elementary school campus improvement plan 2014-2015 · elementary campus improvement plan:...

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


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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


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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


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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. 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


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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


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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.


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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





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


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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.


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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





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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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.


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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





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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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


16




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.


17




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


18




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.


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

–


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


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)


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


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


Implement campus referral plan. (Required) Principal or designee

Campus Referral Plan August 2014

Utilize Discipline Management strategies. (Required) Principal or designee

Discipline Management Plan


All Students

PREVENTION:

State clear student expectations/campus rules/citizenship. (Required)

Principal or designee

Code of Conduct/ Student-Parent Handbook


Students practice R Time Rules weekly


22

Applicable Students


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


Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors

Principal/Assistant Principal


Conference with parents/students. (Required) Teachers or other staff

All teachers, principal, assistant principal, counselor



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





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.


24




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.


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



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


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



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.


Principal, Assistant

Principal,

Kindergarten

Teachers

August

2014 –

June 2015

Transition books are used with students and families to provide pictorial support during transition.


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.


Principal and

Assistant Principal

August

2014 –

June 2015

Arrange for kindergarten and preschool teachers to visit each other’s classrooms.


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.


Principal and

Assistant Principal

August

2014 –

June 2015


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


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


28

Mathematics AMO


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