2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Continuous Improvement Category: Student and Stakeholder Focus
District / Campus Goal: All students will exceed state and national standards in all subject areas.
Campus Objective: Ninety percent of all students will pass STAAR Mathematics with no subgroup scoring below 85%. We will obtain an overall Commended Performance of no less than 20%.
Current Results and
Source
Strategic Actions StudentPopulat
ion Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summat
ive)
Status/Met/In Progress/Explanation
10-11 TAKSMath—87%All students—3rd—83%4th—83 %5th—90%AA—3rd—75%4th—78%5th—100%His—3rd—72%4th—80%5th—88%W—3rd—94%4th—88%5th—89%ED—3rd—75%4th—84%
Adhere to Investigations Math Curriculum and other research-based instructional strategies and resources
Provide intervention support for students in math to increase at-risk student achievement:*ASPIRE— *Tutorials *Extended learning opportunities *Parent education classes* Response to Intervention
all Title I—Highly Qualified Staff Teachers PK-5
Math specialist
Campus administrators and counselor
Inclusion Specialists
Campus Diagnostician
Mathematics
Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Mathematics software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000
Student work samples/products and data folders
Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional strategies and lessons, etc.
SPS data
While overall Math passing rate decreased by only 1 % (Recognized) our sub-groups continue to show much variance from year to year.
Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Actions StudentPopulat
ion Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summat
ive)
Status/Met/In Progress/Explanation
5th—85%LEP—3rd—82%4th—64%5th—90%Sp Ed—3rd—n/a4th—50%5th—n/aSpanish—3rd—92%4th—93%5th—92%Com Per—3rd—31%4th—23%5th—31%
*CARE Team*Inclusion for special education studentsPull-out programs only when necessaryTitle I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement
Interdisciplinary Instruction—Depth & Complexity
Use common mathematical vocabulary for students across the grade levels
Provide professional development opportunities in math
Tutors
Advanced academic specialist
Literacy Support/BravoTeachers, Math tutor & ESL EAs
District Dual Language Specialist
District Mathematics Consultant
ASPIRE CoordinatorComputer EA
Librarian
Campus/District Instructional
*Mathematics—professional learning opportunities for staff
Title II A
Special education funds
Investigations training for new Math instructors
Research-based resources to enhance/support district curriculum
REAL Garden Grant—utilize math real world situations
WOW Days—Vertical Alignment Curriculum Work
PTATitle I—Increasing Parent Involvement
Classroom teacher formative assessment data
Making Connections Meetings/PLC meetings
Lesson plans—Investigations and assessment data regarding effectiveness of additional resources
Rubrics
Response to Intervention strategies and regular reviews of RTI folders
Tutorial assessment data
Focus on collaborative efforts to increase student learning in Mathematics within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities
Utilize best practices in mathematical vocabulary instruction with all students
District/campus Grade level PLC groups—collaborate to eliminate gaps in instruction through vertical teaming focusing on curriculum
Offer parent education classes and/or
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Actions StudentPopulat
ion Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summat
ive)
Status/Met/In Progress/Explanation
and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional Development
Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype, student/teacher produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live
TechnologySpecialists
Music teacher
PE teachers
iPad/iTouch device student survey data
demonstrations on-line regarding how to help children with math at homeTitle I—Increasing Parent Involvement
Continue :*Interdisciplinary Instruction*Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE
Staff Book Study & Blog:Teaching with Love & Logic and Getting
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Actions StudentPopulat
ion Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summat
ive)
Status/Met/In Progress/Explanation
audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition
Started: Re-culturing Schools to Become Learning Communities
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Continuous Improvement Category: Student and Stakeholder Focus
District / Campus Goal: All students will exceed state and national standards in all subject areas.
Campus Objective: Ninety percent of all students will pass STAAR Science with no subgroup scoring below 85%. We will obtain an overall Commended Performance of no less than 20%.
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
10-11 TAKSScience—90%
AA—100%His—88%W—88%ED—94%LEP—79%Sp Ed—n/aCom Per—51%Spanish—82%
Adhere to district curriculum and utilize other research-based instructional strategies and resources
Use common Science vocabulary for students across the grade levels
Integrate Science into other core subjects (Reading/Math) to demonstrate Science is not an isolated subject—create connections to the real world
all Teachers PK-5
Campus administrators
Inclusion Specialist
Advanced Academic Specialist
District Dual Language Specialist
Advanced Academic Specialist
Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Technological tools for student use—iPad/iTouch devices $17,000*Science—professional learning opportunities
Student work samples/products and data folders
Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional strategies and lessons, etc.Classroom teacher
Our Science TAKS scores dropped 5% overall and dropped 13% with our LEP students. We are focusing efforts on Science vocabulary instruction with all students and collaborating among grade levels to determine how to strengthen Science instruction vertically on our campus.
Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
Increase attendance at campus Science Night
Increase attendance at Garden Work Days
Provide professional development opportunities in Science and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional Development
Hands-on lab opportunities for all students
Provide intervention support for students in Science to increase at-risk student achievement:*ASPIRE—
District/Campus Instructional Technology Specialist
District Elementary Science Consultant
Music teacher
PE teachers
for staff
Title II A
Special education funds
Research-based resources to enhance/support district curriculum
REAL Garden Grant—utilize science in real world situations
WOW Days—Vertical Alignment Curriculum Work
PTATitle I—Increasing Parent Involvement
formative assessment data
Making Connections Meetings/PLC meetings
Lesson plans—including assessment data regarding effectiveness of additional resources
Rubrics
iPad/iTouch device student survey data
Utilize the Comprehension Toolkit to assess reading comprehension in all grade levels
students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments
Focus on collaborative efforts to increase student learning in Science within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities
Utilize best practices in Science vocabulary instruction with all students
District/campus Grade level PLC groups—collaborate to eliminate gaps in instruction through vertical teaming focusing on curriculum
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
*Extended learning opportunities *Parent education classes*Inclusion for special education students
Title I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement
Interdisciplinary Instruction—Depth & Complexity
Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype,
Continue :*Interdisciplinary Instruction*Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE
Staff Book Study & Blog:Teaching with Love & Logic and Getting Started: Re-culturing Schools to Become Learning Communities
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
student/teacher produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Continuous Improvement Category: Student and Stakeholder Focus
District / Campus Goal: All students will exceed state and national standards in all subject areas.
Campus Objective: Ninety percent of all students will pass STAAR Reading with no subgroup scoring below 85%. We will obtain an overall Commended Performance of no less than 20%.
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
10-11 TAKSReading— 88%All students—3rd—93%4th—74%5th—100%
AA—3rd—88%4th—67%5th—100%His—3rd—88%4th—60%5th—97%W—3rd—97%4th—74%5th—89%ED—
Adhere to district curriculum and utilize other research-based instructional strategies and resources
Implement balanced literacy program
Interdisciplinary Instruction—Depth & Complexity
Utilize Literacy Charts to show readers how to maintain an inner conversation when reading independently
all Title I—Highly Qualified Staff Teachers PK-5
Campus administrators and counselor
Inclusion Specialists
Campus Diagnostician
Reading Tutors
Advanced
Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Reading software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000
Student work samples/products and data folders
Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional strategies and lessons, etc.
SPS data
While our overall Reading percentage remained the same (88%) we had a substantial decrease in student performance for 4th grade. In efforts to improve 4th grade performance in Reading the following changes were made:*Departmentalization for Reading/Social Studies, Writing, and Math (1 teacher per subject; all teachers teach Science)*Personnel changes to grade level*Changes in subjects taught by teachers
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
3rd—89%4th—71%5th—91%LEP—3rd—82% 4th—27%5th—90%Sp Ed—3rd—100%4th—45%5th—100%Spanish—3rd—92%4th—100%5th—100%Com Per—3rd—34%4th—19%5th—38%
Utilize Daily Five and The Café strategies
Integration of Reading with other core subject areas: Math, Science, Social Studies & Writing
Use questioning prompts with literature to foster metacognition
Increase fluency via: Reader’s Theatre, repetition with specific literature selections, 1-on-1 passage readings, teacher read alouds
Increase amount of time students read through nightly reading assignments and sustained silent reading time to
Academic Specialist
Literacy Support/BravoTeachers & ESL EAs
District Dual Language Specialist
District Reading Consultant
ASPIRE Coordinator
Computer EA
Librarian
Campus/District InstructionalTechnologySpecialists
*Reading/ELA—professional learning opportunities for staff
Title II A
Special education funds
Research-based resources to enhance/support district curriculum
REAL Garden Grant—utilize Reading in real world situations (non-fiction reading samples)
WOW Days—Vertical Alignment Curriculum Work
Title I Library
Campus Library
Volunteers to assist with listening to student readersPTA
TPRI/Tejas Lee data
DRA/EDL data
Reading Comprehension Toolkit data
WRAP data
Classroom teacher formative assessment data
Individual student reading log—minutes read and parent/guardian signatures
Making Connections Meetings/PLC meetings
*Increased utilization of district C&I consultants
We are also focusing, as a campus, on increasing student vocabulary and best practices with regards to classroom management (Love & Logic)Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments
Focus on collaborative efforts to increase student learning in
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
increase fluency, accuracy, vocabulary, and comprehensionTitle I—Increasing Parent InvolvementTitle I—Transition
Integrate “word knowledge” into Reading curriculum—context clues, synonyms/antonyms, cognates, word origin, root/base words, etc. to increase vocabulary and comprehension
Provide intervention support for students in Reading to increase at-risk student achievement:*ASPIRE— *Tutorials *Extended learning opportunities *Parent education classes
Music teacherPE teachers
Title I—Increasing Parent Involvement
Lesson plans— including assessment data regarding effectiveness of additional resources
Rubrics
Literacy Chart data
Response to Intervention strategies and regular reviews of RTI folders
Tutorial assessment data
iPad/iTouch device student survey data
Reading/ELA within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities
District/campus Grade level PLC groups—collaborate to eliminate gaps in instruction through vertical teaming focusing on curriculum
Offer parent education classes and/or demonstrations on-line regarding how to help children with reading at homeProvide PK & Kindergarten parents with information regarding working with their children at home on pre-reading and reading skills via
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
* Response to Intervention*CARE Team*Inclusion for special education studentsPull-out programs only when necessaryTitle I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement
Provide professional development opportunities in Reading and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional
conferences, meetings, newsletters or onlineTitle I—Increasing Parent Involvement
Continue :*Interdisciplinary Instruction*Daily 5/Cafe*Language to Literacy *Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE
Staff Book Study & Blog:Teaching with Love & Logic and Getting Started: Re-culturing Schools to Become
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
Development
Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype, student/teacher produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only
Learning Communities
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition
Provide Enrichment Reading classes—ASPIRE (Book Warriors)
Continuous Improvement Category: Student and Stakeholder Focus
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
District / Campus Goal: All students will exceed state and national standards in all subject areas.
Campus Objective: Eighty-five percent of all kindergarten, first grade and second grade students will demonstrate reading comprehension at or above grade level.
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
2010-2011K—TPRI—83%Tejas Lee—26%
1st grade *TPRI—82%
*Tejas Lee—56%
2nd grade *TPRI—80%*Tejas Lee—47%
ACFT 1st and 2nd grade teachers will utilize the Daily Five Strategies, Café Strategies, and other research-based instructional methods using a variety of assessment data to direct classroom instruction
Dual Language K, 1st, and 2nd grade teachers will meet with District Dual Language Specialist and C&I consultants to review current Spanish Reading curriculum to identify instructional gaps with the intention of
All kindergarten students, 1st grade students, and 2nd grade students
Kindergarten, 1st, 2nd grade teachers
Campus administrators and counselor
District Reading consultant
Campus diagnostician
Advanced Academic Specialist
LibrarianMusic teacher
PE teachers
Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Reading software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000*Reading/ELA—professional learning opportunities for staff
TPRI/Tejas Lee assessment 3 times per year
DRA/EDL data
Classroom teacher formative data
Individual student reading log—minutes read and parent/guardian signatures
Response to Intervention strategies and
TPRI scores for all students increased or remained the same from the previous year. While it appears our Tejas Lee scores have dropped, it is important to note that we have increased our Two-Way 90-10 Dual Language enrollment in which all students (English speakers and Spanish speakers) are receiving all Reading instruction in Spanish. All of the students in this program are tested in Spanish which indicate while our English speakers vocabulary is not yet at the same level of their Spanish-
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
developing a more cohesive Spanish Reading curriculum
Interdisciplinary Instruction—Depth & Complexity
Implement balanced literacy program in Spanish and English
Provide intervention support for students in Reading to increase at-risk student achievement:*ASPIRE— *Tutorials *Extended learning opportunities *Parent education classes* Response to Intervention*CARE Team*Inclusion for special education studentsPull-out programs
Computer EA
ESL EAs
District Instructional Technology Specialists
ASPIRE Coordinator
District Dual Language Specialist
Research-based resources to enhance/support district curriculum
WOW Days—Vertical Alignment Curriculum Work
Title I Library
Campus Library
Volunteers to assist with listening to student readersPTATitle I—Increasing Parent InvolvementCampus funds
iTouch devices used for TPRI/Tejas Lee assessments
New teacher training on TPRI/Tejas Lee and DRA/EDL
Campus funds to assist
regular reviews of RTI folders
speaking peers—this is a cumulative program and test results may not be the best indicators of student success. Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments
Focus on collaborative efforts to increase student learning in Reading/ELA within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
only when necessaryTitle I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement
with obtaining substitute teachers to enable the Dual Language teachers to review and possibly revise the current Spanish Reading Curriculum
District/campus Grade level PLC groups—collaborate to eliminate gaps in instruction through vertical teaming focusing on curriculum
Offer parent education classes and/or demonstrations on-line regarding how to help children with reading at homeProvide PK & Kindergarten parents with information regarding working with their children at home on pre-reading and reading skills via conferences, meetings, newsletters or onlineTitle I—Increasing Parent Involvement
Continue :*Interdisciplinary Instruction
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
*Daily 5/Cafe*Language to Literacy *Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE
Staff Book Study & Blog:Teaching with Love & Logic and Getting Started: Re-culturing Schools to Become Learning Communities
Continuous Improvement Category: Student and Stakeholder Focus
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
District / Campus Goal: All students will exceed state and national standards in all subject areas.
Campus Objective: Ninety percent of all students will pass the STAAR Writing with no subgroup scoring below 80%. Expectation: At least 15% of our students will score a 4 on the composition and no student will score a 1; decrease student composition scores of 2 to less than 35%. Increase overall Commended Performance to 20%.
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
2010-2011Writing—88%Com Per—12%AA—100%His—84%W—90%ED—87%LEP—44%Sp Ed—86Spanish—100%Scores:4—1%3—20%2—66%1—12%0—1%
Adhere to district curriculum and utilize other research-based instructional strategies and resources
Utilize Writing skills in all core subject areas
4th grade Writing Teacher trains all grade levels (K through 5) in campus wide Writing process and electronic Writing portfolios
4th grade Writing teacher attends STAAR Writing workshops
all Title I—Highly Qualified Staff Teachers PK-5
Campus administrators
Inclusion Specialists
Advanced Academic Specialist
Literacy Support/BravoTeachers & ESL EAs
Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Reading software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000*Reading/ELA—professional learning
Individual student writing journals
Student work samples/products and data folders
Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional
While our overall Writing scores were good at 88% we desire to see more students obtaining higher composition scores. Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments
Focus on collaborative efforts to increase student learning in Reading/ELA within grade-levels, throughout grade-levels and with BHS cluster
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
Implement a campus-wide Writing process that includes elements of depth & complexity
Implement electronic student Writing portfolios in all grade levels (K through 5)
Provide professional development opportunities in Writing and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional Development
Writing enrichment opportunities—ASPIRETitle I—Coordination/Integra
District Dual Language Specialist
District Reading/ELA Consultant
ASPIRE Coordinator
Librarian
Campus/District InstructionalTechnologySpecialists
Music teacher
opportunities for staff
Research-based resources to enhance/support district curriculum
WOW Days—Vertical Alignment Curriculum Work
Title I Library
Campus Library
PTATitle I—Increasing Parent Involvement
strategies and lessons, etc.
Classroom teacher formative assessment data
Making Connections Meetings/PLC meetings
Lesson plans— including assessment data regarding effectiveness of additional resources
Rubrics
elementary campuses through professional learning opportunities
District/campus Grade level PLC groups—collaborate to eliminate gaps in instruction through vertical teaming focusing on curriculum
Continue :*Interdisciplinary Instruction*Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE
Staff Book Study & Blog:Teaching with Love & Logic and Getting Started:
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
tion of Services
Model and teach correct sentence construction, grammar, and expanded written ideas/experiences through reading selected literature pieces aloud, discussion of samples, and opportunities to practice writing and scoring
Interdisciplinary Instruction—Depth & Complexity
Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype, student/teacher
Re-culturing Schools to Become Learning Communities
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Continuous Improvement Category: Safe and Secure Schools
District / Campus Goal: All classrooms will be safe, secure, and nurturing places for students, staff, and parents.
Campus Objective: 90% of students, parents, and staff will consider ACFT safe as measured by a survey.
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
137 discipline referrals for the 2010-2011 school year
All staff members will participate in a book study blog –Teaching with Love & Logic
Utilize Love & Logic strategies for discipline issues
Interdisciplinary Instruction—Scholarly Behaviors
Professional learning opportunities regarding effective classroom management strategies
Anti-Bullying efforts—PTA programs, class lessons, small counseling groups, etc.
CORE training
all All campus staff members
District administrators and directors
AED Team
Diabetes Management Team
Crisis Intervention Team
Title I funds:*Love & Logic Book Study—$550*Parent/Teacher conferences (2 per year)--$5600
Crisis Intervention Plan—updatedCPR Training—updated
Classroom Crisis Intervention Kits
Walkie-Talkies
Regularly scheduled drills to practice evacuation and emergency procedures
Use of Teacher Drill forms
Daycare pick-up/drop-off procedures for each daycare caring for ACFT students
Discipline committee
Counselor groups
Lesson Plans
Walk-throughs
Parent participation in events and meetings
Crisis Intervention Team—drills and meetings (improve upon response time—no longer than 45 seconds between notification of emergency
We are proud of our students and staff as there are almost 800 students on campus and relatively few discipline referrals. Our teachers are phenomenal—high expectations academically and behaviorally. Our teachers understand how important it is to build relationships with their students and students’ families. We typically have strong parental support as well.
Plan of action:Maintain low numbers of discipline referrals
Stress Scholarly Behaviors
100% of staff members will be familiar with Love & Logic strategies
100% of students and staff will know and be able to
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
DAVE/Second Step lessons
Student of Virtue each 6 weeks that exemplify the CORE values
PLC meetings/Making Connections
5th grade transition to middle school activities :*Middle school personnel come to talk to our 5th grade students *Work closely with middle school personnel on placing students and ensuring all students’ needs are met
Parent/Teacher Conferences—2
Updated lists of children’s method of getting to & from school
Updated student data from Skyward
IEP
Title I funds*Necessary supplies
District CORE website
Campus Counselor groups and class lessons
Use of campus Crisis Counselor
Use of district social worker
DAVE/Second Step curriculum
and response from CIT)
Current drill reports
Administration (improve upon evacuation times—no longer than 60 seconds for all students and adults to vacate the building)
RAPTOR system for visitor sign in
Lists updated monthly to show any changes
Emergency card data kept
follow set procedures as demonstrated through frequent drills
Records showing that safety procedures were practiced by students and staff at regular intervals throughout the school year
Fire Marshall will be present during at least one drill
Ensure 100% of the classroom doors remain closed and locked during the school day
Parent/student survey to indicate 90% confidence regarding campus safety
Encourage parental involvement in all school activities and any area that impacts the education of their children
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
All students and staff members participate in all safety drills multiple times per yearand participate in mandatory trainings & annual safety meeting
times per year (mandatory)
Maintain an updated crisis intervention plan that includes specific procedures for various emergency situations—participate in mandatory safety drills—fire, severe weather, AED, lockdown, etc.
Ensure all students are safe while in the building through keeping main hallway doors closed, classroom doors locked at all times, utilizing computerized adult sign-in system in the office, requiring identification before student dismissals, and maintaining
District trainings
District e-mails
Required reading and assessment
Required safety lists
Campus Nurses
current
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
communication between bus drivers and day-care providers
Only staff members allowed in the hallways during school hours—all employees must wear BISD badges
Maintain safe working environment for all staff members to minimize employee days lost to job related accidents
Safety awareness training
Bloodborne Pathogens information and test
Utilize a campus safety list
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
Current Results and
Source
Strategic Action StudentPopulati
on Served
Responsible Staff
(Position)
Resources(Funds/ProfessionalLearning/Materials)
Monitoring(Formative)
Results(Summative)
Status/Met/In Progress/Explanation
Use appropriate climbing apparatus when working in hard to reach areas—such as a step stool or ladder
Continuous Improvement Category: Faculty and Staff Focus
District / Campus Goal: All students will be taught by highly qualified teachers and assisted by highly qualified paraprofessionals.
District/Campus Objective: 100% of core area teachers will be highly qualified.100% of instructional paraprofessionals will meet the highly qualified standard.100% of new hires will meet highly qualified status prior to employment100% of teachers will receive high-quality professional development.
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
School-wide Component
Strategic Action TargetPopulation
Responsible Staff
(Position)
Budget Resources Monitoring(Formative)
Results(Summative)
Highly Qualified Staff
Title I—Employee Recruitment
Conduct recruitment activities to ensure highly qualified personnel in all positions.
All staff members
Campus administrators
Human ResourceDirector and Coordinators
Title II-A
Title III-A
Local funds
Number of positions posted
Number of applications completed
Number of visits on the web page counter
All instructional campus personnel are highly qualified
Highly Qualified Staff
Establish an effective teacher mentoring system in order to retain highly qualified staff.
First year teachers
New teacher mentor
Campus administrators
Coordinator of Professional Learning
Activity Account
Local funds
Mentor assignments
Mentor conference logs
Mentor journals
New teachers are successful teaching in their first year—students meet academic goals, work well with teammates, sign contact for the following year
Personnel files
Expenditure reports for mentor stipends
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
School-wide Component
Strategic Action TargetPopulation
Responsible Staff
(Position)
Budget Resources Monitoring(Formative)
Results(Summative)
Mentor program evaluation
All new teachers were provided a mentor
Highly Qualified Staff
Communicate with Human Resources regarding Highly Qualified teachers and para-professionals
New teachers
New para-professionals
Human Resources
Campus administrators
Local funds Personnel files
Professional development records
Applications
Interviews with prospective campus teachers/para-professionals
All instructional personnel are highly qualified
Personnel files
Principal attestations
Highly Qualified Staff
Assist teachers in maintaining or attaining certification through alternative programs, GT certification, ESL certification, coursework, and TExES testing in order to assure all
All teachers Human Resources
Campus administrators
ESL Consultants
G/T
Title I-ATitle II-ATitle IIIG/T funds
Number of teachers in ACPs
Schedule of profession learning opportunities
Schedule of
All instructional personnel have obtained their ESL certification and their G/T certification—where appropriate
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
School-wide Component
Strategic Action TargetPopulation
Responsible Staff
(Position)
Budget Resources Monitoring(Formative)
Results(Summative)
staff is highly qualified.
Coordinator
TIMS
certification study classes and exams
ERO records
Copies of certification obtained
Professional Learning records
Highly Qualified Staff
Communicate with Human Resources regarding paraprofessionals’ files to ensure all are highly qualified.
All instructional para-professionals
Human Resources Director
Title I Coordinator
Campus administrator
Title I-A
Local funds
Personnel files
Professional development
Para-professional applications
All para-professionals have their personnel files completed with appropriate and mandatory paperwork
ERO records
List of highly qualified para-professionals
Highly Qualified Staff
Ensure that teachers receive high-quality professional development at the campus and the district level
All teachers Campus administrators
Coordinator of Professional Learning
Title I-ATitle II-A
Local funds
Schedule of professional learning opportunities
ERO records
ALT documentation
Agendas of campus
2011-2012 CAMPUS PLAN
Academy at Carrie F. Thomas ElementaryTitle I Campus
School-wide Component
Strategic Action TargetPopulation
Responsible Staff
(Position)
Budget Resources Monitoring(Formative)
Results(Summative)
professional learning sessions
Documentation of conferences attended
Highly Qualified Staff
Provide strategies to attract highly qualified teachers
All teachers Human Resources Director and Coordinators
Campus administrators
Title I-ATitle II-A
Local funds
Surveys
Schedule of professional learning opportunities
Teacher interviews
Personnel files
Surveys