2015-2016 campus improvement plan clarkston · pdf file2015-2016 campus improvement plan ......

Tyler Independent School District

Clarkston Elementary School

2015-2016 Campus Improvement PlanAccountability Rating: Met Standard

Distinction Designations:Academic Achievement in Reading/English Language Arts

Top 25% Student Progress

Clarkston Elementary SchoolGenerated by Plan4Learning.com 1 of 53 Campus #212905106

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Mission StatementThe mission of Tyler ISD, a diverse community of learners, is to empower and inspire independent thinkers through innovative learning

opportunities, in partnership with our community, to positively impact the world.

VisionTyler Independent School District will be recognized as a premier school district in the state and the nation.


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Supplemental FundingClarkston Elementary School is a Title I Schoolwide campus, supported with a total of $63,000.00 in Title I Part A funds and $101738.44 in State

Compensatory funds which funds 2.0 full-time teacher equivalents.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Goal 1: All students will graduate prepared for college or career, and life-ready to compete in a global economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goal 2: All students will learn in schools that meet the needs of our diverse community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 3: All students will learn from highly effective educators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Goal 4: All students will learn in a safe, secure and positive learning environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Goal 5: All students will learn through comprehensive and innovative education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Goal 6: All students will learn using a cutting edge technology device in the educational environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Personnel for Clarkston Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 482015-2016 Campus Performance Objective Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Demographics refer to the make-up of the school which helps us understand who we are currently serving and how we implement strategies, initiatives,programs and services to meet their needs. The resources that are available to us are TEAMS Reports, State Accountability Reports, Federal AccountabilityReports, PEIMS Reports, AWARE Reports, Technology Reports and Surveys. All of these resources were considered and reviewed to populate thissummary

At-Risk by Category, Ethnicity and Campus Sub-groups, Gender, Professional Development Plans and Evaluations and Mobility/Stability information.Average class sizes are about 18. The attendance rate for the year was closely maintained at 97%. Enrollment at snapshot was 353 and that number wasmaintained throughout the year even with families moving in and out, some multiple times throughout the instructional year.

The at-risk percentage is about 65%+ throughout the year. Economically Disadvantaged 71%, ELL group was 9.7% and Mobility Rate 20.7 %.

Demographics Strengths

Diversity in campus population is deemed a strength with largely even size groups of Hispanic, African American and White. Academic Strengths camefrom Hispanic group, as they outperformed AA and W peer groups. Implementation of SIOP strategies for instruction play an important role in the successof our ELL students and all students that may need additional scaffolding of instruction.

based on 2014 data performance rate by group...number represent percentages

Test AA H W ED

Reading 40 76 71 58

Math 42 71 63 54


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Science 45 64 93 54

Writing 31 55 65 52

Demographics Needs

African American across content areas under performs as compared to Hispanic and White participation as does Economically Disadvantaged.

based on 2014 data performance rate by group...number represent percentages.

Increasing certification levels of teachers to include ESL certification and SIOP training will better serve our growing ELL population. Campus wide smallgroup instruction should strengthen other groups academic achievement

Test AA H W ED

Reading 40 76 71 58

Math 42 71 63 54

Science 45 64 93 54

Writing 31 55 65 52


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Student Achievement

Student Achievement Summary

The achievement summary is based on STAAR data along with State Accountability measures. Clarkston was designated as a campus that Met Standard inoverall accountability. The breakdown of each index determining 2014 accountability is as follows:

Index 1: 60

Index 2:37

Index 3:29

Index 4:19

Clarkston recieved a distiction in 2013 for reading, but did not receive any distinctions in 2014. The data for Clarkston largely flattened, not seeingsignificant gains or significant loss in any one area.

African American students achieved at a lower rate than their White or Hispanic peers. Hispanic students showed growth in performance over their whitepeers.

Fourth grade students in 2013 made gains in Math and Reading as fifth graders with gains averaging 20%.

2015 Data is based on Reading only; updates will be made as accountability from TEA is complete

Student Achievement Strengths

67% of fifth grades grew 2 years or more in reading!

87% of fifth graders passed STAAR Reading after 2nd administration.

4th grade STAAR Reading surpassed previous year data 20%. 3rd Grade students grew an average of 2% in 4th Grade Reading (previous year's (2013-2014) data shows a 26% decline from Grades 3 to 4)


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Student Achievement Needs

Utilize formative assessment data to goal setstudent kept data on assessments and personal goal setting for each unitStudent Goal setting prior to formative post assessmentsStudent Goal setting prior to benchmarks, released STAAR and STAAR


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School Culture and Climate

School Culture and Climate Summary

Clarkston adopts a culture of Universal achievement such that we believe as a staff that every child has potential and strengths. We further believe thateducation is levels the playing field for those with economic hardships. We instill in our learners that college is at the forefront of consideration as theyprogress through their educational career. It is our desire that college should be a viable choice for all students. in 2015 we sent our second cohort to the NoExcuses summer institute to further facilitate a whole campus culture and understanding of universal achievement and closing the poverty gap.

School Culture and Climate Strengths

Each classroom has adopted a college or university. College is part of our culture and climate with symbolism throughout the campus. Celebration ofcollege begins each instructional week as staff and students wear college shirts/colors to celebrate lifelong learning.

Overall climate and culture is one that is risk-freeCampus systems promote a safe and healthy environmentFacilities are clean, inviting and well maintained.Friendly, professional staffImplementation of PBIS to ensure continuity in behavior expectations and processesPTA support increasing

School Culture and Climate Needs

Additional cohorts to attend the NEU Summer Institute. Begin NEU application process 2015. Submit by Spring 2016 Local community, businesses andpost secondary institutions increase involvement in the process.

Increase levels of expectations for staff and students providing continuous accountability and support. Implement culture of universal achievement.Consistent classroom management practices for all teachers throughout the year.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Staff Quality, Recruitment, and Retention refers to the manner in which schools and organizations effectively attract, attain and retain highly-qualified staff. This are is a component of the Title I framework.

Recruiting and interviewing HQ staff for instructional positions that have ESL certification, experience with small group instruction or a willingness andopenness for training. Provide training and continuous support from campus administrators and IC's for K-2 Literacy component expectations. Provide aclimate that is supportive and consistent for instruction and for student needs including PBIS.

Staff Quality, Recruitment, and Retention Strengths

Strong teacher mentor program established on campus and within the district that provides continual support for teacher the 1st 2 years of their career.Highly qualified teachers with additional endorsements including but not limited to: GT, ESL, SPED, Reading.Ongoing support and coaching from Teacher Leaders, Campus administration. Goal Setting process through Instructional Focus Walk throughs

Staff Quality, Recruitment, and Retention Needs

Best Practices in Instruction1.Small group instruction2.Data teams implementation training and support continues in year 2.3.Working with diverse learners within the classroom4.Integrating technology across the core content throughout the year5.Effective instruction, transitions and time on task that maximizes instruction, minimizes distractions and behavior problems 6.The co-teaching model to maximize Tiered Instruction 7.RtI process from Tier 1 to Tier 3 and what that looks like in the planning process and within the classroom8.SST process shifts to a classroom teacher led meeting based on individual student data9.Progress monitoring 10.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Curriculum, Instruction and Assessment describes the substance of what teachers use (the TEKS), the manner in which it is delivered (Materials, Resources,Activities) and the determination of its effectiveness (formative assessments, Checkpoints, benchmarks, STAAR and classroom activities).

Implementation of instructional focus district wide assessment of formative assessments.

Implementation of year 2 for reading and year 1 for math of Data Teams.

Curriculum, Instruction, and Assessment Strengths

Highly qualified staff in positions that enhance student learning individually for the greater good of the overall academic landscape of the campus

Staff fully on board with Data Teams and the focus on the Readiness Standards for ELAR and Math for 2015-2016.

Smart disaggregation of data

Curriculum, Instruction, and Assessment Needs

Continuous improvement in the data teams process.

Professional development in all content areas with Best Practices in Instruction deliveryData analysis from data in AWARE to drive/align instructionPLC planning timePLC data disaggregation timeProviding timely, appropriate documentation in AWARE JournalDeveloping usable lesson plans that address rigor, intentionality, purpose, focus


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Family and Community Involvement

Family and Community Involvement Summary

Family and community involvement refers to the manner and degree in which families and community members and organizations are connected to theschool.

Family involvement events 2015-2016: Meet the Teacher Night, Newcomers Breakfast on the first day of school, Veteran's Day, Grandparent's Lunch;Arts Fest; Grade level musical programs, STAARS and Stripes Literacy Night, Sign Language Class, PE Showcase, Field Day, District Track meet forGrades 4 and 5. Fifth grade Recognition Ceremony, Fall Carnival, PTA, Woods Baptist Church Readers, CWOW Clarkston family wellness program,Cardio-challenge for staff, students and families, Title I general session and open house in the fall

Continuous opportunity for communication between school and families:

Launch year of Social media-FaceBook and Twitter!Campus MarqueeCampus website6 weeks newsletterWellness newsletterSchool Way push notificationBlackboard Connect

Family and Community Involvement Strengths

Opportunities Offered

Campus Meet the Teacher the week before school beginsParenting classes offered through the counseling centerCWOW-Clarkston Family wellness every monthBook fair offered 2 times per yearClarkston Walking ClubStrings ClassesSign Language Classes for FamiliesWoods Baptist Church Reading Volunteers-First GradeKiwanis Reading Volunteers-Kindergarten


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Visual, Performing and Technology Arts ProgramsStudent enrichment extended day opportunities beginning fall 2014Academic Nights for familiesOpen house and general session for Title IPTACanned food drive partnership with Robert El. Lee

Continuous opportunity for communication between school and families:

Social Media-Facebook and TwitterCampus MarqueeCampus website6 weeks newsletterWellness newsletterSchool Way push notificationBlackboard Connect

Family and Community Involvement Needs

Partnerships with local colleges and Universities- TJC, U T TylerIncreased involvement/enrollment in PTAIncrease community organization and business involvementIncrease in diversity in parental involvement representative of student populationsParent Participation in academic nights.


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School Context and Organization

School Context and Organization Summary

School context and organization refers to the overall aspects regarding process, leadership, procedures, etc. and how they contribute to student learning.

Team Leaders will be better utilized for context and organization

The campus daily schedule is designed in order to maximize instructional time for students. Time allotments for subject areas coincide strictly to districtguidelines. Computer lab added into the rotation schedule to maximize instructional time.

Campus wide core content master schedule to assist with Academic intervention processes, such as Deaf Ed., RtI, Resource/Inclusion, Dyslexia, behaviorsupport, Guidance.

School Context and Organization Strengths

Resource Utilization, staffing and Hiring processStaff Communication enhanced using push notifications RemindProcedures for safety, security and emergency protocolsPBISCampus (CPOC) committee addresses school, parent and communityCampus facility is in good working order and well maintainedSafeschools online training modulesImprovement of emergency notification systems such as a visual indicator for shelter in place and Lock down.full utilization of the Raptor system for all visitors when students are on campus.

School Context and Organization Needs

Increase frequency of Team Leader MeetingsIncrease Frequency of Campus Administration meetings.Annual training for campus emergency plan implementationIncrease fire drills to ensure that one is held each month.Enforcement and accountability of safety protocols and balancing that with accessibility and openness to community and family


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Technology

Technology Summary

Technology is the systems and devices that are used by staff and students to enhance teaching and learning experiences to grow students in to 21st centurylearners.

2015 Clarkston will have 140 iPad devices available for student use. These can be checkout out as a classroom cart or teachers may obtain as many or fewas they need to reach objective.

Technology Strengths

computer lab with 24 computersPlayaways for select library booksNook colorsWireless network campus wideDigital smartboards, document cameras, laptops, iPads for teachers,student data available onlineDistrict and campus web pagesFamily access to gradesElectronic notifications to families and staff2 additional iPad mini carts added 20135th grade grant for iPad's for all 5th graders and 5th grade staff

Technology Needs

Underused technology throughout the year in terms of iPadsiPad training for teachers to use throughout the yeariPad integration/update issues with sync cartwireless infrastructure has difficulty maintaining connection with all devices available on campusIncrease in applications on Apple devices that do not necessarily require connectivity for student use.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsAEIS longitudinal dataPBMAS dataCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsProgress of prior year STAAR failersSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataStudent Success Initiative (SSI), Grades 5 and 8, dataSSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8)SSI: Think Through Math assessment data (Grades 3-8)Local diagnostic reading assessment dataLocal diagnostic math assessment data


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Local benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

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

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTeacher STaR Chart Technology Data


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Texas STaR Chart longitudinal dataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results


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Goals

Goal 1: All students will graduate prepared for college or career, and life-ready to compete in a global economy.

Performance Objective 1: The campus will provide a variety of instructional services for students aimed at meeting individual learning needs.

Summative Evaluation: Academic performance of students increases as measured by state and local data points.

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Jan MarJuneCritical Success Factors

CSF 1 CSF 2 CSF 3 CSF 4

1) K -5 Teachers will implement research-based instructional practices such asreaders workshop with the Implementation of The Daily 5 campus wide anddirect small group instruction in phonemic awareness and grapho-phonemicknowledge routines.

2, 3, 4, 5,6, 8, 9, 10

ClassroomTeachers, Teamleaders, CampusAdministration, RtITeachers,InstructionalSpecialists (district).

TPRI and/or MAP administration results will reflect80% or more of students will be developed inPhonemic Awareness and Graphophemic Knowledgeby EOY re-assessment. Guided reading group data,running records, formative assessments, LeveledLiteracy Intervention and anecdotal records.Additional evidence sources includes WRAP, DistrictBenchmarks, Checkpoints,STAAR and Data Teamsformative pre and post assessments to address MissedSystem Safeguards. AA Reading.

Funding Sources: 211 (Title I), 199 (Local)Critical Success Factors

CSF 1 CSF 2

2) Target academic vocabulary that is supported vertically through grade levelinstruction K-5 within each of the core content areas.

2, 3, 4, 8,9

Teachers,InstructionalSpecialists, teamleaders and campusadministration

Curriculum Content from Core IFD's, Data fromformative assessments, Data Teams assessments,STAAR, Checkpoints, anecdotal records and DistrictBenchmarks addressing Missed System Safeguards forScience All student and Eco Dis.


CSF 1 CSF 2 CSF 4

3) Differentiate instruction to meet the needs of the diverse learners utilizingbest practices and research based methodologies.

1, 2, 3, 8,9

Teachers, CampusAdministration,Instructionalspecialists, RtITeachers, Dyslexiaand SpecialEducation Teachers

Continuously evaluated data from TPRI, Formativeassessments, Checkpoints, Benchmarks, anecdotalrecords, running records, STAAR, TEMI, ESTAR, andMSTAR. Transitioning to MAP 2015-2016addressing Missed System Safeguards for Reading-AA, Writing- All Students and Science All Studentsand Eco. Dis.


CSF 1 CSF 2 CSF 4

4) Provide opportunities for self-directed learning and reflective writing ofperformance across core content areas.

2, 9 Teachers,InstructionalSpecialists, teamleaders and campusadministration

Student-Teacher conference records, core contentjournals, conferring with students. addressing MissedSystem Safeguards for Reading-AA, Writing- AllStudents and Science All Students and Eco. Dis.

Funding Sources: 199 (Local), 211 (Title I)


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Critical Success FactorsCSF 1 CSF 2 CSF 4

5) Increase levels of engagement, instructional time on task and motivationalstrategies for high yield learning. Including materials to support.

1, 2, 3, 8,9

Teachers, CampusAdministration,Instructionalspecialists, RtITeachers, Dyslexiaand SpecialEducation Teachers

Continuously evaluated data found in AWARE,MAP**, TPRI comparisons from BOY to MOY andEOY, classroom assessments, benchmarks,Checkpoints, running records, small group interaction.Daily 5, Writing Workshop, and math workstationspromoting student independence and stamina building.Walk-through and teacher evaluation data, dailyclassroom visit data, Instructional FocusWalkthroughs.

Funding Sources: 199 (Local), 211 (Title I)Critical Success Factors

CSF 1 CSF 2 CSF 7

6) Professional Development targeting Tier 2 Classroom instruction

1, 2, 3, 4,8, 9


Data entered into AWARE for students receiving Tier2 intervention through RtI, formative assessments preand post, Benchmarks, checkpoints, Data Teamsanalysis between pre and post assessments as studentsmove from initial performance band for readingreadiness standards targeted. Campus and District staffdevelopment days, TEMI Overview training, TPRIRefresher's and Data Talks, Grade level PLC daystargeting specific needs, Critical Math Routines, andFig 19 Comprehension Training. addressing MissedSystem Safeguards for Reading-AA, Writing- AllStudents and Science All Students and Eco. Dis.


CSF 1 CSF 2 CSF 7

7) Data Teams second year--additional meeting time during the instructionalday one time per week M-F wherein staff will dis aggregate data for eachreadiness standard of focus to promote data driven instructional strategies fortargeted learning.

1, 2, 3, 4,8, 9


Lesson plans and instruction that reflects rigor, highmotivational strategies, and student engagement.Accountability through PDAS walk throughs,instructional focus walk throughs and evaluations aswell as daily classroom visits. Data Teamsminutes/agendas addressing Missed SystemSafeguards for Reading-AA, Writing- All Students andScience All Students and Eco. Dis.


CSF 1 CSF 2 CSF 4 CSF 5 CSF 6

8) Student Enrichment Extended Day. After school M, T, Th opportunities forstudents to engage in activities to extend their learning in Math, Reading,Writing, the arts ie: Scaffolders (a group to front load instruction) STEM designteams, Theater, Lego club, chess club, Reading Club, Science Club, JuniorAudubon, Poets Society, in which to integrate and use math, reading, science,writing skills and technology outside the classroom setting. Begin by lateSeptember

1, 3, 6, 9 ClassroomTeachers, Teamleaders, CampusAdministration, RtITeachers,InstructionalSpecialists (district), MTS, MTA, Art,Music, PE teachers

Student attendance of programs, products producedduring enrichment, higher levels of student creativity,critical thinking and problem solving as they transferenrichment experiences to the classroom throughjournals, class discussions,

Funding Sources: 199 (Local), 211 (Title I), 199 (Local)


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Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 6 CSF 7

9) Continue Math workstation model k-5.

1, 2, 4, 8,9

ClassroomTeachers, Teamleaders, CampusAdministration, RtITeachers,InstructionalSpecialists (district),

Anecdotal data, formative assessment data,CheckPoints, District Benchmarks, and STAAR



10) Increase instructional commitment to utilize Investigations for MathInstruction Grades K-5

1, 2, 4, 8,9

ClassroomTeachers, Teamleaders, CampusAdministration, RtITeachers,InstructionalSpecialists (district),

Anecdotal data, formative assessment data,CheckPoints, District Benchmarks, and STAAR

Funding Sources: 211 (Title I)Critical Success Factors


11) Student goal setting to increase academic success and raise high level ofachievement even higher. Students will utilize goal setting charts to includeformative pre and post assessment data, as well as benchmarks, weekly tests toset their own learning goals

ClassroomTeachers, Teamleaders, CampusAdministration, RtITeachers,InstructionalSpecialists(district), students.

Students will conference and discuss graphs they arecreated for each content area with their teacher and/orpeer groups

Funding Sources: 211 (Title I)

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


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Performance Objective 2: The campus will provide instruction and services that will lead to academic success for each student.

Summative Evaluation: Students will have increased exposure to post-secondary opportunities.

Strategy Description TITLE I

StaffResponsible

forMonitoring

Evidence that Demonstrates Success

Formative Reviews

Nov Jan Mar June

Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

1) Continuous monitoring and use of data found in AWARE for thedevelopment of rigorous lessons and activities with the goal of eliminatinggaps in student learning.

1, 2, 3, 4,8, 9

ClassroomTeachers, Teamleaders, CampusAdministration,RtI Teachers,InstructionalSpecialists(district) ,

Data from formative assessments, MAP runningrecords, Leveled Literacy Intervention from RtI,checkpoints and benchmarks, SST 3 or six weeksprogress updates

Funding Sources: 199 (Local)Critical Success Factors

CSF 1 CSF 2 CSF 5

2) Increase daily attendance rates specifically targeting tardies and 'leaveearlies.'

1, 6 Attendance Clerk,Teachers,Counselor andAssistant Principal

Office documentation, attendance records inTEAMS, Classroom Documentation. addressingMissed System Safeguards for Reading-AA,Writing- All Students and Science All Students andEco. Dis.


CSF 1 CSF 2 CSF 7

3) Provide access to professional development opportunities to staff toincrease motivational strategies, small group instruction, differentiation,engagement and utilize technology in order to gain student interest andcreate a positive, risk-free, environment.

1, 2, 3, 4,5, 9

ClassroomTeachers, Teamleaders, CampusAdministration,RtI Teachers,InstructionalSpecialists(district) , MTS

As seen through classroom visits, InstructionalFocus Walk throughs, increased levels ofmotivation, PLC and data teams discussions, teamleader feedback, engagement and hands-ontechnology experiences throughout the day.



4) Student Success Team (SST) meetings with increased frequency beyondeach six weeks or as needed to discuss individual performance within theTiered framework. Parents included in the meeting that places students inTier 3

1, 2, 3, 8,9, 10

ClassroomTeachers, Teamleaders, CampusAdministration,RtI Teachers,

Performance data from classrooms, anecdotalrecords, Aware Data, Leveled Literacy Intervention,checkpoints, Benchmarks, STAAR, MAP, WRAP,Dreambox, Skills Navigator (new).addressingMissed System Safeguards for Reading-AA,Writing- All Students and Science All Students andEco. Dis.



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5) Teachers will utilize Heat Map data and teacher perception data to targetinstruction within the standards

1, 2, 4, 8,9

ClassroomTeachers, Teamleaders, CampusAdministration,RtI Teachers,

Performance data: anecdotal records, runningrecords, benchmarks, checkpoints, pre/postformative assessments, STAAR,


CSF 1 CSF 2 CSF 7

6) Resource and Deaf Ed. Teachers to work with general education teachersto support instruction for students receiving special education services withinthe mainstream classroom, ensuring IEP compliance. They will activelyparticipate in the Data Teams process

1, 2, 3, 8,9, 10

ClassroomTeachers,Resource Teacher,Deaf EducationTeachers, AssistantPrincipal,Diagnostician, RtI

Performance data from classrooms, Leveled LiteracyIntervention, MAP, Checkpoints, Benchmarks,STAAR, TPRI, and Benchmark Running Records,Data Teams assessments.


CSF 1 CSF 2

7) Implement appropriate individualized accommodations within the dailyroutine as well as during testing for students identified under 504 **underthe direction of the counselor beginning 2015

1, 2, 3, 8,9, 10

Principal, AssistantPrincipal, RtI andclassroomteachers, DyslexiaTeacher, Nurse,Counselor, TeamLeaders

Performance data in AWARE, student performancedata, Checkpoints, Benchmarks, TPRI, Data Teamsassessments, MAP



8) Weekly PLCs for each grade level for planning instruction, intervention,differentiation; examining data, IFD, YAG to drive instruction; providesupport to teachers as needed to reach full potential.

1, 2, 3, 4,5, 8, 9


PLC minutes uploaded into share drive at theconclusion of each meeting, lesson plans,Leadership team sitting in PLCs



9) Vertical Planning to align standards and eliminate potential gaps inlearning. This can also be facilitated during Data Teams

1, 2, 3, 4,5, 8, 9


Observe instructional practices and effectiveinstructional strategies based on SMART goals,Lesson plan oversight and monitor student progressthrough formative assessments, TPRI, Checkpointand benchmark data, Data Teams Minutes. Focusedvertical planning time.

Funding Sources: 199 (Local)


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10) Provide rigorous instruction to meet the needs of TARGET studentsthrough differentiation such that high levels of mastery are attainedconsistently. Monitor students that did not meet Level II of Phase I.

1, 2, 3, 4,8, 9, 10

teachers ofTARGET students

Daily student performance data; 90% of TARGETstudents attain Level III STAAR across alltests.addressing Missed System Safeguards forReading-AA, Writing- All Students and Science AllStudents and Eco. Dis.




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Performance Objective 3: The campus will prepare students for post-secondary education.

Summative Evaluation: There will be an increase in lessons that integrate post-secondary education skills such as higher level thinking, oral and writtencommunication, collaboration skills, etc.






1) Creating exceptional systems centered around strong college themes andsymbolism. Providing instruction and encouragement that every student has thepotential to attend college. Celebrating college colors day each Monday of everyweek.

1, 2, 3, 4,5, 6, 7, 8,

9

All Staff Campuswide

Each classroom adopts a college or university. Collegevocabulary is built into daily routines. Conversationswith students about one day attending college.

Funding Sources: 211 (Title I), 199 (Local)


2) Adopted College Displays outside each classroom to promote lifelonglearning, high expectations and college readiness.

2, 3, 5, 6 All Staff Observational data




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Performance Objective 4: The campus will create a culture of post-secondary career or education through exploration and planning.

Summative Evaluation: Students, K-7, will have an increase in the number of career and college exploration opportunities.






1) Creating exceptional systems centered around strong college themes andsymbolism. Providing instruction and encouragement that every student has thepotential to attend college. Celebrating college colors day each Monday of everyweek.

1, 2, 3, 4,5, 6, 7, 8,

9

All Staff Campuswide

Each classroom adopts a college or university. Collegevocabulary is built into daily routines. Conversationswith students about one day attending college.



2) Adopted College Displays outside each classroom to promote lifelonglearning, high expectations and college readiness.

2, 3, 5, 6 All Staff Observational data




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Goal 2: All students will learn in schools that meet the needs of our diverse community.

Performance Objective 1: Campus relationships with students and parents support the success of each student.

Summative Evaluation: Parental involvement will increase. Increase in communication efforts and engagement with parents and community.





CSF 1 CSF 5 CSF 6

1) Art, Music, Media and PE Teachers will plan events throughout the yearshowcasing student achievement within the visual and performing arts,technology applications and physical education.

1, 2, 3, 6 Art, Music, MTS,MTA, PE Teachers;Principal, AssistantPrincipal,Counselor

Event plans, student projects, products andperformances, parental feedback, sign in sheets.


CSF 1 CSF 5 CSF 6

2) Increase levels of PTA participation and membership, increase volunteerismcampus wide, continue partnership with Woods Baptist Church Readingvolunteers, implement Kiwanis reader volunteers to kindergarten, continue Boysand Girls Clubs partnership.

1, 2, 6 Principal, AssistantPrincipal,Counselor, OfficeStaff, VolunteerCoordinator, PTAboard, Teachers

PTA Sign in sheets, volunteer notebook, stakeholderfeedback


3) Provide opportunities for family and school connection on a consistent basisusing department and/or grade level newsletters, campus wide newsletters.

6 Principal, AssistantPrincipal, Teachers,Team Leaders,Counselor

Increase parent/student engagement in schoolactivities: attendance rates, sign in sheets, parentfeedback




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Performance Objective 2: Comprehensive community involvement supports student success on each campus.

Summative Evaluation: Community involvement/partnerships will increase.





CSF 1 CSF 5 CSF 6

1) Woods Baptist Church Readers for 1st grade students every Monday in ourLibrary.

1, 2, 6 MTS, MTA,Principal, AP, FirstGrade Team

Observed reading sessions one on one with students.Volunteer sign in sheets each Monday.



2) Boys and Girls Club site

1, 2, 6 CampusAdministration,Counselor, CampusLiaison, SiteDirector

Increased enrollment and consistent attendance.




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Performance Objective 3: An array of alternative services, settings and arrangements are available to support student success.

Summative Evaluation: Student performance will increase.




Nov Jan Mar JuneCritical Success Factors


1) RtI Tier 2 instruction provided by certified teachers as a push in model so thatstudents can remain in their core content instruction as much as possible, buthave Tier 2 support. Resource teacher is included in this as herinclusion/coteach schedule allows.(new 2015)

1, 2, 3, 4,8, 9

CampusAdministration, RtITeachers, Musicand Art Teacherswhose scheduleallows for them topush in toclassrooms,ResourceTeacher(new),classroom teachers

Progress monitoring data, formative assessment data,resource teacher, art teacher and music teacherprogress monitoring. Minutes in SST meetings.




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Performance Objective 4: Students engage in learning with real world interactions and embedded workforce skills.

Summative Evaluation: Increase in campus instructional and program opportunities to integrate real world skills.Increase in integration of process skills, communication skills, writing skills, collaborative skills, etc. into instructional delivery and strategies.

Strategy Description TITLE I

StaffResponsible

forMonitoring

Evidence that Demonstrates Success

Formative Reviews

Nov Jan Mar June


1) Students will exhibit workforce skills by maintaining their jobexpectations as Safety Patrol on campus.

1, 2 Campusadministration,Counselor, PETeacher, MTS

Students are able to interact in a positive, helpfuland appropriate social setting using leadership skillslearned while serving on safety patrol.


CSF 1 CSF 4 CSF 6

2) Students will learn different technology applications such as Word,PowerPoint, email etiquette, and online safety for real world applications.

1, 2, 9 Principal, AssistantPrincipal, MTS,MTA, ClassroomTeachers,Counselor

Students can successfully function in an onlineenvironment. Feedback from staff, peers in onlinesituations.



3) Students will demonstrate real world leadership through the ClarkstonAmbassador program.

1, 2, 6 Principal, AssistantPrincipal,AmbassadorSponsor, MTS


CSF 1 CSF 2 CSF 3 CSF 4 CSF 5 CSF 6 CSF 7

4) Integration of STEM project based learning into the enrichment part ofthe day and also into the core content areas for 2015-2016 school year.Robotics Lab/club (Mindstorms)Lego clubMinecraft virtual designMaker Space

(Goal of 2016-2017 to become an Elementary STEM academy grades 1-5)

1, 2, 3, 4,5, 6, 8, 9

CampusAdministrators,Counselor, MTS,MTA, TeamLeaders, 4th/5thGrade Math andScience Teachers

Student conferences, journals, feedback on assignedproblems, generated solutions, solution design,solution implementation and success. Increasedstudent collaboration and student to studentfeedback, which are high yield instructionalstrategies. transfer of skills learned in core content toproject and effectively communicating results usingskills learned in the content area. Formativeassessments, benchmarks, released STAAR tests andSTAAR tests, TAPR trends.



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Goal 3: All students will learn from highly effective educators.

Performance Objective 1: The campus will recruit highly effective teachers.

Summative Evaluation: The campus will increase the recruitment of staff members who are qualified and effective in their position as evidenced bycertifications and highly qualified status.





CSF 1 CSF 7

1) Participate in Tyler ISD Job Fair early Spring to meet face to face withpotential candidates for future staffing needs.

5 Principal, AssistantPrincipal

Attracting highly qualified candidates to followthrough with applying for openings as they becomeavailable.




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Performance Objective 2: The campus will retain highly effective teachers.

Summative Evaluation: There will be a decrease in the number of teachers leaving the campus. Increase in feedback given to teachers to promote andsupport effective instruction.





CSF 1 CSF 6 CSF 7

1) Provide Professional Development opportunities that focus on universalachievement, data-driven instruction, high degrees of collaboration, standardsalignment, intervention, quality assessment all with best practices in mind.

1, 2, 3, 4,5, 6, 8, 9

Principal, AssistantPrincipal, TeamLeaders, MTS, RtITeachers.

Lesson plans, delivery of high quality, engaginginstruction, PLC minutes, data from TPRI,Checkpoints, benchmarks, STAAR, movement ofstudents across performance bands using targetedinstructional strategies.



2) Provide accountability, support, encouragement and continuous feedback toinstructional staff by committing to daily classroom visits. Then meeting asneeded with teachers one on one to discuss performance, provideencouragement, discuss immediate needs and to set goals for increasing capacityand sharpening skills.

1, 2, 4, 5,8, 9

Principal, AssistantPrincipal

PDAS documentation, Instructional FocusWalkthrough Process as well as informal feedback,meeting with teachers one on one to provide guidance,encouragement and support. Student formativeassessment data.


Critical Success FactorsCSF 1 CSF 7

3) Provide instructional modeling and co-teaching model K-2 in classrooms formini-lessons in readers workshop, writers workshop and conferencing,numeracy and 3-5 for math work stations, vocabulary, progress monitoring,maximizing instructional time.

1, 2, 3, 4,5, 7, 8, 9

RtI Teachers,classroom teacherleaders, Principal,Assistant Principal,Team Leaders,campus mentor,MTS

Reflective feedback and debriefing from teachers andsubsequent classroom observations demonstratingskills attained through modeling.



4) Full implementation of Team leaders to ensure instructional Staff involved indecision making process regarding academics and behavior.

1, 2, 4, 5,8

OrganizationalHealth Team, TeamLeaders, CampusAdministrators,Counselor, PBISTeam

Team Leader meeting schedules, agendas and minutes.




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Performance Objective 3: The campus will provide high quality and differentiated professional growth opportunities for teachers and staff.

Summative Evaluation: The campus will offer a wide variety of professional development to meet the individual professional needs of staff members inorder to achieve campus and district goals.






1) Provide Professional Development opportunities that focus on universalachievement, data-driven instruction, high degrees of collaboration, standardsalignment, intervention, quality assessment all with best practices in mind. DataTeams 2nd year

1, 2, 3, 4,5, 6, 8, 9

Attendees to NEUSummer Institutesummer 2014 and2015, Campusadministration,Team Leaders, RtITeachers, MTS.

Lesson plans, delivery of high quality, engaginginstruction, PLC minutes, Data Teams Minutes, datafrom TPRI, Checkpoints, benchmarks, STAAR,formative pre and post assessments



2) Weekly PLCs for each grade level for planning instruction, intervention,differentiation; examining data, IFD, YAG to drive instruction; provide supportto teachers as needed to reach full potential.

1, 2, 3, 4,5, 8, 9

Principal, AssistantPrincipal, TeamLeaders , RtITeachers, PLCLeaders, MentorTeachers

PLC minutes uploaded into share drive at theconclusion of the meeting, Data Teams minutes, lessonplans, Leadership team sitting in PLCs


CSF 1 CSF 7

3) Provide continuous training as needed with refreshers and support ofdistrict/Region center training for teachers in areas of GT, SIOP, ELPS as wellas ESL Certification with the goal of every teacher attaining certification by2015.

1, 2, 3, 4,5, 8, 9, 10

Principal, AssistantPrincipal, Teachers,Team Leaders

ESL Certification attained by all instructional staff by2015, Professional Development Reports in Eduphoriato show SIOP and ELPS training attained.




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Goal 4: All students will learn in a safe, secure and positive learning environment.

Performance Objective 1: Campus facilities will have comprehensive security measures in place.

Summative Evaluation: The campus will increase and improve security measures.The campus will ensure appropriate communication and training regarding safety measures.





CSF 1 CSF 6

1) Daily walk of facilities, utilize video camera live and playback data andregular examination of the perimeter of the campus and conduct regular drills toensure cleanliness, maintenance of facilities, equipment and grounds, security.

2, 5 Custodial staff,Principal, Assistantprincipal, teachers,support staff

Regular drill reports, completion of work orders



2) Continue safety procedures such that all campus visitors must check inthrough the office and submit identification through Raptor and wearing issuedbadge throughout the duration of their visit during regular instructional dayhours.

1, 2, 10 Receptionist, OfficeStaff, Principal,Assistant Principal,Support Staff andteachers.

Raptor ware reports.



3) Consistently utilize walkie talkies for classes as they go outside for recess,which will provide immediate communication between the playground and themain building for emergencies including medical, weather related issues,discipline, students that need to come to the office for parent pick up.

1, 2 Receptionist,teachers, Principal,Assistant Principal

Emergency plan data, nurse log, check out/in log inreception area.




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Performance Objective 2: Campus interventions support a safe learning environment for all students.

Summative Evaluation: The campus will provide active monitoring and support for the implemented positive behavior support plan. Increase in effectiveRtI behavioral support and intervention for struggling students.






1) Continuation of PBIS strategies. Monitor practices throughout the year todetermine effectiveness of strategies through regular PBIS meetings.

1, 2, 3, 4,10

PBIS Committee,Counselor,Principal, AssistantPrincipal, Teachers,Support staff

School-wide implementation of six pillars of characteras stated in the "Cougar Pledge." School wideimplementation of social skill training using 2nd StepCurriculum. Small group experiences offered for allstudents in 2nd - 5th grades including the topics: 7Habits Group (2nd, 3rd), Friendship Group (3rd, 4th),and Juggling Success Group (5th). Increase inattendance rates, decrease in referrals, decrease oftardies.



2) Continuous monitoring of student behaviors throughout the instructional dayand across academic settings with consistent documentation in AWARE fromall staff as applicable.

1, 2, 4, 8,9

Teachers,administrators,Counselor, supportstaff, PBIScommittee and RtICommittees.

Data shared during SST meetings each six weeksand/or intermittently as needed to provide RtI behaviorsupport as outlined in campus PBIS. Data shared inPBIS meetings and strategies developed by committeefor behavior support of students.




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Performance Objective 3: The campus will have a defined character education initiative with clear parameters and goals.

Summative Evaluation: The campus will provide a consistent and unified approach to character education.Increase in the number character education lessons taught on the campus.





CSF 6

1) Campus wide implementation of 6 Pillars of Character as stated in the"Cougar Pledge." Highlight each pillar each six weeks.

1, 2, 3, 4,6, 8, 9

Counselor,Principal, AssistantPrincipal, Teachersand all staff

Decrease in number of office referrals by 10%;positive office referrals, campus wide observation ofstudents modeling the 6 Pillars.




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Performance Objective 4: All students will be equipped with tools to positively address specific social and emotional challenges.

Summative Evaluation: Increase in professional development related to social emotional needs of struggling students.





CSF 1 CSF 5

1) Counselor whole class guidance instruction at all levels regarding: charactereducation. problem-solving, goal-setting, social skills (including anti-bullying),and emotion management. New edition of Second Step program purchased andimplemented in 2014. Guidance sessions daily during Data Teams time willmaximize instructional time.

1, 2, 6, 7,10

Counselor,Principal, AssistantPrincipal,ClassroomTeachers.

Discipline data through TEAMS, AWARE Journalentry data. Bully Free Zone reporting portal throughthe campus website. Decrease in office referrals,improved attendance, improved on time arrival.



2) Small group and individual student counseling to deal with student andfamily issues providing support through Tier II and III.

1, 2, 10 Counselor,Principal, AssistantPrincipal, TeamLeaders, STScommittee PBIScommittee.

Data in AWARE Journal, TEAMS discipline data--decreased number of referrals.



3) Continuation of PBIS strategies. Monitor practices throughout the year todetermine effectiveness of strategies through regular PBIS meetings.

1, 2, 3, 4,10

PBIS Committee,Counselor,Principal, AssistantPrincipal, Teachers,Support staff

School-wide implementation of six pillars of characteras stated in the "Cougar Pledge" and 2nd StepCurriculum grades. Small group counselingopportunities for all students 2nd - 5th grades. Increasein attendance rates, decrease in referrals, decrease oftardies.




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Performance Objective 5: The campus promotes community partnerships to provide mentors to students.

Summative Evaluation: Increase in the numbers of community/business mentors for students.






1) Begin finding partnerships 2015 that will be a consistent practice throughoutthe year with continuous building each year.

Counselor, Campusadministration,Team Leaders,

Visits from student mentors with sign in sheets




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Goal 5: All students will learn through comprehensive and innovative education.

Performance Objective 1: The campus will provide innovative learning settings, strategies, schedules, and/or interventions aimed at meeting the individualinterests and needs of students.

Summative Evaluation: Increase in the number of innovative strategies implemented or integrated at the campus level.





CSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7

1) Data Teams

3, 4, 8, 9 CampusAdministration,Counselor, RtITeam, MTS,Resource Teacher,Team Leaders,Grade Level Teamsand Content Teamsfor grades 4/5

Formative assessment growth between pre and postassessment data displayed in Data Teams room and onthe Data Teams Minutes Steps 1-6. Focus on graphsand Step 6 reflective notes. addressing Missed SystemSafeguards for Reading-AA, Writing- All Students andScience All Students and Eco. Dis.


CSF 1 CSF 2

2) Critical Math Routines

1, 3, 4, 9 CampusAdministration, RtIMath, TeamLeaders, DataTeams, VerticalTeams, ResourceTeacher

Increased student achievement in number sense ondistrict Checkpoints and benchmarks. Increased mathoperation fluency as demonstrated in daily classroomwork, anecdotal records, TEMI, MAPS

Funding Sources: 211 (Title I)Critical Success Factors

CSF 1 CSF 2

3) Figure 19 Six Comprehension Components for ELAR

4, 9 CampusAdministration, RtIReading, TeamLeaders, DataTeams, VerticalTeams, ResourceTeacher

Increased student achievement on Reading districtCheckpoints and benchmarks.addressing MissedSystem Safeguards for Reading-AA, Writing- AllStudents and Science All Students and Eco. Dis.




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Performance Objective 2: The campus will provide a variety of intensive, compensatory, and/or accelerated instructional environments for students at riskof dropping out of school.

Summative Evaluation: Increase in the academic achievement of students as measured by local and state assessments. Increase in the number of studentswho find success in Tier I, II, and III interventions. Increase in the number of students exiting the Bilingual/ESL program or moving up in levels ofachievement (High and Advanced High).





CSF 1 CSF 2 CSF 3 CSF 4 CSF 5 CSF 7

1) Student Success Team Meetings called by classroom teacher based upondaily data collected on student performance in reading and math. Meetings to beheld in accordance with progress monitoring expectations for each skill or areaof concern. Moving students from Tier II to Tier III will also includeparents/guardian.

1, 2, 3, 4,6, 8, 9, 10

CampusAdministration,SST, Counselor, RtITeacher, TeamLeaders, ClassroomTeachers,

Fewer students moving into Tier II and Tier III asdocumented in STS Minutes, Teacher anecdotalrecords, progress monitoring data, AWARE Data.


2) ESL certification campus wide by June 2016. CampusAdministration,Team Leaders

ESL supplemental certification included on teachingcertificate

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7

3) SIOP I, II, III training, ELPS Training provided by District

1, 2, 3, 4,8, 9, 10

CampusAdministration,Team Leaders

Certificates of completion as documented in theWorkshop reports area of Eduphoria.




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Performance Objective 3: The integration of Visual and Performing Arts, Athletics, CTE and other extra-curricular activities will be used as a tool toenhance student education.

Summative Evaluation: Increase in activities that promote health and fine arts in students at the elementary level.






1) Extended day enrichment activities and clubs: Book Club, Strings, ClarkstonChorale, Walking Club, Sign Language Class, Clarkston Working on Wellness(CWOW), Robotics Club, STEM based clubs/groups.

1, 2, 3, 4,5, 6, 8, 9

CampusAdministration,Specials Teachers,MTS, MTA

Levels of participation through attendance records,performances, student product displays.



2) Art, Music, Media and PE Teachers will plan events throughout the yearshowcasing student achievement within the visual and performing arts,technology applications and physical education.

1, 2, 3, 6 Art, Music, MTS,MTA, PE Teachers;Principal, AssistantPrincipal,Counselor

Event plans, student projects, products andperformances, parental feedback, sign in sheets.


CSF 1 CSF 5 CSF 6

3) Punt, Pass and Kick NFL Program

1, 2, 3, 6,10

PE teacher,Principal, AP

Observational student performance data. Certificatesof achievement earned throughout year




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Goal 6: All students will learn using a cutting edge technology device in the educational environment.

Performance Objective 1: The campus will provide differentiated and ongoing professional learning opportunities to increase the integration of technologyin the instructional delivery.

Summative Evaluation: Increase in the number professional development sessions offered and attended that focus on technology integration. Increase theobservational data indicating teachers are utilizing innovative technology in lessons.





CSF 1 CSF 6

1) Provide technology experiences across core content areas throughout the yearutilizing iPad/iPad Mini carts, Chromebooks, netbooks, iPod Touch, Playaways.

1, 2, 3, 5,6, 8, 9

Principal, AssistantPrincipal, MTS,MTA

Lesson plans outlining the integration of technologyacross the core content areas, student products such asmovies, storyboards, commercials created with iPads.Research using iPads, computers, Chromebooks.


CSF 1 CSF 6 CSF 7

2) Provide in-house technology training for classroom teachers (Fridays K-5 andTuesdays after school) to increase motivation and engagement of studentlearning through the integration of technology.

1, 2, 4, 8,9

MTS, MTA, TeamLeaders, CampusAdministration

Staff development sign in sheets, agenda and feedback.Lesson plans that include subject matter taught in theweekly training and student performance data andproducts. Instructional Focus Walkthrough Data,PDAS data. addressing Missed System Safeguards forReading-AA, Writing- All Students and Science AllStudents and Eco. Dis.



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State Compensatory

Personnel for Clarkston Elementary School:

Name Position Program FTE

McKim, Lauren Dyslexia Teacher 0.5Miller, Micki RtI Teacher 1.0Yeatts, Shana Dyslexia Teacher 0.5


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Title I

Schoolwide Program Plan

Clarkston Elementary School offers a school-wide Title I program plan for all students to serve their academic, social and emotional needs directly. Theprogram operations are supported by a total of $63,250 for 2014-2015 school year. These funds are utilized as a program in conjunction with other federal,state and local funds with the intention of improving student performance and success. The effectiveness of this program is mearsured by studentperformance.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

The Comprehensive Needs Assessment is used to gather and review data from all areas of the school. Some sources that are reviewed are: TEAMS Reports(retention, discipline, attendance), State Accountability Reports (AEIS, PBMAS, TELPAS, STAAR, TPRI/TEJAS LEE), Federal Accountability Reports,Aware Reports (Local and State data), Ethnicity and Gender and Subgroups, Personnel Data, Technology Reports (Star, Surveys), PEIMS Incident Reports,etc. Strengths and needs are determined from the study of these areas plus other information. Strengths noted: Academic Achievement in Reading/EnglishLanguage Arts, Academic Achievement in Mathematics, Academic Achievement in Science, Top 25% Student Progress and Top 25% Closing PerformanceGaps. Needs noted: improvement continues to be needed in African American sub-group in math and Reading, improvement needed in passing and level 3performance in all sub-groups and increase needed in % level 3 passing rate for all students in all areas.

2: Schoolwide Reform Strategies

Implementation of small group instruction including the Daily 5, Math small groups, Data Teams including the utilization of formative assessments to targetinstructional practices to provide leverage in building student capacity. Adopting strategies from No Excuses University including Llama Training (August2015) as a classroom management and school wide discipline management piece.

3: Instruction by highly qualified professional teachers

Clarkston Elementary hires and maintains highly qualified teachers to deliver quality instruction for the success of all students.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Professional development is ongoing at the campus level through Administrator and IC coaching from instructional focus walkthroughs. In addition,Professional learning is delivered at the campus level and district level during professional development days built into the academic calendar. Teachers and


October 26, 2015 9:39 am

staff also participate in a variety of PD during the summer and through Region 7 opportunities. Data Teams is also providing teachers and staff ongoingtraining throughout the year.

5: Strategies to attract highly qualified teachers

Cultivating a culture of universal achievement, providing instructional support and providing opportunities to build and grow teacher leaders.

6: Strategies to increase parental involvement

Increase levels of parent communication in terms of frequency and modalities. Increase opportunities for parents to participate in school activities and day today school operations including clerical tasks, mentoring at risk students.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

Providing opportunities for preschool children to interact as full citizens of our campus family, providing support from campus leadership as well as buildingthe student toolbox with high academic expectations and social aspects through our counseling center.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Data teams year 2 implementation to see specifically how instruction impacts student learning and success. Grade level PLC, Student Success Teams, TeamLeader Meetings, Core Leadership Team meetings meet more frequently, vertical teaming, peer observations and sharing of instructional strategies. Teachers participate in campus teams that affect instruction including CPOC and Staff selection committees to hire the highest quality staff.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Sharpening RtI practices, increasing levels of rigor in Tier I, building instructional capacity in staff providing interventions, using pre/post formativeassessment model, disaggregating data to dtermine areas of need, Increase Tier 2 quality instruction and remain in the classroom to provide support. Provideintensive targeted Tier 3 instruction to build conceptual understanding while supporting current classroom instruction.

10: Coordination and integration of federal, state and local services and programs

Federal, state, local, district and campus services are coordinated and monitored seemlessly at Clarkston Elementary.


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Title I Personnel

Name Position Program FTE

Johnson, Shannon RtI Teacher 1.0


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2015-2016 Campus Performance Objective Committee

Committee Role Name PositionAdministrator Gretchen Nabi PrincipalAdministrator Dustin Smyers Assistant PrincipalBusiness Representative Henry Morales Brookshire's Grocery CompanyClassroom Teacher Hugo Cano PE TeacherClassroom Teacher Sarah Cureton First Grade TeacherClassroom Teacher Andy Haas Fifth Grade Team LeaderClassroom Teacher Shannon Johnson Academic Intervention Teacher-MathClassroom Teacher Sadie Ledyard Deaf Education Teacher K-2Classroom Teacher Pam Lee Head Start TeacherClassroom Teacher Letrice Minor Third Grade TeacherClassroom Teacher Mary Ann Post Third Grade TeacherNon-classroom Professional Mandy Sawyer CounselorNon-classroom Professional Lindsey Zea MTSParaprofessional Kim Roberson Principal's SecretaryParent Christy Hayes K, 1, 2, 3, 4, 5 Parent


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Campus Funding Summary

211 (Title I)Goal Objective Strategy Resources Needed Account Code Amount

1 1 1 $0.001 1 2 $0.001 1 3 $0.001 1 4 $0.001 1 5 $0.001 1 6 $0.001 1 7 $0.001 1 8 $0.001 1 9 $0.001 1 10 $0.001 1 11 $0.001 2 4 $0.001 3 1 $0.001 3 2 $0.001 4 1 $0.001 4 2 $0.002 1 1 $0.002 1 3 $0.002 2 1 $0.002 2 2 $0.002 3 1 $0.002 4 1 $0.002 4 2 $0.002 4 3 $0.00


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2 4 4 $0.003 2 1 $0.003 2 2 $0.003 2 3 $0.003 2 4 $0.003 3 1 $0.003 3 2 $0.003 3 3 $0.004 2 1 $0.004 2 2 $0.004 3 1 $0.004 4 1 $0.004 4 2 $0.004 4 3 $0.004 5 1 $0.005 1 1 $0.005 1 2 $0.005 1 3 $0.005 2 1 $0.005 2 3 $0.005 3 1 $0.005 3 2 $0.005 3 3 $0.006 1 1 $0.00

Sub-Total $0.00199 (Local)

Goal Objective Strategy Resources Needed Account Code Amount1 1 1 $0.00


October 26, 2015 9:39 am

1 1 2 $0.001 1 3 $0.001 1 4 $0.001 1 5 $0.001 1 6 $0.001 1 7 $0.001 1 8 Legos, Robotics materials, $0.001 1 8 Tyler isd foundation grant 899 $0.001 1 9 $0.001 2 1 $0.001 2 2 $0.001 2 3 $0.001 2 5 $0.001 2 6 $0.001 2 7 $0.001 2 8 $0.001 2 9 $0.001 2 10 $0.001 3 1 $0.001 4 1 $0.002 1 1 $0.002 1 3 $0.002 2 1 $0.002 2 2 $0.002 3 1 $0.002 4 1 $0.002 4 2 $0.002 4 3 $0.00


October 26, 2015 9:39 am

2 4 4 $0.003 1 1 $0.003 2 1 $0.003 2 2 $0.003 2 3 $0.003 2 4 $0.003 3 1 $0.003 3 2 $0.003 3 3 $0.004 1 1 $0.004 1 2 $0.004 1 3 $0.004 2 1 $0.004 2 2 $0.004 4 1 $0.004 4 2 $0.004 4 3 $0.004 5 1 $0.005 1 1 $0.005 1 3 $0.005 2 1 $0.005 2 3 $0.005 3 1 $0.005 3 2 $0.005 3 3 $0.006 1 1 $0.00

Sub-Total $0.00Grand Total $0.00


October 26, 2015 9:39 am

2015-2016 campus improvement plan clarkston · pdf file2015-2016 campus improvement plan ......

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