2010-2011 Campus Improvement Plan - Blanton
Transcript of 2010-2011 Campus Improvement Plan - Blanton
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Carrollton-Farmers Branch ISD Improvement Plan 2010-2011Campus Plans
CARROLLTON-FARMERS BRANCH ISD
Blanton Elementary
CAMPUS IMPROVEMENT PLAN2010-2011
Patty Fair, PrincipalEva Medina-Walker, Principal
Vision Statement: All Students will reach proficient level or above as described byState/Federal Education Standards before they leave elementary school and enter
secondary schools. Students will attain social skills that enable them to work and interactwith others.
October 1, 2010
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CIC MEMBERS
Name Position Years Served SignaturePatty Fair Principal
Eva Medina-Walker Principal
Ruby Finney Kindergarten Teacher 1
Miriam Barret 1st Grade Bilingual Teacher 0
Wynell Jenkins 2nd Grade Teacher 1
Kim Sadler 3rd Grade Teacher 1
Dustin Miller 4th/5th Bilingual Teacher 2
Pam White 5th Grade Teacher 1
Carol Wood Content Mastery Teacher 0
Robert Rea Physical Education Teacher 2Johnita Ghoston Instructional Facilitator 3
Sandra Kent Instructional Facilitator 2
Linda Keyes Parent 0
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PLANNING PROCESS
Needs Assessment
The Campus Improvement Council is composed of representative professional staff, parents of students enrolled at the campus, businessrepresentatives and community members. The Campus Improvement Council establishes and reviews campus educational plans, goals,performance objectives, and major classroom instructional programs. An annual Campus Improvement Plan guides this work. TheCampus Improvement Plan is based on a comprehensive needs assessment which includes student achievement indicators,disaggregated by all student groups served by the campus. Additional factors such as school processes (e.g., attendance, graduation,tardies, discipline referrals, teacher absences), perception (e.g., staff, parent and community surveys), and demographics (e.g.,enrollment trends, staff turnover) are to be considered.
The Campus Improvement Plan is to include (TEC Chapter 11, subchapter F, section 11.253):1. Assessment of academic achievement for each student using the student achievement indicator system.2. Set campus performance objectives based on the student achievement indicator system, including objectives for special needs
populations, including students in special education.3. Identification of how campus goals will be met for each student.4. Identification of resources needed to implement the plan.5. Identification of staff needed to implement the plan.6. Timelines for reaching goals.
7. Periodic, measureable progress toward the performance objectives.8. Goals and methods for violence prevention and intervention on campus.9. Program for encouraging parental involvement.10. Goals and objectives for a coordinated health program (elementary and middle schools) which is based on student fitness data,
student academic performance data, student attendance rates, percentage of students who are educationally disadvantaged thatensures that students participate in moderate to vigorous physical activity.
Annual analysis of the plan and review of various assessment data are used to determine objectives that address campus
goals. Specific strategies and action steps are developed to address these objectives. This process ensures a commitment to excellenceand a resolve to provide the best instructional plan for every student.
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Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1funds will be spent.
Title I --Targeted Assisted ( TA )Must address the 8 components of a Targeted Assisted Program
TA 1. Resources used to help children meet state academic achievement standardsTA 2. Planning for identified students incorporated into existing school planningTA 3. Methods and strategies based on scientifically based researchTA 4. TA program is coordinated with and supports regular educational programs
TA 5. Highly qualified teachersTA 6. Professional DevelopmentTA 7. Increase Parental InvolvementTA 8. Coordination of federal, state, and local services
Title I -- School-wide Components (TS)TS 1. Comprehensive needs assessmentTS 2. School-wide reform strategiesTS 3. Highly qualified teachersTS 4. Professional developmentTS 5. Strategies to attract high-quality highly qualified teachers to high need schoolsTS 6. Parental involvement
TS 7. Assisting preschool children in the transition from early childhood programsTS 8. Measures to include teachers in the decisions regarding use of academic assessmentsTS 9. Students difficulties identified on a timely basisTS10.Coordination and integration between federal, state, and local services
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The Goal of C-FB ISD is high achievement for all students.
Supporting Objective 1: Continuously increase student achievementA. TEA Recognized/Exemplary District
B. Recognized/Exemplary SchoolsC. Adequate Yearly Progress (AYP)D. Achievement GapE. Special PopulationsF. TAKS Commended Scores (all students)G. Higher Education Readiness Component (TSI) (EXIT Scores)H. SATI. PSAT/NMSQTJ. Advanced PlacementK. Graduation Data
Supporting Objective 2: Continuously improve the learning environment for students and staffA. Out of School SuspensionsB. DAEP PlacementsC. Attendance Rate
Supporting Objective 3: Continuously increase operational effectiveness
A. Financial Integrity Rating System in Texas (School FIRST)B. Increase percentage of operating expenditures expended for instructionC. Fund balance as a percentage of the total expenditure budget excluding TIF and Chapter 41 paymentsD. Kilowatt hour per sq. ft. usageE. Overtime hoursF. Highly Qualified TeachersG. Teacher Classroom Attendance RateH. All Staff Attendance RateI. Teacher Turnover RateJ. Availability of Critical Technology Systems
Supporting Objective 4: Continuously increase stakeholder confidence and support of our school systemA. Parent Survey - Achieving Quality TogetherB. Stakeholder Survey (to be developed)
C. Staff Survey (to be developed)
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All LEPstudents
willachieve80% or
higher onObj. 4
Reading
TAKS
DrawingConclusions
Predicting
Authors Purpose
RESULTSGOAL
Should identifywhat is desired
in terms of
performanceafter, or as a
result of, puttingnew processes
in place orimprovingexisting
processes.
SMARTGOAL
Goal shouldbe Strategicand specific,
Measurable,Attainable,Results-
based, andTime-bound.
INDICATORStandards and
objectives (weak areasfor students)
MEASURESTools well use to
determine wherestudents are nowand whether they
are improving.
TARGETSThe attainableperformance level we
would like to see.
Remember . . . The one accomplishment that would foster longer-range actions would be agoal worthy of commitment.
-Peter Senge, The Fifth Discipline(1990)
IncreaseLEP
CriticalThinkingScores
on TAKS
Unit Tests
Practice TAKS& TAKS
Teacher-madeAssessments
Read Aloud/Visual Response
LEP studentswill achieve
80% or
higher onTAKS Reading
Obj. 4
SMART GOALS (Example)90% of all subgroups will meet or exceed the standard for passing TAKS Reading
Obj. 1 Basic Understanding85% of all subgroups will meet or exceed the standard for passing TAKS Math
Obj. 1 Numbers, Operations, and Quantitative ReasoningObj. 6 Mathematical Processes and Tools
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All LEPand
Special Ed.students
willachieve80% or
higher on
Obj. 1onReadingTAKS
Summary
Main Idea
RESULTSGOAL
Should identifywhat is desired
in terms of
performanceafter, or as a
result of, puttingnew processes
in place orimprovingexisting
processes.
SMARTGOAL
Goal shouldbe Strategicand specific,
Measurable,Attainable,Results-
based, andTime-bound.
INDICATORStandards and
objectives (weak areasfor students)
MEASURESTools well use to
determine wherestudents are nowand whether they
are improving.
TARGETSThe attainableperformance level we
would like to see.
Remember . . . The one accomplishment that would foster longer-range actions would be agoal worthy of commitment.
-Peter Senge, The Fifth Discipline(1990)
IncreaseLEP andSpecial
Ed.scores
onObj. 1
on TAKSReading
Monthly TeacherAssessment
Unit Tests
Practice TAKS& TAKS
AnecdotalNotes
LEP andSpecial Ed.
students willscore 80% or
higher onObj. 1 on
Reading TAKS
SMART GOALS (Example)90% of all subgroups will meet or exceed the standard for passing TAKS Reading
Obj. 1 Basic Understanding85% of all subgroups will meet or exceed the standard for passing TAKS Math
Obj. 1 Numbers, Operations, and Quantitative ReasoningObj. 6 Mathematical Processes and Tools
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SMART GOALS (Example)90% of all subgroups will meet or exceed the standard for passing TAKS Reading
Obj. 1 Basic Understanding85% of all subgroups will meet or exceed the standard for passing TAKS Math
Obj. 1 Numbers, Operations, and Quantitative ReasoningObj. 6 Mathematical Processes and Tools
Grade 5LEP &
Grade 3African
Americanstudents
willachieve80% or
higher onTAKSMath
Obj. 6Problem Solvin
RESULTSGOAL
Should identifywhat is desired
in terms of
performanceafter, or as a
result of, puttingnew processes
in place orimprovingexisting
processes.
SMARTGOAL
Goal shouldbe Strategicand specific,
Measurable,Attainable,Results-
based, andTime-bound.
INDICATORStandards and
objectives (weak areasfor students)
MEASURESTools well use to
determine wherestudents are nowand whether they
are improving.
TARGETSThe attainableperformance level we
would like to see.
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment.
-Peter Senge, The Fifth Discipline(1990)
IncreaseGrade 5LEP &
Grade 3African
AmericanTAKS
Math
Unit Tests
TeacherAssessments
TAKS Practiceand TAKS
B M EVisual
LEP & AfricanAmerican
students will
Obtain 80% orhigher on Obj. 6On Math TAKS
C I Pl 2010 2011
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SMART GOALS (Example)90% of all subgroups will meet or exceed the standard for passing TAKS Reading
Obj. 1 Basic Understanding85% of all subgroups will meet or exceed the standard for passing TAKS Math
Obj. 1 Numbers, Operations, and Quantitative ReasoningObj. 6 Mathematical Processes and Tools
All studentswill achieve
80% orHigher on
theFitnessgram
PACER,Curl-ups and
Push-ups
Boys-Ages 10-12PACER Scores
Boys-Ages 10 & 12Curl-up scores
Boys-Ages 11 & 12
Push-up scores
Girls-Ages 10 &11Push-up scores
RESULTSGOAL
Should identifywhat is desired
in terms of
performanceafter, or as a
result of, puttingnew processes
in place orimprovingexisting
processes.
SMARTGOAL
Goal shouldbe Strategicand specific,Measurable,Attainable,Results-
based, andTime-bound.
INDICATORStandards and
objectives (weak areasfor students)
MEASURESTools well use to
determine wherestudents are nowand whether they
are improving.
TARGETSThe attainableperformance level we
would like to see.
Remember . . . The one accomplishment that would foster longer-range actions would be agoal worthy of commitment.
-Peter Senge, The Fifth Discipline(1990)
PhysicalEducation
ToIncrease
FitnessgramScores
3% overall
PACER TestFitnessgram
Curl-up Test
Push-up Test
Push-up Test
Boys achieve80% or higher
All Boys reach84%
All Boys reach80 %
All Girls reach80%
Camp s Impro ement Plan 2010 2011
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Blanton ElementaryCampus Goals & Objectives
2010 TAKS, PARTICIPATION, & ATTENDANCE DATA2011 GOALS
All Students African American Hispanic White Special EdEconomicallyDisadvantaged
LEP
INDICATOR2010
Data
2011
Goal
2010
Data
2011
Goal
2010
Data
2011
Goal
2010
Data
2011
Goal
2010
Data
2011
Goal
2010
Data
2011
Goal
2010
Data
2011
Goal
Reading/English Language Arts 91 95 95 97 89 90 97 98 78 80 88 90 79 80
Mathematics 96 98 99 100 95 97 97 98 88 90 95 97 93 95
Writing 95 97 99 100 94 96 99 100 - 94 96 81 84
Science 95 97 99 100 92 95 99 100 99 100 93 95 78 80
Social Studies
All Tests 88 90 95 97 85 88 97 99 75 80 85 88 76 80
Graduation 2009
Graduation 2010 Goal
Participation: Reading/Language Arts 99 100 99 100 99 100 99 100 99 100 99.4 100 99 100
Participation: Math 99 100 99 100 99 100 99 100 99 100 99 100 99 100
Attendance 97.7 98 96.8 98 97.8 98 97.3 98 97.1 98 97.7 98 98.1 98.5
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Blanton Elementary
Campus Goals
2010 Percentage of Commended Students
2011 Goals
All Students African American Hispanic White
INDICATORCam-pus
StateDiff.fromstate
2011Goal
Cam-pus
StateDiff.fromstate
2011Goal
Cam-pus
StateDiff.fromstate
2011Goal
Cam-pus
StateDiff.fromstate
2011Goal
Reading/EnglishLanguage Arts
35 34 + 40 42 25+
48 27 26 + 30 56 46 + 60
Mathematics 44 31 + 50 50 18 + 55 37 25 + 40 56 42 + 60
Writing 32 34 - 38 40 25 + 45 29 27 + 32 63 45 + 65
Science 59 26 + 65 71 14 + 75 46 18 + 50 81 38 + 85
Social Studies
Special Ed. Economically Disadvantaged LEP
INDICATORCam-pus
StateDiff.fromstate
2011Goal
Cam-pus
StateDiff.fromstate
2011Goal
Cam-pus
StateDiff.fromstate
2011Goal
Reading/EnglishLanguage Arts
22 18 + 25 24 24 28 17 15 + 22
Mathematics 50 20 + 55 39 23 + 42 38 21 + 50
Writing - 17 25 29 24 + 32 6 17 - 10
Science 60 10 + 65 54 17 + 57 1 10 - 10
Social Studies
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Blanton Elementary
2010-11 Campus Focus
District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1 Criteria for Success Performance MeasureAll LEP students will achieve 80% or higher on Obj. 4 on TAKS Reading B D - E
Improve StudentAchievement
Campus Focus #2 Criteria for Success Performance MeasureAll Grade 5 LEP and Grade 3 African American students will achieve 80% orhigher in Math Obj. 6
B D - EImprove Student
Achievement
Campus Focus #3 Criteria for Success Performance MeasureAll LEP and Special Ed. Students will achieve 80% or higher on Obj. 1 on
TAKS Reading
B D - E
Improve Student
Achievement
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Blanton Elementary
2010-11 Campus Focus
District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus #4 Criteria for Success Performance Measure10% reduction in office discipline referrals from 09-10 A
Improve School
Climate
Campus Focus Criteria for Success Performance Measure
Campus Focus Criteria for Success Performance Measure
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Blanton Elementary
2010-11 Campus Focus
District Supporting Objective #3: Continuously increase operational effectiveness
Campus Focus #5 Criteria for Success Performance MeasureAdd an addition of two interactive white boards J
Increase number of
Interactive
White Boards inClassrooms
Campus Focus Criteria for Success Performance Measure
Campus Focus Criteria for Success Performance Measure
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Blanton Elementary
2010-11 Campus Focus
District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school
system
Campus Focus #6 Criteria for Success Performance Measure90% of parents will respond favorably to Questions 5 and 7 on Achieving
Quality Together survey
A
Improvement on Question5 and 7 on
Achieving Quality Together
Survey
Campus Focus Criteria for Success Performance Measure
Campus Focus Criteria for Success Performance Measure
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CAMPUS IMPROVEMENT PLAN
2010-2011
Carrollton-Farmers Branch ISD Improvement Plan 2010-2011Campus Plans
Campus FocusTitle
TargetArea
ACTION STRATEGYFORMATIVEMEASURE
ASSESSMENTTIMELINE
RESPONSIBLEPERSON(S)
COST/RESOURCES
1 2 3 4 5 6 7
X TS 1-2-8-9
Weekly Read-aloud-Wednesdays Monthly Passage Monthly Sadler-Pam White-D. Miller
School Budget
X TS 1-2-8-9
Use of B-M-E & Visual GraphicOrganizer Combination Notes
Monthly Passage Monthly Ghoston School Budget
X X TS 2-6-8-9-10
Extended TutoringTutors & Daily tutoring
Teacher AssessmentUnit Tests
Monthly V. White-Nordman-Montgomery-Smith-Jones-P. White
Title I/School Budget$52,000.00
X TS-2 B-M-E on Word Problems Teacher Assessments Monthly Kent
X X TS-6-2
Monthly Family Dinner forReaching Grade Level
Running Records Monthly Fair-Medina-Walker
School
X X TS 6-7
Workshops on Reading for Parents Attendance Fall / Spring Kopriva-Anders-Ghoston
Title I/School Budget$1,170.00
X TS 3-4-5
Training on Thinking Maps usingCircle Bubble - Flow
Student work October Tina Flatt School
X Using Thinking Maps Circle Bubble - Flow
Teacher Assessments 9 weeks Sadler-P. White-D. Miller
School
X X TS 2-4-9
R-Time - Mondays Discipline referrals 9 weeks Medina-Walker Fair
School
X TS-3-4-5
GLAD Training Walk-throughs October Elsa Anderson Fair-Medina-Walker-Kent
School
X TS 1-2-9
Use of Chanting Gallery Walks Cognitive Content Dictionary
Teacher Assessments Monthly Kent-Medina-Walker
X X TS 5-8-9
Analyzing student work duringextended Conference time
Unit TestsTeacher Assessments
Monthly Medina-WalkerFair
Title I/School$4,694.00
X TS 2-5-10
Use Technology discretionaryfunds for two interactive boards
Teacher AssessmentsUnit Tests
1st semester Fair Title I/School$4,000.00
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