Elementary Campus Improvement Plan: 2014-2015 School Based Improvement Committee
David McCall Elementary
Principal: Stacy Kimbriel
Mission Statement: The McCall Community works together to develop the mind, heart, and character of each student.
Cover Page
Elementary School Campus Improvement Plan 2014-2015 David McCall 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): 9/22/2014
Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/30/2015
Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/10/2015
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 David McCall Elementary
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SBIC Committee Committee Member’s Name Role Year 1st Participated on SBIC
Patricia Balderas Faculty Member 2014-2015
Brittany Bartz Faculty Member 2013-2014
Amy Berk Faculty Member 2013-2014
Monica McCaffrey Faculty Member 2013-2014
Jessica Pagan Faculty Member 2014-2015
Tracy Ramcharan Faculty Member 2014-2015
Stacy Kimbriel Principal 2011-2012
Esther Loera District Professional 2013-2014
Debbie Ordonez Campus Professional, Non-teaching 2013-2014
Michael Robinson Support Staff Member 2013-2014
Karen Buitrago Parent-Selected by PTA 2013-2014
Amanda Parker Parent-Selected by Principal 2013-2014
Kari Yeamans Parent 2013-2014
Sangeeta Reddy Parent 2014-2015
Renfroe Caver, Jr. Parent 2013-2014
Gohar Furquan Parent 2013-2014
Jihan Barwari Parent 2013-2014
Furqan Kazim Community Member 2013-2014
Nina Nguyen Community Member 2013-2014
Amy Wood Business Representative 2013-2014
Sadae Mistry Business Representative 2013-2014
James Fossier AD HOC Member 2014-2015
Elementary School Campus Improvement Plan 2014-2015 David McCall 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 Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on STAAR/EOC).
Campus-Wide Goals Title I
Components
Applicable Student Groups
Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.
FSP All
Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: No more than 5 documented incidents 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
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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
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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. Increase the writing proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student performance in the STAAR Writing Reporting Categories “Revising” and “Editing” (Gap Analysis Worksheet).
2014 2015 2014 2015 REVISING REVISING EDITING EDITING All - 76% All - 66% All - 67% All - 63% ED - 59% ED - 58% ED - 52% ED - 53%
☒ CNA
☒ ISR
☐ THQ
☒ OPD
☐ IPI
☐ TRA
☒ TTD
☒ MSP
☐ FSP
☐ AHQ
Economically Disadvantaged
2. Increase science proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student performance in the STAAR Science Reporting Categories “Earth and Space” and “Organisms and Environment” (Gap Analysis Worksheet).
2014 2015 2014 2015
Earth and Space Earth and Space Organisms & Environment Organisms & Environment All – 64% All – 65% All – 74% All – 70% ED – 50% ED – 49% ED – 61% ED – 59%
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☐ TRA
☒ TTD
☒ MSP
☐ FSP
☐ AHQ
Economically Disadvantaged
3. Increase reading proficiency rate to 65% of the STAAR Reading Reporting Categories “Understanding/Analysis across Genres” and “Understanding/Analysis of Informational Texts” (Gap Analysis Worksheet).
☐ CNA
☒ ISR
☒ THQ
☒ OPD
☐ IPI
☒ TRA
☒ TTD
☒ MSP
☒ FSP
☐ AHQ
Results for: AA, HISP, ED, ELL, CM 2015 Across Genres All (259) - 62% AA (30) - 65% HISP (80) - 52% ED (96) - 64% ELL (60) - 56% CM (13) - 79%
2015 Inform. Text All (259) - 63% AA (30) - 68% HISP (80) - 56% ED (96) - 58% ELL (60) - 49% CM (13) - 84%
2014 2015 3
rd - Across Genres 3
rd - Across Genres
All (80) - 76% All (90) - 71% AA (9) - 59% AA (10) - 65% HISP (22) - 70% HISP (31) - 65% ED (30) - 58% ED (38) - 64% ELL (25) - 57% ELL (27) - 56%
4th - Across Genres 4th - Across Genres All (91) - 71% All (82) - 64% AA (14) - 64% AA (6) - 50% HISP (21) - 68% HISP (29) - 52% ED (25) - 60% ED (37) - 52% ELL (21) - 55% ELL (17) - 40%
5th - Across Genres 5th - Across Genres All (93) - 73% All (87) - 74% AA (8) - 81% AA (14) - 71% HISP (31) - 63% HISP (20) - 67% ED (36) - 62% ED (21) - 62% ELL (15) - 46% ELL (16) - 49%
2014 2015 3
rd - Informational Text 3
rd - Informational Text
All (80) - 66% All (90) - 69% AA (9) - 51% AA (10) - 78% HISP (22) - 55% HISP (31) - 59% ED (30) - 54% ED (38) - 62% ELL (25) - 52% ELL (27) - 54%
4th - Informational Text 4th
- Informational Text All (91) - 67% All (82) - 64% AA (14) - 60% AA (6) - 49% HISP (21) - 60% HISP (29) - 51% ED (25) - 50% ED (37) - 51% ELL (21) - 46% ELL (17) - 38%
5th - Informational Text 5th
- Informational Text All (93) - 71% All (87) - 69% AA (8) - 79% AA (14) - 78% HISP (31) - 60% HISP (20) - 59% ED (36) - 59% ED (21) - 62% ELL (15) - 39% ELL (16) - 54%
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
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4. Increase the proficiency rate of identified sub groups to 65% in STAAR Math Reporting Categories “Geometry & Spatial Reasoning” and “Measurement” Now identified as Geometry and Measurement (Gap Analysis Worksheet). (Preliminary outcome - pending approved math standards.)
☐ CNA
☒ ISR
☒ THQ
☒ OPD
☐ IPI
☒ TRA
☒ TTD
☒ MSP
☒ FSP
☐ AHQ
Results for: AA, HISP, ED, ELL 2015 Geom/Meas. All (243) 68% AA (29) 60% HISP (69) 59% ED (83) 59% ELL (42) 52%
5. Provide all teachers with support regarding curriculum, instruction, and assessment. (CoreWork Diagnostics/Classroom-Level)
☐ CNA
☒ ISR
☒ THQ
☒ OPD
☐ IPI
☒ TRA
☐ TTD
☐ MSP
☒ FSP
☐ AHQ
3rd
, 4th
, and 5
th Grade
n 2014 2014 2015 3
rd - Geometry/Spatial Reasoning 3
rd- Measurement 3
rd - Geometry/Measurement
All (79) - 73% All (79) - 73% All (77) - 73% AA (8) - 69% AA (8) - 69% AA (10) - 60% HISP (22) - 57% HISP (22) - 59% HISP (21) - 68% ED (29) - 59% ED (29) - 54% ED (26) - 72% ELL (24) - 52% ELL (24) - 54% ELL (13) - 69% 2014 2014 2015 4th - Geometry/Spatial Reasoning 4
th - Measurement 4th - Geometry/Measurement
All (90) - 81% All (90) - 76% All (81) - 59% AA (13) - 86% AA (13) - 72% AA (5) - 51% HISP (21) - 63% HISP (21) - 61% HISP (29) - 47% ED (24) - 66% ED (24) - 61% ED (37) - 45% ELL (20) - 62% ELL (20) - 54% ELL (15) - 35% 2014 2014 2015 5
th - Geometry/Spatial Reasoning 5
th - Measurement 5th - Geometry/Measurement
All (93) - 79% All (93) - 67% All (85) - 73% AA (8) - 80% AA (8) - 69% AA (14) - 68% HISP (33) - 71% HISP (33) - 52% HISP (19) - 61% ED (38) - 70% ED (38) - 50% ED (20) - 60% ELL (14) - 63% ELL (14) - 38% ELL (14) - 52%
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
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All Grades (Writing) Critical Action: Increase the writing proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student performance in the STAAR Writing Reporting Categories “Revising” and “Editing” (Gap Analysis Worksheet).
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
1. Teachers will implement ELD strategies with
economically disadvantaged students.
2. Increase student’s writing fluency and accuracy by
providing handwriting construction and practice.
3. Ensure writing practice with varied strategies to
increase student’s writing skills to construct detailed
paragraphs.
4. Use student writings for daily practice on revising and
editing.
5. Teach students to monitor their own performance by
providing students rubrics for all writing assignments.
6. Monitor individual student learning and plan
interventions to meet writing proficiency needs.
7. Adult temp teacher to help tutor identified students.
Project Lead: Team Leader, Intervention specialist, Instructional specialist, and ESL Teachers Staff: Grade level teachers, Tita Alarcon, ELD Trainers, and SPED teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various assessment data Timeline: All year
January: Fourth grade has analyzed MOY data and determined a grouping structure to target the ED and ELL students. They are grouped such that it is possible that they get small group instruction from the ESL teacher in two rotations (one targeting language and one targeting writing skills) and the grade level teacher. Second grade is actively teaching cursive writing and encouraging the children to practice their new skills. Teachers are using rubrics to highlight skills and review performance with students. We are not able to assign the adult temp to writing student directly, the temp is being used to relieve the schedule of the specialists so that they can directly instruct our economically disadvantaged students and English Language Learners in writing lessons. Summative Notes: Providing students with multiple small group instruction as they rotated from ESL and ELD specialists, and classroom teacher helped increase student daily writing practice on revising and editing.
Elementary School Campus Improvement Plan 2014-2015 Campus Name
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All Grades (Science) Critical Action: Increase science proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student
performance in the STAAR Science Reporting Categories “Earth and Space” and “Organisms and Environment” (Gap Analysis Worksheet) .
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
1. Implement the use of Concept Maps in Science to
increase student’s functional language needed to
communicate using new vocabulary, concepts, and
processes (ie. interactions and connections between
Organisms and the Environment or between Earth and
Space).
2. Provide explicit strategies (ie. picture clues, visuals, and
technology to develop content vocabulary.
3. Incorporate content appropriate journaling 2-3 times
weekly.
4. Provide cross curricular connections between language
and science content through increased reading
opportunities and text connections.
5. Increase students’ opportunity for project based/real
world lessons to correlate with science content.
6. Adult temp teacher to help tutor identified students.
Project Lead: Team Leader, Intervention specialist Staff: Grade level teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various assessment data, Discovery Tech Book, New curriculum Timeline: All year
January: Our adult temp started in December, 2014. Many of our grade levels have just begun science instruction due to the curricular revisions in science and social studies. Summative Notes: The use of Concept Maps in Science helped increase student’s academic vocabulary and helped increase student’s discussions using academic language. Fourth and fifth grade students were able to work on collaborative projects and shared information learned through Kid Inquiry Conference.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
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All Grades (Reading) Critical Action: Increase reading proficiency rate to 65% of the STAAR Reading Reporting Categories “Understanding/Analysis Across Genres” and “Understanding/Analysis of Informational Texts” (Gap Analysis Worksheet).
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
1. Increase students’ knowledge of varied genres and
expository texts.
2. Model use of literary terms, use of acronyms, and
other strategies to help students remember
different genres and types of texts.
3. Plan interventions that help construct a deeper
understanding and analysis of written text and
author’s purpose.
4. Pre-teach vocabulary in expository texts.
5. Adult temp teacher to help tutor identified
students.
Project Lead: Intervention specialist, Instructional Specialist Staff: Grade level teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various
assessment data,
Comprehension Toolkit,
Discovery Tech Book
Timeline: All year
January: The use of the Comprehension Tool Kit is helping teachers strengthen their genre teaching. Flexible grouping is being utilized to maximize the intervention instruction in all grade levels. The adult temp teacher started in December, 2014 with groups in the area of reading. Summative Notes: Intentional teaching, flexible grouping, and the
continued use of the Comprehension Tool Kit helped increase
student’s knowledge of various genres and expository texts.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
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All Grades (Math) Critical Action: Increase math proficiency rate of identified sub group to 65% in STAAR Math Reporting Categories “Geometry & Spatial
Reasoning” and “Measurement”.
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
1. Flex math intervention small groups and regroup as
necessary according to assessment data (MAP,
formative, summative).
2. Increase the use of 2 dimensional and 3 dimensional
shapes during math landing.
3. Pre-teach math vocabulary.
4. Increase students’ understanding and flexibility of
Geometry and Measurement concepts.
5. Provide varied experiences using non-standard units
for measurement and encourage students to make
real- world connections with 2 dimensional and 3
dimensional shapes.
6. Adult temp teacher to help tutor identified
students.
7. Provide opportunities for students to express their
thinking when solving math problems.
Project Lead: Intervention specialist, Instructional Specialist Staff: Grade level teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various assessment data Timeline: All year
January: Flexible grouping has been utilized extensively in the
area of math. All grades have focused on the number operation
strand exclusively the first semester due to the revised
mathematics curriculum. Math vocabulary is being taught and
explored through various instructional techniques. The CUBES
problem solving method has been adopted by the campus and is
being implemented in all classrooms as a strategy to hone in on
word problem comprehension. The adult temp teacher is not yet
being utilized in the area of math, but is allowing specialists time
in their schedule to be able to work with the most at-risk math
students directly.
Summative Notes: It is difficult to see the actual progress towards
our SBIC math goal this year given that our beginning of the year
math scope and sequence did not include geometry & spatial
reasoning, and measurement lessons. Overall student growth
was also difficult to detect because students were administered a
different version of MAP assessment and we could not accurately
compare a student’s end of year MAP score with their middle of
the year MAP scores because it was like comparing “apples to
oranges” and not “apples to apples”. Nonetheless, the use of
flexible grouping, math vocabulary review, and targeted math
lessons throughout the school year helped increase student’s
math skills.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
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Grades 3, 4, and 5 (CoreWork Diagnostics / Classroom Level) Critical Action: Provide all teachers with support regarding curriculum, instruction, and assessment. (Theme 2: Collaborate as a primary means for improving instruction.)
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
1. Teachers will attend curriculum trainings.
2. Teachers will implement district’s Unit Backward
Design templates with fidelity.
3. Define high-yield instructional strategies and
reinforce their use in all classrooms.
4. Collaborate in teams focused on curriculum,
instruction, and assessment.
5. Teachers will participate in peer classroom visits to
improve practices of teams and individual
instruction.
6. Adult temp teacher to help tutor identified students.
Project Lead: Principal, Instructional and Intervention Staff Staff: Grade Level Staff Title I Funding: 100% of budget to employ adult temp teacher Resources: District UBD templates, Team planning, Training sessions Timeline: All year
January: Teachers have been sent to a series of trainings on multiple topics this year. At this time, all of our staff is working towards PACE certification. The majority of the K-2 staff has had ELD training in the fall. Additionally, teachers have attended Figure 19 training led by Lead Forward, and Empowering Writers. February: Professional development on Marzano instructional strategies. Teaching staff received their Plano Walk Through Data and made goals for the spring on instructional strategies to reinforce during 2nd semester. Principal has scheduled data meetings with each teacher to review their goals. All teams participated in weekly meetings and also twice monthly planning meetings to discuss curriculum and review data. Teachers began their classrooms visits and are applying strategies gleaned from those visits in their classroom. Adult temp teacher helped alleviate the schedule for the specialists to enable them to attend planning meetings and assist with coaching and model lessons.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
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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
School year
2014-2015
(Goals form will be sent to
principal by 2/13/15)
K-8 Include at least one Parent on Campus Wellness Team. (Required) Campus
Wellness Captain
Parent Letter First
Semester of
2014
Purvi Patel served on the
Campus Wellness Team this year.
K-8 Ensure that all components of the Coordinated School Health
curriculum are delivered in an appropriate setting, i.e. classroom
component requires use of a classroom. (Required)
Principal
P.E., Fitness
Teacher
Coordinated
School Health
Curriculum
School year
2014-2015
CSH taught in fitness class for K-
5th
grades
K-8 Create a Coordinated School Health bulletin board inside the
school building for students, staff and parents to view. (Required)
Principal
P.E., Fitness
Teacher
Campus Wellness
Plan
School year
2014-2015
CSH bulletin board in hallway
outside of the gym and updated
regularly.
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, eNews,
marquee, grade
level newsletters
School year
2014-2015
Electronic communication
through Smore newsletter, Face
Book, PTA news, and REMIND
text alert system. Other
communication is disseminated
through weekly student’s take
home packet.
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 Fitness gram Goal
Form
School year
2014-2015
Fitnessgram data reviewed by PE
teachers and shared with
students to set personal growth
goals.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
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Applicable
Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
3-8 All eligible students will be assessed using fitness test
components. (Required - Form Provided)
P.E. Teacher Student Exemption
Form
School year
2014-2015
Completed in Feb. and March
2015
4th
& 7th
(NEW ACTION STEP) Ensure all data for 3rd
-8th
grade students is
entered on timely basis, fitness report cards are printed (4th and
7th grade) and sent to parents or linked through myPISD.
(Required)
P.E. Teacher Fitness gram
Student Report
School year
2014-2015
Completed - reports sent to all
3rd
, 4th
, and 5th
grade parents at
EOY
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
P.E., Fitness
Teacher
Recommended
sample schedules
are available upon
request
MVPA Form
School year
2014-2015
Completed - PE minutes were
calculated for all grade levels at
the BOY.
K-8 Measure MVPA and physical activity time using pedometers and
heart rate monitors. (Required)
P.E. Teacher Pedometers; heart
rate monitors
School year
2014-2015
MVPA monitored through the
weekly plans. Pedometers and
HR monitors were used regularly.
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
P.E., Fitness
Teacher
Yearly Plan Form
Lesson Plans
Visible During Class
Time
Observation
School year
2014-2015
District curriculum utilized along
with supplemental materials to
ensure developmental
appropriateness.
K-5 (NEW ACTION STEP) Ensure students are receiving daily
unstructured play during recess. (Required)
Principal
P.E., Fitness
Teacher
School year
2014-2015
Students were given 30 minutes
of recess each day prior to lunch
time.
K-5 (NEW ACTION STEP) Ensure students are receiving opportunities
for brain breaks and short activity breaks. (Required)
Principal
P.E., Fitness
Teacher
Resources
available upon
request
School year
2014-2015
Wellness Team provided
teachers with brain break
activities to implement in their
classroom. Teachers were also
provided a list of websites of
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
15
Applicable
Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
additional short activity breaks
to use with students I the
classroom.
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)
Principal
P.E., Fitness
Teacher
Attendance report Monthly Attendance and other
participation issues monitored
and communicated daily with
classroom teachers.
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
P.E., Fitness
Teacher
Student Goal Form Monthly PE teachers provide parents a
plan for school activity time and
suggested home activity time to
counteract low fitness test
scores and promote
improvement in student health.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
16
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 Data collected and shared with staff.
Monitor high risk areas. (Required) Principal Designee Staff assignments/ schedule
August, 2014 Accomplished
Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook
August, 2014
Accomplished
Staff EDUCATION:
Participate in annual staff training on bullying/sexual harassment. (Required)
Principal or designee Handouts/PowerPoint August, 2014
Each staff member trained on bullying during the month of August. All teachers and other staff members were also required to complete district online training on sexual harassment in the month of December.
Review referral process. (Required) Principal or designee Campus referral plan August 2014 Staff Development
During the month of August the school counselor reviewed the process for referring incidents of bullying with the staff. Throughout the school year staff members are reminded of the procedures as well.
Staff INTERVENTION:
Establish recommended intervention strategies for classroom/campus. (Required)
Principal or designee (campus discipline staff)
Discipline Management Plan
School Year 2014-2015
All students participated weekly in R-Time lessons. R-Time lessons helped reduced the number of office referrals and student discipline incidents. School counselor began teaching anti-bullying lessons in September.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
17
Applicable Students
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Implement campus referral plan. (Required) Principal or designee Campus Referral Plan August, 2014 Staff members were expected to report any reports of bullying to the designated staff member. Reports made by student to teacher, a written notice, a phone call, etc. Once the report was made, the designated staff member investigated all referrals.
Utilize Discipline Management strategies. (Required) Principal or designee Discipline Management Plan
School Year 2014-2015
The designated staff member monitored student management. Strategies used included, Parent conferences, further education, office referrals, and stay away agreements.
All Students
PREVENTION:
State clear student expectations/campus rules/citizenship. (Required)
Principal or designee Code of Conduct/ Student-Parent
Handbook
August, 2014 McCall staff members reviewed student’s expectations and Self-Manager program with students and parents during the fall semester.
Monitor high risk areas. (Required) All staff Schedule (if necessary)
School Year 2014-2015
All Students
EDUCATION:
Explain referral process/contacts. (Required) All teachers Referral Plan August, 2014 The staff members were presented a power point on the referral process and contacts during the month of August.
All Students
INTERVENTION: (Please complete cells below)
Apply classroom interventions: (Required) All teachers Classroom Teachers, Counselor,
Administrators
School Year 2014-2015
Applications of classroom intervention begin in the month of September and continued throughout the school year.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
18
Applicable Students
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Employ discipline interventions: (Required) Designated staff CMIT Team, Tier 2/3 Behavior Strategies
School Year 2014-2015
Discipline interventions applied for students who were in need of further strategies. All designated staff implemented intervention strategies during the 2014-2015 school year.
Use other intervention strategies as necessary/appropriate. (Required)
Administrative staff or counselors
R-Time Meetings, Tier 2/3 Interventions
School Year 2014-2015
R-Time lessons and tiered inventions began in the month of September. Each classroom teacher required to teach R-Time every Wednesday. Tiered interventions for students in need of further strategies were added to our CMIT process.
Conference with parents/students. (Required) Teachers or other staff
Teachers, Administrators, CMIT
Meetings
School Year 2014-2015
Conferences were scheduled with parents and students based on the need of each situation.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
19
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 Staff,
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.
August 2014 Principal, Secretary, Phone Messenger, and eNews Accomplished with continued success.
Suggested Action Step: Identify parents without computer/internet access to offer hard copies of school information.
August 2014 Campus Portal Report, Hardcopies - School Information
Parents without a home computer were offered the use of our library and Mobile Computer Lab to compete this task.
Suggested Action Step: PTA representative meets with the principal on a monthly basis to gain insight to parent needs.
Principal, PTA President
Principal met with PTA president monthly.
Suggested Action Step: Communicate information through E-News and social media.
Principal, Weekly information via eNews, FACE Book, and Twitter sent out to the community.
Accomplished. Communication also provided through PTA Newsletter, Phone Messenger, and school Marquee.
Suggested Action Step: Upgrade and maintain the campus website for easy access and increased communication with the community.
Principal, Technology Committee, and CTA Accomplished
Suggested Action Step: Partner with PTA to offer parental programs on a variety of topics (academic, social, etc…).
Administration, Counselor, PTA Teacher Liaison
Accomplished through on-going communication between principal, counselor, PTA Teacher Liaison, and PTA Board.
Suggested Action Step: Provide opportunities for after-hours parent education in the areas of student time management, student schedules, etc.
Administration, Counselor, PTA Teacher Liaison Offered morning, afternoon, and evening meetings.
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
20
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 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 David McCall Elementary
21
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 throughout the school year.
Pre-K & Kindergarten staff
Administrators,
Kinder team, sped
team leader
All Year
Parent orientations are held to explain the kindergarten program to parents.
Pre-K & Kindergarten staff
Administrators,
secretary, KN team
August
2014
April
2015
Transition books are used with students and families to provide pictorial support during transition.
Pre-K & Kindergarten staff
Kinder team,
administrators
May
2015
Additional suggested activities below:
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
Kinder team,
administrators
June
2015
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
22
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: Hispanic, ED, ELL Students
Action Step Formative & Summative Notes and Reflections
Identify Limited English Proficient (LEP) students and Economically Disadvantage (ED) students below Reading proficiency range on MAP and invite students that meet this criteria to attend reading tutorials in after school program. Teachers will implement English Language Development (ELD) instruction across grade levels to increase language complexity of LEP and ED students. Evaluate effectiveness of interventions through week by week observations and mid-year student assessment progress.
All African
American Hispanic White Special Ed
Economically Disadvantaged
ELL
% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests
81 269 77 35 68 77 88 58 65 20 64 99 64 103
Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary
23
Mathematics AMO
Strategies for Accomplishing Critical Action: Hispanic, ED, ELL Students
Action Step Formative & Summative Notes and Reflections
Identify Limited English Proficient (LEP) students and Economically Disadvantage (ED) students below Reading proficiency range on MAP and invite students that meet this criteria to attend math tutorials in after school program. Teachers will implement English Language Development (ELD) instruction across grade levels to increase language complexity in math content. ELD training to support student knowledge of math vocabulary. Evaluate effectiveness of interventions through week by week observations and mid-year student assessment progress.
All African
American Hispanic White Special Ed
Economically Disadvantaged
ELL
% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests
83 268 80 35 66 77 88 57 58 19 66 99 68 103