professional development for teachers, principals and paraprofessionals
5. ☒ IPI: Increasing parental involvement
6. ☒ TRA: Transition to different grade levels and schools
7. ☒ TTD: Involvement of teachers in testing decisions beyond state
8. ☒ MSP: Monitoring student progress and providing additional assistance
9. ☒ FSP: Coordination and integration of federal, state and local services and programs
10. ☒ AHQ: Strategies to attract highly qualified and high-quality teachers to high-need schools
☐ Non-Title I
☒ Title I Schoolwide
☐ Title I Targeted Assistance
☐ TA Campus transitioning to Title I Schoolwide
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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SBIC Committee Committee Member’s Name Role Year 1st Participated on SBIC
Dung Tran Faculty Member 2014-2015
Fabiola Lozano Faculty Member 2014-2015
Jill Glenn Faculty Member 2014-2015
Michele Allen Faculty Member 2012-2013
Kim Herbison Faculty Member 2014-2015
Paula Davis Faculty Member 2014-2015
Jane Oestreich Principal 2011-2012
Delmy Ewing District Professional 2012-2013
Cynthia Hentges Campus Professional, Non-teaching 2013-2014
Flor Hamilton Support Staff Member 2014-2015
Jennifer Pittman Parent-Selected by PTA 2014-2015
Suzy Christiansen Parent-Selected by Principal 2013-2014
Rosa Salinza Parent 2014-2015
Jonna Hawkes Parent 2014-2015
Manoj Varghese Parent 2014-2015
Rachana Srinivas Parent 2014-2015
Madan Goyal Community Member 2013-2014
Loreta Hickey Community Member 2009 - 2010
Jim Hall Business Representative 2014-2015
Bob Goss Business Representative 2014-2015
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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District and Campus Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates.
2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas.
3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps.
4. Increase the percentage of students meeting STAAR Advanced performance rates.
5. Increase high school graduation rates and ensure students are on track to graduate.
6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness.
7. Ensure that all student groups (7 race/ethnicity and Special Education, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on
STAAR/EOC).
Campus-Wide Goals Title I
Components
Applicable Student Groups
Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.
FSP All
Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: by 50% over 2013-2014 FSP All
Parental Involvement: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.
IPI All
Highly Qualified: The highly qualified rate will meet the 100% target measure. THQ OPD AHQ
All
Transition of Pre-KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only)
TRA FSP
Title I only
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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Comprehensive Needs Assessment Prior to setting long-range goals or measurable campus performance objectives, effective campus planning and decision-making teams reviewed the most current, accurate needs assessment information available. Teams used this review to determine the effectiveness of educational programs for each and every student population served.
DEMOGRAPHICS Demographics refer to the characteristics or make-up of the school and help us understand who we are currently working with and how we implement strategies, initiatives, programs and services to meet their needs.
☒Enrollment
☒ Attendance
☒ Ethnicity
☐ Gender
☒ Mobility/Stability
☒ Special Program Participation
☒ At-Risk by Category
☒ Teacher-Student Ratios
☐ Graduation, Completion, Dropout, and GED rates
☐ Course/Class Assignments
☐ College/University/Dual Credit/Advanced
☐ Placement Enrollment
STUDENT ACHIEVEMENT Student Achievement data refers to the annual and longitudinal reviews from varied sources of formal and informal data. These data provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study.
☒ State Assessment Data
☒ TELPAS and AMAO Results
☐ SAT/ACT/PSAT Results
☐ Advanced Course/Dual Enrollment Data
☒ Standardized, Norm-Referenced, Criterion-Referenced Tests and Measures
☒ State and AYP Data Tables
☒ Texas Success Initiative (TSI) Data
☒ Course/Class Grades
☐ Graduation, Completion, Dropout, and GED Rates; Diploma Types
☐ Promotion/Retention Rates
☒ Classroom and Program Assessments and Other Data Student Work
CURRICULUM, INSTRUCTION AND ASSESSMENT The curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. These are aligned with the TEKS and other standards, incorporating instruction and assessment processes.
☒ Standards-Based Curriculum Resources and Materials
☒ Scope and Sequence; Pacing Guides; and/or Other Focus Documents
☐ Foundation Course/Class Materials
☐ Enrichment Course/Class Materials
☒ Technology
☒ Instructional Design/Delivery; High-Yield Strategies
☒ Lesson Study/Delivery Processes
☒ Collaborative Horizontal and Vertical Team Alignment Processes
☒ Student-Specific/Differentiated Strategies and Processes
☒Other Assessments
☐ Class, School, and Special Program Schedules
Technology Technology refers to modeling and applying digital tools and resources for students, staff, and other stakeholders to advance teaching and learning, and connect to real-world experiences, including post-secondary opportunities.
☐ Technology Infrastructure, Networks, etc.
☐ Technology Hardware and Software
☒ Classroom Technology Needs by Area, Class, Department, etc.
☒ STaR Chart
☒ Professional Development/Teacher Preparation
☒ Needs in Technology
☒ Leadership and Administrative Support Structures for Technology Implementation
☐ Resource Allocations
☒ Technology Policies and Procedures
☐ Technology Plan
☐ Assessment of Technology Skills for Students, Staff and Other Stakeholders
SCHOOL CULTURE AND CLIMATE School culture refers to the organization's values, beliefs, transitions, and customs which shape the personality and climate of the organization. It determines how parents, community, staff and students feel about the school and affects how people interact within the system.
☒ Surveys
☒ Questionnaires
☐ Focus Groups
☐ Interviews
☒ Feedback Data
☒ Classroom and School Walkthrough Data
☒ Parent Conferences, Meetings, etc.
STAFF QUALITY, RECRUITMENT AND RETENTION Staff Quality, Recruitment and Retention refers to the school organization's level of high-quality, highly-effective staff, particularly in high-poverty schools. This area is also focused on assessing the effect of recruitment and retention strategies on staffing patterns.
☒ Teacher Certification/Qualification Data
☒ Paraprofessional and Other Staff Qualifications
☒ Staff Effectiveness in Relation to Student Achievement
☒ PDAS and/or Other Staff Effectiveness Data
☐ Staff Mobility/Stability
☒ Special Program Qualifications, e.g., Bilingual/ESL, Special Education, etc.
☒ Professional Development Data
☒ Teacher-Student Ratios
☐ Graduation, Completion, Dropout, and GED rates
☐ Course/Class Completions, Grades, & Other Data
☐ Recruitment and Retention Strategies & Other Data
SCHOOL CONTEXT AND ORGANIZATION School Context and Organization refers to the processes, structures, decision-making, and overall leadership aspects of the organization, including how these areas address quality teaching and learning.
☒ School Structure or Make-Up, e.g., Teaming, Looping, etc.
☒ Decision-Making Processes
☒ Master Schedule
☒ Leadership: Formal and Informal
☒ Supervision Structure Support Structures: Mentor Teachers
☒ Duty Rosters
☒ Schedule for Student Support Services, e.g., Counseling, Social Work, Library, etc.
☒ School Map & Physical Environment
☒ Program Support Services, e.g., Extracurricular Activities, After School Programs, etc.
☒ Communication: Formal and Informal
FAMILY AND COMMUNITY INVOLVEMENT Family and Community Involvement refers to how these stakeholders are informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievement for all students.
☐ Family and Community Participation Counts by Type of Activity
☒ Parent Volunteer Information
☒ Parent Activity Evaluations and Feedback
☐ Parent and Community Partnership Data
☐ Mobility/Stability
☒ Demographic Data
☐ Community Service Agencies and Support Services
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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Campus-Wide Critical Actions
Campus-Wide and/or Classroom Level Critical Actions Areas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis.
Address any student groups that did not meet Accountability Safeguards.
Title I Components
Applicable Student Grades and/or Groups
1. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff, Selection, Leadership, & Capacity Building)
☒ CNA
☒ ISR
☐ THQ
☐ OPD
☐ IPI
☐ TRA
☐ TTD
☒ MSP
☐ FSP
☐ AHQ
All
2. Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects. (Theme 1: Curriculum & Academic Goals)
☐ CNA
☒ ISR
☒ THQ
☒ OPD
☐ IPI
☐ TRA
☐ TTD
☐ MSP
☐ FSP
☐ AHQ
All
3. Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 3: Instructional Tools: Programs & Strategies)
☐ CNA
☒ ISR
☐ THQ
☒ OPD
☐ IPI
☐ TRA
☒ TTD
☒ MSP
☐ FSP
☐ AHQ
All
4. Analyze student performance data to inform team discussions and decisions. (Theme 4: Monitoring Performance & Progress)
☒ CNA
☐ ISR
☐ THQ
☐ OPD
☐ IPI
☐ TRA
☒ TTD
☒ MSP
☐ FSP
☐ AHQ
All
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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All Grades and Subjects Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff, Selection, Leadership, and Capacity Building)
Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ
Strategies for Accomplishing Critical Action:
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
Visit Other classrooms as part of collaborative process:
1. All teachers will have the opportunity to observe other classroom teachers.
2. Preplanning as well as reflection will be required.
3. Emphasis on Conscious Classroom Management strategies,
McREL strategies and best practices will be the focus of teacher visits during guided reading, math, science or social studies instruction.
4. 5th
grade will visit Bowman and meet with 6th
grade teachers
5. Beginning teachers will observe once each semester,
experienced teachers will have at least one visit in either semester.
Project Lead: Principal and Assistant Principal; Staff: all professional teaching staff; CTA Resources: Title 1 funds; sub codes, calendar with optimal schedule times predetermined; observation rubrics; training; Conscious Classroom Management Feeder Middle School Timeline: Observations October – May
All new teachers as well as administrators and most team leaders attended either Rick Smith or Grace Dearborn Conscious Classroom Management in August/September 2014. Every attendee was energized and enthusiastic about the many valuable tips that could be implemented immediately in their classrooms.
PLC’s focused on using the book Conscious Classroom Management to help teams with continuity. Each teacher received a copy of the book. Many of the strategies presented were put into practice in many of the classrooms. For example, teachers took pictures of what they wanted to see and displayed the pictures when working on certain behaviors such as sitting quietly around the circle in Kindergarten.
Targeted objectives for observations were to look for use of ELD strategies, guided reading practice techniques using Comprehension Toolkit and math strategies that engage students.
Summative: All new teachers and most experienced teachers
were able to observe peers in the classroom. Meeting notes
were taken by the observer and turned into the principal.
Teachers visiting other campuses (5th
to 6th
campus) were able
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
to see expectations for students on another campus which
helped them design instruction.
Discuss instructional strategies following observations: 1. Teachers will schedule a meeting with the administrators
following their observation to discuss strategies that were used and overall experience.
2. Initiate discussion about what may or may not have worked by asking questions.
Project Lead: Principal and Assistant Principal; Staff: all professional teaching staff Resource: Preplanning rubrics and discussion questions; SAS data, district assessments Timeline: Within 2 weeks of observation teacher will have reflection meeting with administrators and will share insights with team.
The goal was to have teachers do pre and post observation discussions, but logistically they found it difficult to do two meetings in addition to two observations. Teachers did discuss their observations with teammates and administrators.
All grade levels participated in peer visits and report positive experience from observing colleagues.
The timeline was adjusted. Teachers discussed their peer observations during team planning with administrators to share their insights.
Summative: The goal of meeting with administrators after a peer visit was difficult to accomplish. The administrators asked team leaders to meet with their grade level/team to discuss the observations.
Visit school within our group of 40 similar campuses having similar demographics that has demonstrated continual improvement.
1. Identify school from the list of 40 like campuses that has shown improvement in the previous year.
2. Coordinate a campus visit and meeting with their key instructional leaders
Administrators, selected Instructional Leaders and Specialists Fall 2014
Abbett Elementary in Garland, Texas was identified as a like campus of Hickey’s based on 40 schools with similar demographics. We requested a campus visit so we could bring a team to meet and discuss their success but they were unavailable.
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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All Grades and Subjects Critical Action: Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects. (Theme 1: Curriculum & Academic Goals)
Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI ☒ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ
Strategies for Accomplishing Critical Action:
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
Explain the district’s curriculum: 1. Teachers will plan with the end in mind, knowing the big
ideas/objectives for each subject. 2. Teachers will be able to respond to a parent or student question
regarding what they should know after they complete the class and will be able to explain instructional programs, state standards and district curriculum.
3. Student understanding of student targets is an expectation and targets will be displayed in obvious place and discussed in a manner that students can explain the target if asked.
4. Administrators will look for the targets during walk-throughs and will check for student understanding
5. Leadership Team will engage in book study of Understanding by Design by Wiggins & McTighe
Project Lead: Principal and Assistant Principal; Team Leaders, Specialists Staff: all professional teaching staff Resources: Title 1 funds; TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014 – June 2015
Expectation was set from the first week of school that Tuesday would be designated planning day with extended time to allow teachers to plan with the end in mind.
Extended planning allowed teachers more time to study and reflect on curriculum in order to be able to respond to questions about the instructional program, state standards and district curriculum.
Teachers worked towards improving student understanding of the intended learning target as well as making the targets visible and obvious to anyone who comes in the room.
Administrators checked for understanding during classroom visits.
Leadership Team completed book study of Understanding by Design in March 2015.
Title 1 Funds directed towards obtaining highly recommended resources for intervention Motivation Math used for math intervention and tutoring and Motivation Reading used for reading intervention and tutoring.
Summative: Teams will continue planning using the UbD planning model. The administrator’s goal is to have more in depth discussions about planning and differentiation to meet the needs of all students.
Explain mastery level for all learning objectives: Project Lead: Principal and Extended planning time has been successful in helping
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
1. Teachers will discuss during team planning the level of mastery needed for the students to attain the learning objective.
2. Teachers will use MAP data as a resource for understanding level of understanding their students have on concepts
3. Teachers will engage in discussions during planning about how student understanding will be assessed
4. Teachers will plan assessments at the beginning of the unit of study so all teachers will know the level of understanding needed for student success.
5. Teachers will know the ‘end goal’ and will work within the framework established to make decisions about any differentiation that might be needed for the students in their class.
Assistant Principal; Team Leaders, Specialists Staff: all professional teaching staff Resources: TEKS, MAP, PISD Curriculum; LEAD4WARD Timeline: August 2014- June 2015
our teachers understand the level of mastery, and plan with the end in mind.
Teams responded that they feel their first year of using UbD was successful and that they would continue to improve with this method of planning.
Developing assessments continues to be a work in progress;
Teachers have made progress in their understanding of the need for differentiation. Implementing so that all students needs are met is still work in progress but willingness is there.
Region X provided training on differentiation through the lens of science 15 Hickey teachers attended these trainings. District Curriculum Leader, Tita Alarcon met with teams in grades 3 – 5 to discuss differentiation in writing and science for ELLs in February 2015.
Administrators have repeatedly emphasized the importance and expectation to differentiate through Monday Memos, team meetings and during PDH.
Summative: Some classrooms continue to struggle with offering differentiation of instruction for all learners. Administrators will continue to work with these teachers individually to insure all learners get the instruction that they need in order to succeed.
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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All Grades and Subjects Critical Action: Collaborate in teams focused on curriculum, instruction, and assessment. (Theme3: Instructional Tools: Programs and Strategies)
Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☐ FSP ☐ AHQ
Strategies for Accomplishing Critical Action:
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
Weekly team planning will be top priority to facilitate collaboration using Understanding by Design model.
1. The master schedule has been re-configured to allow for changes that will enhance team planning and ensure planned intervention for student success.
o Teams will get an additional 20 minutes added to their off-period on team planning day.
o 30 minute intervention block is first period of the day for grades 3 – 5.
2. No other meetings will be scheduled – no ARDS, CMITs, and off campus training will be avoided, if possible, on planning day.
3. Administrators and specialist teachers will attend weekly planning as much as possible.
4. Intervention and differentiation strategies will be discussed at each planning session.
5. Teachers will be on time and prepared, for each planning session, working the full 70 minutes on planning for instruction and intervention.
Project Lead: Principal and Assistant Principal; Staff: all professional teaching staff;Librarian; all specialists including Bilingual and Title 1 specialists Resources: Title 1 funds; TEKS, Figure 19, PISD Curriculum, LEAD4WARD materials, SAS Data, UbD, McREL Strategies, Bloom’s Taxonomy Timeline: August 2014 – June 2015
Teams responded very positively to the extra time that was worked into the master schedule and that Tuesday was reserved exclusively for planning with UbD.
Teachers have stated that they prefer this new way of planning; better for students, allows for differences
Administrators and specialist teachers attempted to be present at all meetings.
The extra 20 minutes of planning was made possible due to willingness of librarian, Paula Davis, to read to students after their specials, fulfilling another goal- providing students with time to listen to children’s literature during school day.
Summative: The extended planning time was very successful as it gave each team an addition 20 minutes of planning. Teams were able to keep to the Tuesday planning as very few meetings were conducted on planning days (ARD/CMIT). Planning time had the highest priority for all. Tuesday planning with an extra 20 minutes will continue during the 2015/16 school year. All lesson plans for the school year are on the Share Drive.
Analyze learning objectives as a team 1. Teachers will analyze the academic objectives in the
district’s written curriculum and will specifically focus on achieving writing proficiency for economically disadvantaged students.
o Kinder, 1st
, 2nd
, grade and ELL’s including bilingual students, will use ELD strategies to learn sentence structure for oral and written language
Project Lead: Principal and Assistant Principal; Grade level teams; reading, ELL, and bilingual specialists Staff: all professional teaching staff
BOY Kindergarten and 1st
grade students were tested by the bilingual specialist to assess needs and levels of students; all specialists worked with teachers to assure that all bilingual students received a level of instruction that is tailored to their needs
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Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
o 30 minutes of ELD time will be built into the schedule for Kinder and 1
st Grade and into
instructional day for qualifying students in grades 2 – 5
o Identify staff needing ELD training and schedule training
o Identify students meeting criteria by administering ELD screening test to all Kinder, 1
st,
and all bilingual students in grades 2 – 5 o Analyze data to create four levels of learners –
Beginning, Intermediate, Advanced, and Advanced High to provide intervention or enrichment based on the level of the students in each group
o Students will be monitored to facilitate movement to next level when ready
2. Teachers will engage students in writing lessons using research based instructional strategies including think-a-louds and modeling done by classroom teachers and district curriculum specialists.
3. Teachers will use research based strategies to help English Language Learners attain proficiency in reading incorporating use of Figure 19 for all levels of learners.
4. Teachers will use concept maps, limit the number of words on their word walls, and discuss Marzano’s six steps for teaching vocabulary to enhance student vocabulary development
5. Teachers in grades 4 and 5 will use AVID techniques to help students with organization and responsibility
Resources: Title 1 funds; TEKS, Figure 19, PISD Curriculum, LEAD4WARD , Comprehension Toolkit, ELD framework, Curriculum Department – Tita Alarcon/Debra Thompson Timeline: August 2014 – June 2015
ELD time was built into the master schedule for K -2
All teachers in grades 3 -5 are trained in ELD strategies and have shown evidence of implementing them into their daily routines
Bilingual specialists worked with classroom teachers to assure that all bilingual students received a level of instruction tailored to their needs
Tita Alarcon came to Hickey on three consecutive days in October to teach the writing process to one 4
th grade class.
All 4th
grade teachers observed so they could repeat the lessons to their own classes.
Teachers in 4th
and 5th
attended a morning session last summer to gain understanding of AVID
October 2014 Hickey and Like Campuses met with Bilingual coordinators to learn about differentiation and mathematics; at that training concept maps, and Marzano’s Six steps for Vocabulary development were talked about at length. Since that training there have been many examples of concept maps, and word walls with key vocabulary displayed in the classroom.
4th
and 5th
grade classes implemented the big binder approach to help students with organization by keeping all papers in one central location rather than multiple binders
Hickey will be an AVID school in 2015-2016 school year, so training and even materials such as binders will be provided
Summatives: We showed growth through TELPAS of our second language learners. We will continue to target these learners through the use of ELD and ELPS strategies in the classroom.
Develop, review, or refine and differentiate lessons and assessments as a team and plan for intervention.
Project Lead: Principal and Assistant Principal; Grade level
District Bilingual specialists visited Hickey regularly to observe the bilingual classes during instruction. Afterwards they met with the classroom teacher to offer insight and discuss strategies for most effective teaching and learning.
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
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Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
1. Subsequent weekly team meetings will consist of discussion about how students are progressing towards understanding of objectives.
2. Timelines may be adjusted, and other forms of differentiation will be discussed.
3. Teachers will consult with specialists regularly to get suggestions for differentiation and to give them feedback about how ELL students are succeeding in class.
4. Student work samples, and assessment sample questions will be shared to assure fair and accurate assessment of students among team teachers.
5. The master schedule has been reconfigured to allow for planned intervention to take place the first hour of the day for grades 3 – 5. Teachers will discuss the needs of their intervention groups during planning.
teams; specialists Staff: all professional teaching staff Resources: Title 1 funds: TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014 – June 2015
The specialists came on a consistent basis and worked one-on-one with teachers who requested or needed more support.
Planned intervention for the first 30 minutes of the day in grades 3 – 5 was implemented within the first two weeks of school in most grades. Students received targeted instruction of specific skills, or enrichment, four days per week.
The district provided a limited number of Motivation Math and Motivation Reading books for Tier II and Tier III students and we purchased additional copies as needed. Teachers sited this resource as one that significantly assisted them when providing for targeted instruction.
Summative: District resources, both personnel and instructional materials, are instrumental in helping our students develop as English Language Learners.
Teachers will plan instruction using research based instructional strategies and higher level questioning strategies.
1. The expectation has been set that McREL strategies are embedded in weekly plans and discussed during weekly planning
2. Training on McREL strategies is scheduled during a staff meeting to remind teachers of the research based strategies that have been proven to be most effective in promoting student understanding
3. Bloom’s Taxonomy will be part of weekly planning discussions stressing emphasis for planning for higher level questioning
Project Lead: Principal and Assistant Principal; Grade level teams; specialists Staff: all professional teaching staff Resources: TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014- June 2015
McREL strategies and emphasis on higher level questioning according to Bloom’s Taxonomy was emphasized consistently throughout the year in Monday Memo, at TL meetings and at staff meetings.
Summative: We will continue emphasizing the use of McREL strategies and higher level questioning during the 2015/2016 school year.
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All Grades and Subjects Critical Action: Analyze student performance data to inform team discussions and decisions. (Theme 4: Monitoring Performance & Progress)
Critical Action addresses the following Title I components: ☒ CNA ☐ ISR ☐ THQ ☐ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☐ FSP ☐ AHQ
Strategies for Accomplishing Critical Action:
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
Use student performance data to identify best practices. 1. District representative will meet with all teams to review
meaning of PES Scores, assist with interpreting data on last year’s students, and answer teacher questions.
2. Construct Data book for each grade level which includes all important data on each student in the grade level
3. Teachers will be expected to ‘know’ who is in their class by analyzing data from SAS, and other sources to help plan for targeted intervention.
4. Teacher grade level teams will use Class by RIT to plan for flexible grouping and will work together to meet the needs of all the students on their grade level for instruction, intervention and enrichment.
Project Lead: Principal and Assistant Principal; Staff: Grade level teachers and specialists Resources: Title 1 funds;PES Scores, MAP, Jennifer Ruth from assessment department Timeline: August 2014– June 2015
September 11 - Jennifer Ruth met with all teachers during team planning; she gave an overview of MAP and the Plano Effect Score to help teachers with their understanding. She then helped them with interpretation of their results from 2013 – 2014 EOY testing to help them reflect on what worked and what did not work with last year’s students. The purpose was to help teachers think about what they might do differently with this year’s students. Teachers stated they felt the time was well spent and information was very helpful.
Data Book continues to be a work in progress; developed in grades 3 -5 more than lower grades
Teachers were given time on January 6 to spend time evaluating data, looking at MAP and planning with Class by RIT; Administrators met with Team Leaders to discuss flexible grouping for interventions and to look at MAP scores.
Summative: We will invite Jennifer Ruth to Hickey at the beginning of the school year to help teachers understand their PES scores and what their new students need to help them learn and progress in the next grade level. Grade levels continue to look at data throughout the school year to target instruction for specific learners.
Analyze student performance data to adjust instructional strategies.
1. Teachers will be presented with the results of last year’s STAAR and MAP testing
o Progress measure is a key area of concern for all students
Project Lead: Principal and Assistant Principal; Grade level teams; specialists Staff: all professional teaching staff
September 11 - Jennifer Ruth’s visit was intended to get teams focused on STAAR and MAP analysis
By looking at scores of students they taught last year,
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Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
o Economically disadvantaged students, Hispanic students and ELLs targeted groups of concern
2. Teachers asked to problem solve and reflect on what we can do to improve; non-negotiable actions were result:
o Planned and purposeful intervention during the school day
o Team Planning viewed as highest priority, all team members present; administrators and specialists also involved
o Differentiation discussed weekly o Fluid intervention groups o Meaningful station work tied to objectives, fewer
worksheets; more higher level thinking activities such as use of concept maps
3. Tutoring will be made available to students needing intervention in addition to daily intervention time
o After school beginning late October o Before school for bilingual students beginning in
September o Saturday School for targeted students in reading,
math and science
4. Relationship building will be enhanced through mentoring all high risk students.
o School-wide effort for teachers to pair up with high risk students to establish an interest in one or two students
o Outside mentor program is expanding
Resources: Title 1 funds, TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014 – June 2015
determine what worked, what didn’t work and make changes this year
PDH on February 16 focused on replacing worksheets with meaningful and engaging activities; Teachers were asked to replace a worksheet from LA, Math, and IC with another way of achieving the same result; Lead4ward strategies were presented for STAAR MATH practice: Mark Wellborn presented strategies to engage students that could be used immediately and required little preparation/no worksheets
Tutoring on Monday and Tuesday began October 27 for Tier 2 and 3 students. This continued until STAAR. Bilingual students received small group tutoring in the morning, in addition to Monday, Tuesday and Thursday after school.
Five Saturday tutoring sessions, called Saturday All-Stars, were designed to target students needing intervention in math, reading, writing, and science. Approximately 60 students attended regularly and 11 teachers conducted the sessions.
Our idea of an organized school-wide effort to target high risk students and form staff/student mentoring did not get beyond identifying students; however, many teachers felt that they were already reaching out to build relationships without the need to formally identify a specific student. We might look at this again next year.
Texas Instruments mentors have been wonderful to our students and consistent throughout the year.
Summative: We will continue to look at the whole child to determine what they need to progress in learning. Many of the students need to have a positive relationship with their teacher. If needed we will find an mentor to work with the child.
Increase reading/comprehension skills in all areas with emphasis on Figure 19.
1. Teachers will plan with ‘the end in mind’ using Understanding by Design model
Project Lead: Principal and Assistant Principal; Grade level teams; specialists Staff: all professional teaching
Comprehension Toolkit was the foundational reading resource teachers’ used to plan instruction
September 26 and April 30 Reading Night / snacks provided; Book fair promoted and parents were
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
16
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
2. Teachers will utilize Comprehension Toolkit in whole group
and small group settings to meet the needs of all levels of learners.
3. Students will use technology to supplement reading instruction.
4. Continuous progress monitoring will facilitate adjustments
in teaching to meet goals 5. Teachers will study the Item Analysis of 2013-2014 STAAR
tests to help in understanding what questions were frequently missed by our students.
staff Resources: TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014- June 2015
encouraged to join their students while browsing for books before/after school, and lunch.
All grade levels monitored student number of minutes on iStation for reading
Parents received information throughout the year promoting practice on iStation at home and incentives for students who are practicing at home.
February 16 PDH one session looked at test items on STAAR and analyzed variety of ways question could be asked
Summative: End of the year STAAR results showed that many of our students made progress in reading and as a group their scores improved overall. Students moving from 4
th to 5
th grade improved
from72% at Level II Reading to 85% at Level II Reading. Students moving from 3
rd to 4
th grade stayed about the same in Level II
Reading (86% and 84%), however they showed improvement in Level III going from 25% of the students to 32% of the students getting a Level III on the reading assessment.
Increase math proficiency in all areas with emphasis on Strand 1, Numbers and Algebraic thinking. 1. All grades will use the PISD Curriculum Planner and TEKS and
designated instructional materials to plan math instruction for all students.
2. Teachers will analyze student performance data and will know which students did not meet the progress measure in previous year
3. Teachers will plan with ‘the end in mind’ using UbD model 4. Math manipulatives are available and accessible for all
students in all classrooms. 5. Students will use technology to supplement math instruction.
Examples of technology are Big Brainz and Think Through Math in grades 3-5 and AMC Anywhere in Grades K-2.
6. Continuous progress monitoring will facilitate adjustments in
Project Lead: Principal and Assistant Principal; Grade level teams; specialists Staff: all professional teaching staff Resources: Title 1 funds; TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014- June
Targeted math intervention took place daily with small group instruction. Specialists pushed in to assist students and Tier 3 students were pulled out to meet with teacher
January 15 was Math and Science night at Hickey. Families participated in playing favorite math games and viewing science fair projects of Hickey students.
Summative: One goal this year was to increase math fluency for students. In surveying the team leaders they felt that overall the students in their grade level were more fluent in math facts than they have been in previous years. In addition, teachers continue to emphasize problem solving and critical thinking skills for all students.
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
17
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
teaching to meet goals 7. Teachers will study the Item Analysis of 2013-2014 STAAR tests
to help in understanding what questions were frequently missed by our students.
2015
Increase acquisition of scientific vocabulary in context for Economically Disadvantaged and LEP students in Grades 2 – 5. 1. Analyze STAAR and MAP data. 2. In grade level teams, review PISD curriculum and plan science
vocabulary instruction by using the words in context. 3. Plan instruction by determining the desired outcome of the
learning objective. 4. Pre-assess skills in new unit of study. 5. Provide interventions for students needing prerequisite skills. 6. Monitor formative assessment data of each student and adjust
instruction as necessary. 7. Use instructional strategies like modeling and think-a-louds to
teach students how to find the meaning of scientific vocabulary in context.
Project Lead: Principal and Assistant Principal; Grade level teams; specialists Staff: all professional teaching staff Resources: Title 1 funds; TEKS, Figure 19, PISD Curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014 – June 2015
Science experiences during Saturday All Stars sessions will were planned to provide background knowledge and experiences to provide prior knowledge in order to enhance student understanding when concepts are taught in class.
Bilingual teachers conducted before and after school to assist parents interested in helping guide their child through the process of doing a science fair project.
Reading passages with science concepts embedded emphasized in grades 3 – 5 second semester.
Teacher training at Region X sessions focused on developing key vocabulary in a variety of ways and providing differentiation.
Academic Specialist, Monica Maldanado, teamed up with Dooley Elementary to arrange for the Mobile Computer bus at Cottonwood Trailer Park in the evenings. The purpose was to provide an opportunity for parents living in this community to work with their children on the computers and to see the programs available to them such as Discovery Ed and Connect Ed.
Summative: We continue to work toward increased acquisition of Scientific Vocabulary for all learners. We look forward to science instruction on a daily basis beginning in the 2015/16 school year.
Teachers will collaborate vertically to facilitate student success both academically and socially.
1. Grade level teams will meet with the grade level above and below to share information about their students
2. Grade level teams will use MAP and PES scores to better understand their students’ past performance
Project Lead: Principal and Assistant Principal; Grade level teams; specialists Staff: all professional teaching staff
Teachers have been encouraged to talk with grade above and grade below to share information that can help teachers meet the needs of their students
Summative: The April staff meeting allowed grade levels to meet
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
18
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
Resources: TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014- June 2015
with the grade level above and the grade level below. They were prepared with specific questions and used the time to discuss their students for next year with the grade level below and the students they currently have with the grade level above. This helped all grade levels prepare for the coming grade level.
Differentiation of instruction used in all subject areas to meet the needs of all levels of students 1. Analyze STAAR, MAP, TPRI, Tejas Lee, AIM, AMC Anywhere and
other data to determine which students need Tier II instruction. 2. In grade level teams, review PISD curriculum and plan
differentiated instruction for all students. 3. Plan instruction by determining the desired outcome of the
learning objective. 4. Provide formative assessments of the learning objective to
determine the instructional level for all students. 5. Provide interventions for students needing prerequisite skills. 6. Provide enrichment activities for students with good knowledge
of the learning objective. 7. Continually monitor and assess students for mastery of the
learning objective. 8. Reteach the learning objective for students who did not reach
mastery of the learning objective.
Project Lead: Principal and Assistant Principal; Grade level teams; specialists Staff: all professional teaching staff Resources:Title 1 funds; TEKS, Figure 19, PISD curriculum, LEAD4WARD materials, SAS Data Timeline: August 2014- June 2015
Our bilingual specialist and Title 1 reading teacher assist with Map, TPRI and AMC Anywhere testing.
Summative: We continue to target interventions and reteaching for all learners. Instructional specialists work with specific teachers who need assistance in designing instruction that meets the needs of the learners in the classrooms. Lesson plans documenting lessons are on the Share Drive.
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
19
Health, Fitness and Attendance
Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action:
Applicable
Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
COORDINATED SCHOOL HEALTH: Forms are available on
inside.pisd
K-8 Designate a Campus Wellness Captain and establish a
Campus Wellness Team; set meetings, establish
measurable goals and document progress toward goal
completion. (Required - Form Provided)
Principal
Campus Wellness
Plan
August
2014 –
June 2015
The Campus Wellness Captain is the Specials
Team Leader
K-8 Include at least one Parent on Campus Wellness Team.
(Required)
Campus
Wellness Captain
Campus Wellness
Plan
August
2014 –
June 2015
Parent is on committee
K-8 Ensure that all components of the Coordinated School
Health curriculum are delivered in an appropriate
setting, i.e. classroom component requires use of a
classroom. (Required)
Principal Coordinated
School Health
Curriculum
August
2014 –
June 2015
K-8 Create a Coordinated School Health bulletin board
inside the school building for students, staff and parents
to view. (Required)
P.E. Teacher/
Staff
Coordinated
School Health
Curriculum
August
2014 –
June 2015
Bulletin board in place and ongoing
K-8 Notify parents/community members of Family Wellness
Nights/Health Fairs through use of marquee, newsletter,
web page, myPISD.
Campus
Wellness
Captain/Principal
Campus Wellness
Plan
August
2014 –
June 2015
eNews, marquee, phone tree, ongoing
FITNESS: Forms are available on inside.pisd
3-8 Analyze student fitness data to set program goals for
school year. (Required - Form Provided)
P.E. Teacher Program Goal
Form
3-8 All eligible students will be assessed using fitness test
components. (Required - Form Provided)
P.E. Teacher Student
Exemption Form
March
2014
4h & 7
th (NEW ACTION STEP) Ensure all data for 3
rd -5
th grade
students is entered on timely basis, fitness report cards
are printed and sent to parents or linked through
P.E. Teacher Fitnessgram
Student Report
March and
April 2014
Hickey Fitnessgram tests are given in
February/March with scores being entered in
March;fitness report cards sent home with 3rd
–
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
20
Applicable
Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
myPISD. (Required) 5th
graders.
PHYSICAL ACTIVITY REQUIREMENTS: Forms are available on inside.pisd
K-8 Ensure students are receiving required physical
education classes/minutes for each school year and
achieving moderate to vigorous physical activity (MVPA)
50% of the physical education class period. (Required -
Form Provided)
Principal Physical Activity
Requirement Form
August
2014 –
June 2015
K-8 Measure MVPA and physical activity time using
pedometers and heart rate monitors. (Required)
P.E. Teacher Pedometers; heart
rate monitors
August
2014 –
June 2015
K-8 Ensure physical education staff is using a sequential and
developmentally appropriate curriculum which has
students active at least 70%-90% of class time.
(Required - Form Provided)
Principal Yearly Plan Form
Lesson Plans
Visible During
Class Time
Observation
August
2014 –
June 2015
K-5 (NEW ACTION STEP) Ensure students are receiving daily
unstructured play during recess. (Required)
Principal,
Assistant
Principal,
Wellness
Coordinator
August
2014 –
June 2015
Hopscotch/4-Square painted on playground;
teachers reminded often that students are not
to miss recess due to missing assignments
K-5 (NEW ACTION STEP) Ensure students are receiving
opportunities for brain breaks and short activity breaks.
(Required)
Principal Resources
available upon
request
August
2014 –
June 2015
Teachers have copy of Energizing Brain Breaks
by David Sladkey; Wellness coordinator models
brain break exercise at staff trainings.
ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)
K-8 Monitor attendance of students and follow up on
prominent and chronic absences. (Required)
Assistant
Principal
Pinnacle,
Attendance Clerk,
Classroom
Teachers
August
2014 –
June 2015
School-wide program to highlight importance of
coming to school every day was implemented.
Students were free recess when their class
accomplished the spelling of PERFECT
ATTENDANCE over a period of weeks.
K-8 (NEW ACTION STEP) Using Fitnessgram and attendance
data, set measurable goals for students who have
prominent and chronic absences and whose fitness test
scores fall outside the Healthy Fitness Zone. (Required)
Principal;
Assistant
Principal; Fitness
Coordinator
Student Goal Form August
2014 –
June 2015
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
21
Violence Prevention and Bullying
Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal
aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283)
Strategies for Accomplishing Critical Action:
Applicable Students
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Staff PREVENTION:
Identify high risk areas. (Required) Principal/Admin Intern/Asst. Principal
Staff feedback/ survey August 2014 – June 2015
Monitor high risk areas. (Required) Principal Designee
Staff assignments/ schedule
August 2014 – June 2015
Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook
August 2014 – June 2015
Staff EDUCATION:
Participate in annual staff training on bullying/sexual harassment. (Required)
Principal or designee
Handouts/PowerPoint August 2014
Review referral process. (Required) Principal or designee
Campus referral plan August 2014
Staff INTERVENTION:
Establish recommended intervention strategies for classroom/campus. (Required)
Principal or designee (campus discipline staff)
Discipline Management Plan
August 2014 – June 2015
Implement campus referral plan. (Required) Principal or designee
Campus Referral Plan August 2014
Utilize Discipline Management strategies. (Required) Principal or designee
Discipline Management Plan
August 2014 – June 2015
All Students
PREVENTION:
State clear student expectations/campus rules/citizenship. (Required)
Principal or designee
Code of Conduct/ Student-Parent Handbook
August 2014 – June 2015
Students practice R Time Rules weekly
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
22
Applicable Students
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Monitor high risk areas. (Required) All staff Schedule (if necessary) August 2014 – June 2015
All Students
EDUCATION:
Explain referral process/contacts. (Required) All teachers Referral Plan August 2014
All Students
INTERVENTION: (Please complete cells below)
Apply classroom interventions: (Required) All teachers All teachers August 2014 – June 2015
Employ discipline interventions: (Required) Designated staff Principal/Assistant Principal
August 2014 – June 2015
Use other intervention strategies as necessary/appropriate. (Required)
Administrative staff or counselors
Principal/Assistant Principal
August 2014 – June 2015
Conference with parents/students. (Required) Teachers or other staff
All teachers, principal, assistant principal, counselor
August 2014 – June 2015
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
23
Parent Involvement Critical Action: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.
Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☒ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ
Strategies for Accomplishing Critical Action:
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
Suggested Action Step: Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.
Principal, Assistant Principal, Teachers
The majority of parents registered via Parent Portal; those who did not have access to do this in advance were assisted on-site by staff
Suggested Action Step: Identify parents without computer/internet access to offer hard copies of school information. Mobile computer lab will be at the family picnic.
Office staff, teachers, Administrators; bilingual teachers and specialists; Title 1 funds
Multicultural week scheduled for October 6 – 10; the culminating activity is the family picnic which will include many activities that represent the many cultures that live in our community
Suggested Action Step: PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs.
Principal/Assistant Principal
Suggested Action Step: Communicate information through E-News. Principal, Assistant Principal This has been done regularly throughout the year.
Suggested Action Step: Upgrade and maintain the campus website for easy access and increased communication with the community.
Office Manager
Ms. Krell updates the website and the school calendar regularly.
Suggested Action Step: Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…). Parent education sessions will be offered at least two times during the school year.
Principal, Assistant Principal, counselor, PTA
Michele Allen, school counselor has coordinated the parent programs for the 2014 – 2015 school year.
PTA will recruit Watch D.O.G.S. and work with Hickey Staff to build program
Principal, Assistant Principal, Counselor, PTA representative
This program has been extremely successful. Parent, Amy Ratleiff took a personal interest in creating unity and interest by Dads at Hickey. Two gatherings, donuts before school and Hotdog celebration, as well as special T-shirts created interest and enthusiasm in the program.
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
24
Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
Reading and Math parent workshops will be offered. Academic and Bilingual specialists and committee members Fall 2014 and Spring 2015
Monica Maldonado coordinated Mobile Lab to go to one of our trailer park communities to work with parents and their students on computer skills throughout the spring semester
Two reading nights during the Fall and Spring book fairs will be held for Hickey students and families.
PTA, Committee members Title 1 funds; Fall 2014 and Spring 2015
These were held on September 26, 2014 and April 15, 2015 in conjunction with book fair.
Cultural Diversity will be celebrated in a week long Multicultural festival aligning curriculum with the cultures of our Hickey students. Family picnic will be culminating event.
Multicultural committee, PTA, Principal, Assistant Principal, Staff Fall 2014
The week of October 6 – 10 was designated as cultural diversity week. Daily activities as well as the culminating event, the parade, brought the school community of students and parents together. An evening event sponsored by the PTA brought in guests in our community who had customs in the areas of art and music to share.
Science Fair help session will be offered. Academic specialists, Librarian, Principals, Assistant Principal Fall 2014 Title 1 funds
Parents were invited to come before and after school to get some guidance on helping their student with their science fair project.
Math and science night will be held to encourage families to think about the ways math and science impact our daily lives.
January 2015 This was held on January 15, 2015 with a fabulous turn-out.
Hickey will send information to parents in a language and format they can understand; including parents’ right to know teacher qualifications, parents’ right to know non-highly qualified teacher, annual report cards, reports regarding student achievement, parental involvement policy and school-parent compact.
Administrators and office manager
Parent Involvement Policy – English/Spanish sent home August 2014; Parents right to know teacher qualifications, non-highly qualified sent August 2014
Parent teacher conferences will be held 2 – 3 times per year for Kinder – 2
nd grade; 3
rd – 5
th will conference as needed; ongoing
communication with parents is an expectation
Principal and Assistant Principal, all classroom teachers August 2014 – June 2015
Parent communication is expected to be ongoing through-out the year.
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
25
Highly Qualified Teacher
Critical Action:
The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.
Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☒ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☒ AHQ
Strategies for Accomplishing Critical Action:
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Plano ISD reviews and modifies the recruitment schedule
biannually.
HR HR Employee
Recruitment &
Retention
HR Budget
Aug 2014 -
July 2015
Recruiting trips are used to identify highly qualified candidates
interested in teaching in Plano ISD.
HR/Campus
Administrators
HR Employee
Recruitment &
Retention
HR Budget
Aug 2014 -
July 2015
To attract and retain highly qualified applicants for bilingual
students, Plano ISD offers a salary stipend.
HR Operating Fund Aug 2014 -
July 2015
To attract highly qualified applicants, Plano ISD offers pre-service
teachers at local universities the opportunity to student teach at
Plano ISD campuses.
HR/Campus
Administrators
HR Employee
Recruitment &
Retention
HR Budget
Aug 2014 -
July 2015
Local on-going high quality professional development based on
campus/district need is provided to all teachers in all core subject
areas.
Curriculum
Department/Campus
Administrators
Campus/Curriculum
Budget
Aug 2014 -
July 2015
The Plano ISD Certification Office follows district hiring procedures
to ensure that teachers are not hired if they do not meet “highly
qualified” standards.
HR Certification
Office
HR Budget Aug 2014 -
July 2015
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
26
Transition (Title I – Targeted Assistance and Schoolwide Campuses Only)
Critical Action:
The Transition from early childhood to elementary school is supported by the district and campus.
Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☐ IPI ☒ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ
Strategies for Accomplishing Critical Action:
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Pre-K staff work collaboratively with Kindergarten staff Through-out the school year.
Pre-K & Kindergarten staff
Principal, Assistant
Principal, Special
Education Teacher
August
2014 –
June 2015
Parent orientations are held to explain the kindergarten program to parents.
Pre-K & Kindergarten staff
Principal, Assistant
Principal,
Kindergarten
Teachers
August
2014 –
June 2015
Transition books are used with students and families to provide pictorial support during transition.
Pre-K & Kindergarten staff
Kindergarten
Teachers
RAMP
Title 1 funds
August
2014 –
June 2015
Additional suggested activities below:
August
2014 –
June 2015
Coordinate the professional development activities of preschool and kindergarten and teachers in order to align prekindergarten and kindergarten curricula and goals.
Pre-K & Kindergarten staff
Principal and
Assistant Principal
August
2014 –
June 2015
Arrange for kindergarten and preschool teachers to visit each other’s classrooms.
Pre-K & Kindergarten staff
Principal and
Assistant Principal
August
2014 –
June 2015
Have preschool teachers provide the future kindergarten teacher with children’s portfolios or a written record of their learning during preschool.
Pre-K & Kindergarten staff
Principal and
Assistant Principal
August
2014 –
June 2015
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
27
Annual Measurable Objective (AMO) A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in
English language arts and mathematics by 2019-20. For Texas, the AMO target for all grades combined is 79% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests.
Critical Action:
For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet
the NCLB Reading or Mathematics Annual Measurable Objective (AMO) of 79%.
Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☒ THQ ☐ OPD ☐ IPI ☒ TRA ☒ TTD ☒ MSP ☒ FSP ☐ AHQ
Reading AMO
Strategies for Accomplishing Critical Action:
Action Step Formative & Summative Notes and Reflections
1. Teachers will incorporate planning for the needs of the low performing groups of students as part of their weekly planning
2. Teachers will incorporate Figure 19, Comprehension Toolkit, ELD, and Lead4ward strategies into their plans leading to student understanding
3. Targeted intervention will occur the first 30 minutes of the day for all at risk students
4. Progress will be monitored weekly and re-teaching will occur during intervention time
5. Flexible grouping will be utilized to help teachers meet the needs of more students
6. Curriculum specialists will work with bilingual teachers to assist with planning and implementing strategies that positively impact ELLs
7. Teachers will make vocabulary development a priority by incorporating Marzano strategies for vocabulary building, limiting word walls, not teaching words in isolation, and using concept maps
8. Monitor iStation minutes and use data to assure students are benefitting from this program
9. After school and Saturday tutoring programs will be implemented for low performing students
Administrators set expectations for weekly planning which included differentiated instruction for all Tier II and Tier III learners. The staff was trained in different reading strategies that promoted critical thinking skills for all learners. The upper grade levels, 3-5, grouped students by ability and gaps in learning for the 30 minute intervention time in reading. Targeted instruction was determined after studying data from SAS, PES, TPRI/Tejas Lee, Plano Literacy, and STAAR. Istation minutes were monitored to insure that Tier II and Tier III students received the optimal number of minutes per week of computer time. Tutoring time was a time of active learning strategies to help students with problem solving skills. Marzano strategies were implemented throughout the school and monitored using Plano Walkthrough data.
All African
American Hispanic White Special Ed
Economically Disadvantaged
ELL
% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests
83 246 81 26 63 76 95 97 68 19 63 76 62 47
Elementary School Campus Improvement Plan 2014-2015 Hickey Elementary
28
Mathematics AMO
Strategies for Accomplishing Critical Action:
Action Step Formative & Summative Notes and Reflections
1. Teachers will incorporate planning for the needs of the low performing groups of students as part of their weekly planning using the district curriculum, Lead4ward materials, TEKS
2. Teachers will continually monitor the progress of these students and adjust with re-teaching using a different method, model or technique
3. Teachers will know the strengths and weaknesses of their students by studying the data available on SAS, PES scores, notes, report cards, etc.
4. Targeted intervention will take place the first 30 minutes of the day in grades 3 - 5
5. Manipulatives will be available to all students and use of manipulatives will be encouraged
6. Monitor Think Through Math and Big Brainz minutes to assure students are benefitting from these programs
7. Teachers will use the materials from the new adoption and those recommended by the district and not old favorites that are outdated
Administrators set expectations for weekly planning which included differentiated instruction for all Tier II and Tier III learners. The staff was trained in different strategies for teaching problem solving skills for learners. The upper grade levels, 3-5, grouped students by ability and gaps in learning for the 30 minute intervention time with targeted instruction in math. Data used to determine who needed targeted instruction in specific areas was through the study of SAS, PES, teacher observations, and STAAR. The use of manipulatives as a part of students’ being actively engaged in learning was encourage K-5. Think Through Math and Big Brainz minutes were monitored to insure that Tier II and Tier III students received the optimal number of minutes per week of computer time. Tutoring time was a time of active learning strategies to help students with problem solving skills. Marzano strategies were implemented throughout the school and monitored using Plano Walkthrough data.
All African
American Hispanic White Special Ed
Economically Disadvantaged
ELL
% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests
81 247 62 26 66 76 92 98 75 20 61 76 60 48
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