2015-2016 Campus Improvement Plan Crosby Independent ......Goal 2: In order to align with the 3rd...

Crosby Independent School District

Barrett Primary School

2015-2016 Campus Improvement Plan

Barrett Primary SchoolGenerated by Plan4Learning.com 1 of 34 Campus #906-103

September 14, 2015 8:02 am

Mission StatementWe are dedicated to the education of all children in our diverse community. It is our mission to

develop a foundation that emphasizes a love for learning, a love for oneself, and a love for others.

Vision"We will ALL make the right choice. We will choose excellence!"



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Goal 1: To effectively communicate the BPS mission statement to 100% of staff, and 100% of parents, and students. . . . . . . . . . . . . . . . . . . . . . . . . . 16Goal 2: In order to align with the 3rd grade STAAR expectations, all students will score 90% or higher on all district assessments. . . . . . . . . . . . . . . 18Goal 3: In order to align with Newport Elementary and Crosby Elementary, minority and SES students will achieve at the same level or above thestate standard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goal 4: To maintain an atmosphere where teaching and learning are emphasized and rewarded. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goal 5: Barrett Primary will communicate the importance of good daily attendance in order to increase student's attendance rate to 97%. . . . . . . . . . 21Goal 6: To conduct activities to help ensure that all students master basic skills given sufficient time and practice by showing improvement frombeginning of the year to the end of the year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Goal 7: To review, update, and revise campus measurement procedures to improve individual student performance, and to improve the overallinstructional program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Goal 8: To involve 100% of parents and the community in the school's instructional and educational programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34



Comprehensive Needs Assessment

Needs Assessment Overview

Barrett Primary School

Comprehensive Needs Assessment

2014-2015

VISION

Barrett Primary will be a campus where all children will be expected to become 21st century learners.

MISSION

We are dedicated to the education of all children in our diverse community. It is our mission to develop a foundation that emphasizes a love for learning, alove for oneself and a love for others.

Comprehensive Needs Assessment Process:



The campus needs assessment process is described below. The site-based decision making team reviewed data to determine campus needs. We evaluated byusing the following data: campus technology needs, Rigby scores, iStation testing; district Milestone assessments, Words Their Way assessments, andconcerns from staff, parents, and community members. Documentation of the process includes meeting minutes, agendas, sign-in sheets, and copies of data.

Committee members reviewed the data listed above to identify areas of strength and needs

Student attendance is a concern we continue to address at BPS. Our goal is toincrease our average attendance to 97%. We will continue supporting thedistrict attendance policies and continue to recognize all students showing perfect attendance with an award each nine weeks and semester.

According to EOY Rigby, iStation tests, and district milestone results, there is a need to continue intervention time with support from our reading and mathspecialists. We have added a Tier III Reading Specialist to help intensify interventions with our lowest readers in both grades. Barrett Primary studentscontinued to improve in reading. Intervention strategies for reading are: professional development focusing on the five components of reading; balancedliteracy instruction; and, higher level questioning strategies. Intervention strategies identified for math are: professional development on problem solving; 3Dto 2D lesson cycle; hands on activities; small group math instruction; and, continued support with the purchase of manipulatives and materials.Bilingualteachers will continue to work with district and campus administrators to vertically align our bilingual program and attend workshops to improve studentperformance. We will also strive to vertically align with Crosby Kindergarten, Crosby Elementary School, and Newport Elementary. Based upon theincreased amount of technology available to all instructors, additional professional development will be added in this area.

Parental involvement at Barrett Primary is outstanding. Our school offers a vast amount of opportunities for our parents to join in the partnership ofeducating their child. At each event, we host a full house. We strive to create an environment where parents and families feel welcome and want to beinvolved in their child’s education.



Demographics

Demographics Summary

Barrett Primary School is one of seven campuses in Crosby Independent School District. Barrett Primary School opened its doors in 1991 and serves adiverse group of families in the community. Barrett Primary School serves approximately students in grades one and two. We have 414 males and 369females. The student population is 16% African-American, 44% White, 38% Hispanic. Low socioeconomic status at BPS is 58.8%. The staff population is16% African-American, 66% White, and 18% Hispanic. The average daily attendance rate for students is 96.47%.

Barrett Primary School serves 124 English Language Learner students with 86 of those students served through our bilingual program. In 2015-2016, weswitched to the Dual model of bilingual instruction (instead of Early Exit), and 45 first-grade bilingual students will be served using this model. We willcontinue this in 16-17 with 2nd-grade students. Barrett Primary School serves 3 first-grade and 4 second-grade students identified as Gifted and Talented. Inaddition, we serve 81 additional students in our Accelerated Instruction Program.

Barrett Primary serves 74 students in TIER II reading and 77 students in TIER II math. Crosby ISD assessments and state approved assessments are used todetermine those students that qualify for TIER II interventions. Barrett Primary also serves 41 students in TIER III reading - 36 of those in 1st-grade whoreading are at a Rigby Level 0.

We have a total of 72 students identified as special education, out of which 32 are served for Speech only. We have 23 students in special education resourceclasses and 10 students enrolled in life skills. We have 60 students that receive speech services through special education, and 7 that receive RTI speechservices. During 2014-2015, 13 students were tested for special education. Out of the 13, 7 qualified for special education and 6 did not qualify.

Our Target Assisted/School-wide Title program consists of: parent involvement activities; Watch D.O.G.S; Kids Hope mentors; Backpack Buddies; math,reading, bilingual, and technology professional development; four intervention teachers; and, one Tier III Reading Specialist.



Student Achievement

Student Achievement Strengths

Student Achievement/Instruction, Curriculum and Assessment:

Strengths: Barrett Primary students continued to improve in reading. The EOY Rigby testing showed 86% (351 out of 408) of our 1st grade students asbeing on or above the EOY nationwide standards. 4% (15) were 1-2 levels below the EOY standard, with 10.3% (42) 3 or more levels below. Of these 42students, 2 have been previousy retained, 8 are SPED; and 32 will be retained during the 2015-2016 school year due to the new reading promotionstandard. In 2nd-Grade, the EOY Rigby testing showed 94.7% (357) as being on or above the EOY nationwide standards. 4 students (1%) were 1-2 levelsbelow the EOY standard, with 20 students or 5.3% who were 3 or more levels below. This figure includes our SPED population. Of these 20, 12 will beretained during the 2015-2016 school year.

Student Achievement Needs

Needs: According to data, our lowest performing groups in all academic area are African American, Hispanic, and LEP students. According to all EOY testsresults, there is a need to continue support from our reading/math intervention teachers and provide professional development for increased student success.There is a need to focus on comprehension skills in 2nd grade and graphophonemic knowledge in 1st grade. These areas of concern, along with a focus onvocabulary development throughout the school, should be addressed in small group as well as large group instruction. Intervention needs identified for mathare: provide training to teachers for the 3D to 2D cycle of instruction, provide more hands on activities for students, with continued support with the purchaseof manipulatives and materials. We will continue to use iStation as an intervention tool, along with Accelerated Reader as a motivational tool for Reading. In Math, we will use IXL and Brain Pop, Jr. for practice.



School Culture and Climate

School Culture and Climate Strengths

School Culture and Climate:

Strengths: Safety is a top priority at BPS. We conduct monthly fire drills as well as inclement weather drills. This assures us that students and staffunderstand what is expected when a situation arises. We also conduct “lockdown” drills in the event that a threatening person may enter our campus. Ourfront office has Raptor Software that includes V-Soft Identification Program. This is a program that scans the driver’s license of all visitors to our campusand notifies the staff when a possible child predator is trying to enter the facility. We have also continued the WATCH D.O.G.S. (Dads of Great Students)program. This is the father involvement initiative of the National Center for Fathering that organizes fathers and father figures in order to provide positivemale role models for the students and to enhance school security. We have continued our Kids Hope mentoring program, and also our Backpack Buddyprogram. We have many opportunities to celebrate our staff’s birthdays, luncheon, holidays, staff appreciation, etc.

School Culture and Climate Needs

Needs: Continue educating students on safety on the playground and around the facility. Integrate team building activities to foster a sense of family oncampus. Continue and monitor mentoring program for new staff members.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Strengths

Staff Quality:

Strengths: All teachers participate in weekly PLC meetings, monthly faculty meetings, and targeted trainings. All teachers are receptive and excited aboutthe new technology they have received. This includes: projectors in every classroom, wireless slates for 40 classrooms, Smartboards for all classrooms,Smartboard software for every classroom, and wireless document cameras for every instructor in the building. This year, all teaching staff will recieve aMac and iPad. Teachers and administrators meet monthly in small teams to discuss at-risk students. In addition, we utilize Nancy Motley strategiesthroughout our instruction to increase discussion and vocabulary knowledge among all of our students – but most especially, among our LEP and strugglingstudents who have limited academic vocabulary use in English.

Staff Quality, Recruitment, and Retention Needs

Needs: Continue support and training on CScope curriculum. Continue training to improve small group and Balanced Literacy instruction. Other teacherneeds for reading are: professional development focusing on the five components of reading; and, higher level questioning strategies. Needs identified formath are: professional development on problem solving; hands on activities; small group math instruction; and, continued support with the purchase ofmanipulatives and materials. There is also a need to continue training in the use of technology in our classrooms. In both Reading & Math, we will utilizethe push-in or TILT model for 50 minutes Monday – Thursday. There is a need to continue developing vertical alignment between Kindergarten, 1st grade, 2nd grade, and 3rd grade regular ed. teachers as well as bilingual teachers.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Strengths

Strengths: Barrett Primary students continued to improve in reading. The EOY Rigby testing showed 86% (351 out of 408) of our 1st grade students asbeing on or above the EOY nationwide standards. 4% (15) were 1-2 levels below the EOY standard, with 10.3% (42) 3 or more levels below. Of these 42students, 2 have been previousy retained, 8 are SPED; and 32 will be retained during the 2015-2016 school year due to the new reading promotionstandard. The EOY Rigby testing showed 94.7% (357) of 2nd -grade students as being on or above the EOY nationwide standards. 4 students (1%) were 1-2levels below the EOY standard, with 20 students or 5.3% who were 3 or more levels below. This figure includes our SPED population. Of these 20, 12 willbe retained during the 2015-2016 school year.

Curriculum, Instruction, and Assessment Needs

Needs: According to data, our lowest performing groups in all academic area are African American, Hispanic, and LEP students. According to all EOY testsresults, there is a need to continue support from our reading/math intervention teachers and provide professional development for increased student success.There is a need to focus on comprehension skills in 2nd grade and graphophonemic knowledge in 1st grade. These areas of concern, along with a focus onvocabulary development throughout the school, should be addressed in small group as well as large group instruction. Intervention needs identified for mathare: provide training to teachers for the 3D to 2D cycle of instruction, provide more hands on activities for students, with continued support with the purchaseof manipulatives and materials. We will continue to use iStation as an intervention tool, along with Accelerated Reader as a motivational tool for Reading. In Math, we will use IXL Math for practice purposes.



Family and Community Involvement

Family and Community Involvement Strengths

Strengths: Parental involvement at Barrett Primary is outstanding. Our school offers a vast amount of opportunities for our parents to join in the partnershipof educating their child. We have Science Night, a minimum of five musical presentations, Grandparents Day, Principal Pride Assemblies, Fund Raisers,field day activities, park day, WATCHD.O.G.S., Kids Hope, and many other opportunities for parental involvement. At each event, we host a full house. Westrive to create an environment where parents and families feel welcome and want to be involved in their child’s education. We also utilize BackpackBuddies, which proved free food to 20 children each week. This is an affiliation through the Houston Food Bank, and our local Churches United in Caring. In addition, we have an ongoing partnership with our Crosby Walmart where they have provided boxes and boxes of free school supplies for our students.

Family and Community Involvement Needs

Needs: Increase the number of family education nights, and continue to increase communication between school and home. Instruct parents on how to utilizecampus and district web page to inform them of school and district functions. During Open House, continue to showcase current technology use within ourclassrooms.



School Context and Organization

School Context and Organization Strengths

Student Attendance:

Strengths: Barrett Primary did a good job informing parents of new attendance policies which resulted in increased attendance rates. Our yearly average was96.47 %. Each month last year, we held a “No Tardy, No Absence, and No Early-Out Dance Party” for any student that attended that month bell-to-bell.Students with all year perfect attendance will receive a trophy, medal, and certificate.

Strengths: Barrett Primary students continue to improve in the area of behavior. Students are aware of school and class rules.

School Context and Organization Needs

Needs: Increase average attendance to 97%. Continue to support and follow district attendance policies. Honor all students showing perfect attendance eachmonth with the Dance Party, and as well as at the end of each nine weeks and semester.

Needs: In 2015-2016, Barrett Primary will become a Pilot School, working with Karen Adams, to develop a PBIS program on campus. This should helpwith the hallway disruptions and student movement issues throughout campus.



Technology

Technology Strengths

Barrett Primary is a campus that believes in the benefits technology provides our students! On this campus, all classroom teachers have a Smartboard;wireless slate; wireless document camera; 4 students computers; and sometimes, the benefit of added iPads awarded through classroom grants.

We have 2 mobile rovers carts which provide the ability to connect to the internet in areas such as the cafeteria, gym, and science lab. We are in the processof installing a projector in both our cafeteria and gym. All teachers have, and are using, either Remind 101 or Classroom apps. to connect via a text withparents. In addition, we are asking all teachers to Tweet one classroom event or activity each week.

Technology Needs

We need training to allow the staff to catch up to the hardware they now have in their rooms. Throughout last year, we provided multiple technology PLCmeetings, as well as Smartboard trainings before and after school. We will continue that practice this year as well.



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 data

Accountability Data

Performance 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) dataCommunity and student engagement rating data

Student Data: Assessments

Texas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal 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 data



Response to Intervention (RTI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsClass 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 dataPDAS data

Parent/Community Data

Parent surveys and/or other feedbackCommunity surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices



Goals

Goal 1: To effectively communicate the BPS mission statement to 100% of staff, and 100% of parents, and students.

Performance Objective 1: To increase awareness of the BPS mission statement.

Summative Evaluation: Staff and Parent Surveys; Mission Statement in Handbooks

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Jan Mar June

1) Convey mission statement to parents, community, and students throughcampus newsletter, website, and posted in facility.

2, 6 Administrators;Office Staff

Administrator newsletter; Website current andaccurate; Posted in classrooms and office area;95% positive response from parent; Staff survey

2) Update Campus Handbooks 1, 2, 3 Administrators;Office Staff

Observation;Mission statement included in campus handbooks;Parent and staff surveys

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



Goal 1: To effectively communicate the BPS mission statement to 100% of staff, and 100% of parents, and students.

Performance Objective 2: To provide appropriate and continuous staff development.

Summative Evaluation: Completion Certificates; Survey of Workshops, Walkthrough Observations




Nov Jan Mar June

1) Provide Information About Various Workshops 1, 2, 3, 4 Administrators;DistrictCoordinators;Teachers

Training needs observed in classrooms;Student data;Information posted on staff boards, emails, facultymeetings

2) All teachers will attend training on the use of new technology. 1, 2, 3, 4 Administrators;TechnologySpecialists

Sign-in sheet,Completion Certificate

3) Conduct workshops on campus that are applicable to classroom instructionduring PLC mtgs.

1, 2, 3, 4,8, 9

Administrators;Teachers;CurriculumCoordinators

Sign-in sheets;Observations

4) Staff will review current research on ELAR, math, and science during PLCmtgs.

1, 2, 3, 4,8, 9

Administrators;Language ArtsCoordinator; MathCoordinator;Science Coordinator

Sign-in sheets;Observations

5) Continue training on small group reading, phonics, and guided readinginstruction (Balanced Literacy).

1, 2, 3, 4,5, 9

Administrators;Language ArtsCoordinator

Sign-in sheets;ObservationBalanced Literacy Coach

6) Implement Training on TEKS, ELPS, STAAR 1, 2, 4 Administrators;DistrictCoordinators

Sign-in sheet; Lead4Ward; Classroom Observations;Student Progress

7) Continue Annual TELPAS Training 1, 2, 4 CampusAdministrators

Sign-in sheetCourse Certification

8) Training and Implementation of Crosby Curriculum 1, 2, 3, 4,8

DistrictCoordinators;CampusAdministrators

Sign-in sheets;Classroom Observations;Student Progress

9) Implement Inclusion Interventions Throughout School Day Using 3D to 2Dand Nancy Motley Strategies.

1, 2, 3, 4 All Administrators;ClassroomTeachers; Aides

Observations




Goal 2: In order to align with the 3rd grade STAAR expectations, all students will score 90% or higher on all districtassessments.

Performance Objective 1: Review testing procedures in relationship to the performance indicators.

Summative Evaluation: EOY and Unit Assessments




Nov Jan Mar June

1) Administer Rigby Assessments, IXL & continue iStation implementation. 1, 2, 8, 9 Administrators;TeachersInterventionists;Computer LabInstructor

Student observations, Data analysis

2) Use iStation as an intervention tool to assess student needs in class. 1, 2, 3, 8,9

Administrators;Interventionists;District ReadingCoordinator;Teachers

Student observations; Small group Observations;Progress Monitoring Data, iStation Data Reports

3) Staff will use Rigby Assessments and iStation to determine student readinglevels, Unit Reading Test, MOY and pass EOY data to next grade level viaAssessment Portfolios.

1, 2, 8, 9 Administrators;Interventionists;Teachers

Classroom observations; Weekly ReadingAssessments;EOY Milestones

4) Administer Accelerated Reader Assessment & Program to enhance 1st and2nd grade reading levels.

1, 2, 8, 9 Librarian; Teachers Observations (individual, and small group); Dataanalysis of AR points by individual student and class;EOY Accelerated Reading Levels

5) Use Crosby Curriculum in all core academic areas to address all objectives inthe TEKS.

1, 2, 3 Administrators;Teachers;CurriculumCoordinators

On-going Observations; Lesson Plans

6) Meet regularly with teachers to review reading, math and science scores of allstudents.

1, 2, 3, 8 Administrators;Teachers

Progress monitoring of reading and math; DailyObservations

7) Utilitze RTI process to mointor at-risk student progress. 1, 2, 3, 8,9

Administrators;Teachers; RTITeam

Observations;Rigby Assessments; Istation Diagnostics; IXL;Writing Samples; Crosby Curriculum Unit Tests

8) Utilize Renaissance Place, English in a Flash, Istation, IXL, Estrelita, andRosetta Stone computer software to reinforce student reading, math, andvocabulary skills.

1, 2, 3 Teachers, Librarian,Computer LabInstructor

Observations;EOY reading and math levels, Telpas results; MontlyIStation Reports




Goal 3: In order to align with Newport Elementary and Crosby Elementary, minority and SES students will achieve at thesame level or above the state standard.

Performance Objective 1: To keep all faculty members informed of effective instructional programs and materials which enhance effective teaching andlearning.

Summative Evaluation: EOY Scores




Nov Jan Mar June

1) Continue to provide staff development in all subject areas and for all newdistrict programs.

1, 2, 3, 4 Administrators,districtcoordinators,Region IV, teachers

Sign-in sheets, classroom observations,In-service/workshop agendas,Staff surveys

2) Students will practice writing on a daily basis to improve needed skills in thisarea.

1, 2, 3, 4 Administrators,teachers

Daily observations,Student sample writings

3) Students will produce a writing sample every 9 weeks. 3 Teachers Student writing portfolios

4) End of unit tests administered to assess student performance in math andreading.

Districtcoordinators,reading specialist,teacher

Student observation, weekly assessments,Student scores

System Safeguard Strategies5) Using Rigby for Reading inventories throughout the year, and IXL for 2ndgrade all year, we will target specific skills (from prior grades) that needinterventions. 1st-grade students will use IXL to target math weaknesses andgaps. TILT intervention push-in time will directly address these areas. For tier 3reading the LLI program will be purchased and used.

Interventionists &classroom teachers.

Growth in levels & skills.Independent Progress &Class Progress




Goal 4: To maintain an atmosphere where teaching and learning are emphasized and rewarded.

Performance Objective 1: Continue and expand activities for students to increase self-esteem, leadership, and citizenship.

Summative Evaluation: Record of students recognized




Nov Jan Mar June

1) Expand the opportunity for student recognition 1, 2, 5, 6 All faculty and staff Daily announcements, principal pride, perfectattendance, record of recognized students, Honor Roll

2) Continue reading programs; Accelerated reader, Book-It Celebrations 1, 2, 3, 5,6

All faculty,Librarian, and staff

Student participation, student observations,Improved reading levels and comprehension

3) Continue participation in programs that develop awareness of self:a. Drug Awarenessb. Safety Awarenessc. Jump Rope for Heartd. Character Educatione. Junior Achievement

1, 2, 3, 5,6

Administrators,Counselor, nurse,teachers

Weekly bully alerts, weekly heroes, weekly counselinggroups.Observation and participation in programs.Mobile dentist visits.

4) Conduct Red Ribbon Campaign: drug awareness week 1, 2, 3, 5,6

Counselor, allfaculty

Student and faculty participation in drug-free activities

5) Participate in Fire Prevention Week in October 1, 2, 3, 5,6

Firemen, counselor,all faculty

Fire drills, observe student knowledge on fireprevention,

6) Continue Bully Alert and Hero program sponsored by State Farm 1, 2, 3 Counselor Reduction in bullying incidents throughout the year.

7) Continue positive discipline at BPS:a. Principal Prideb. Counselorc. Cafeteria Reward Programd. PBIS Posted Expectations*Hallways *Classrooms*Cafeteria*Restrooms

1, 2, 3, 5,6

Administrators,counselor, teachers

Discipline referrals, school climate, SWIS

8) Kids Hope Mentor Program 1, 2, 6 Administrators,Mentors, Teachers

Discipline referrals, school climate, student classroomperformance, SWIS

9) Promote School Attendance through incentives and positive reinforcement:Dance Parties, Classroom Rewards.

Teachers;Administrators

Increased attendance percentages

10) Backpack Buddy Program Administrators,Teachers

Student and parent feedback

11) Spark Party Counselor,Community

Student Feedback




Performance Objective 2: Expand faculty and staff activities to improve school climate.

Summative Evaluation: Participation roster of celebrations, staff and parent survey




Nov Jan Mar June

1) Continue to support BPS Sunshine Committee 5 Staff List of membership

2) Continue to participate in selected celebration luncheons. 5 Staff Observations,Participation in luncheons and celebrations by staff

3) Continue to communicate campus activities to parents and thecommunity.

1, 5, 6 All Faculty Meeting sign-in sheets, principal newsletter, parentsurvey,95% positive response from parent survey,Facebook,Twitter, School Web Page, and MonthlySchool Calendar





Performance Objective 3: Provide physical facilities that are attractive, safe and maintained in a responsible manner.

Summative Evaluation: Incidents reported, visual appearance of facility




Nov Jan Mar June

1) Provisions are made to accommodate the needs of handicapped students. 10 District and campuspersonnel

Observations, parent response,ramps, restroom facilities

2) Facilities provide a teaching & learning environment that reflectstechnological enhanced classrooms.

District Observations of use of technology,Computers, computer software, AV equipmentavailable, Smartboard, and Document cameras

3) Conduct a monthly inspection of campus. Administrators,head custodian

Daily observation of facility, Monthly walk-throughwith head custodian




Goal 5: Barrett Primary will communicate the importance of good daily attendance in order to increase student'sattendance rate to 97%.

Performance Objective 1: Students will be encouraged through an incentive program to attend school daily.

Summative Evaluation: Perfect attendance assemblies




Nov Jan Mar June

1) Incentive program will be implemented monthly to reward all students withperfect attendance.

Administrators,office staff

Student attendance,97% attendance rate per semester

2) Perfect Attendance Celebration Administrators,office staff, andsupporting staff

Student tardies and early-outs will decrease.

3) Class attendance competition Administrators,Office Staff,Teachers

Student attendance,97% attendance rate per semester

4) Yearly incentive program will be implemented to reward all students withperfect attendance.

Administrators,attendance clerk

Student Attendance97% attendance rate per year




Goal 5: Barrett Primary will communicate the importance of good daily attendance in order to increase student's attendance rate to 97%.

Performance Objective 2: Continue to monitor students who are exhibiting low and chronic attendance.

Summative Evaluation: Roster of contacts made




Nov Jan Mar June

1) The teacher will contact parents of any student who has missed threeconsecutive days of school.

Teachers Attendance records, log of contact

2) Teacher and attendance clerk will identify students who are exhibitingchronic low attendance patterns by sending names to the administration.

Administration,attendance clerk,teachers

Monitor attendance patterns, log of students

3) Attendance committee will review and contact parent after a one weekperiod.

Administration Monitor attendance,Contact made

4) If previous attempts have not proven successful, the attendance clerk andassistant principal will be contacted and a referral issued.

Administration,truant officer

Attendance records, contact logs,Truant officer contacted




Goal 6: To conduct activities to help ensure that all students master basic skills given sufficient time and practice by showingimprovement from beginning of the year to the end of the year.

Performance Objective 1: Student and teacher activities promote increased education performance.

Summative Evaluation: Improved test scores




Nov Jan Mar June

1) Teachers maximize use of instructional time:a. Efficiently use transition timeb. Conduct re-teach activitiesc. Implement TILTd. Minimize non-instructional activities

3 Teachers,administrators

Observation,Weekly assessments,Improved scores on milestone assessments, end of unitassessments, iStation assessment

2) Solicit community support through mentoring program for tutoring 6 Administrators,teachersWatchDogs,Kids Hope,CommunityMembers

Community response,Student success on assessments

System Safeguard Strategies3) Provide 120 minutes of ELAR instruction.Provide 90 minute math instruction

3 Administrators,teachers

Classroom observation, Student success in reading andmath, classroom daily schedules

4) Provide 50 minutes in-class intervention (TILT ) time daily. 1, 2, 3, 8,9

Administrators,teachers,interventionists

Intervention, progress monitoring

5) Continue implementation of the 3-Tier Model for R.T. I. 1, 2, 3, 8,9

Administrators,teachers

Intervention, progress monitoring

6) Monitor student achievement formally & informally, and provide classroomaccommodations to meet the needs of at-risk and high achieving students.

1, 2, 3, 8,9

Administrators,teachers,interventionists

Daily work, weekly assessments, classroomobservations, lesson plans,Student success on unit assessments, 6/9 weeksassessments, and data

7) Special Education students will be integrated into the general ed. classes. 3 Administrators,counselor, teachers

Classroom observation,Academic and social student success,

8) Provide techniques and methods to allow all students to attain satisfactoryperformance in reading.

2, 3, 9 Administrators,teachers

Classroom observation, daily work, weeklyassessments, end of unit assessments

9) Provide techniques and methods to allow all students to attain satisfactoryperformance in mathematics.

2, 3, 9 Administrators,teachers, districtmath coordinator,campus budget

Math manipulatives, RTI, Crosby Curriculum,Yearly district milestone assessments, and small groupinstruction



10) Provide small group instruction for students struggling in math. 2, 3, 9 Administrators,teachers, districtmath coordinator

Math manipulatives, tutoring,TILT Time, Tiered Instruction

11) Provide intensive literacy and math RTI interventions for students who areat-risk.

1, 2, 3, 9 Interventionists;ClassroomTeachers;Administrators

Progress monitoring; iStation; IXL; Brain Pop Jr.,Daily Student Observations; Rigby; Unit andMilestone Assessments, Pebble GO

12) Provide materials for students receiving RTI reading/math interventions. 1, 2, 3, 9 Interventionists;ClassroomTeachers,Administrators

Observations; Istation Usage; IXL Usage; StudentProgress

13) Reading manipulatives will be utilized in the classrooms to assist in dailyreading instruction

2, 3, 9 TeachersInterventionists

Observations, discussions, student feedback, Milestonetests, EOY reading levels

System Safeguard Strategies14) Provide strategies and techniques for ELL students to be successful in thegeneral education class.

3, 9 Administrators,teachers

Student observation

System Safeguard Strategies15) Monitoring of all ELL students every 9 weeks in the areas of reading andmath.

1, 3, 9 Administrators;Teachers

Student Observation; Weekly Tests; Student Products;Moby Max; Isation; Rigby

System Safeguard Strategies16) Estrelita, Rosetta Stone for targeted students.

9 Administrators,teachers

Student observation, student products,EOY English in a Flash levels, EOY assessments




Goal 6: To conduct activities to help ensure that all students master basic skills given sufficient time and practice by showing improvement from beginningof the year to the end of the year.

Performance Objective 2: Instruction is inclusive of the essential elements and higher-order thinking skills.

Summative Evaluation: EOY Administrator/teacher conferences, PDAS




Nov Jan Mar June

1) Teachers share higher-order thinking skills & different learning styleactivities during PLC mtgs. Question Stems

5 Administrator,Teachers,CurriculumCoordinators

Teacher participation,Observable Improved teachingstrategies

2) Continue to provide counseling sessions to support individual and smallgroups at a scheduled time.

Counselor Daily and weekly student observation,Counselor/teacher EOY conferences




Goal 7: To review, update, and revise campus measurement procedures to improve individual student performance, and toimprove the overall instructional program.

Performance Objective 1: Set increasingly challenging expectations for academic performance by all students in the public schools.

Summative Evaluation: EOY test results




Nov Jan Mar June

1) Work with teachers on incorporating their goals to raise student expectationsbased on past student performance.

1, 2, 4, 5 Administrators;Teachers;Coordinators

Daily observation; daily work, weekly assessments;Improved test scores(6/9 weeks, Assessments)Data Discussions and Analysis

2) Administer unit tests for reading and math. 1, 2, 3 Teachers;Interventionists;Administrators

Student Products;Unit Test Results

System Safeguard Strategies3) Teachers will meet regularly with administrators to review student data andtest performance.

Teacher;Interventionist;Administrators

Student Products; Test Results




Goal 7: To review, update, and revise campus measurement procedures to improve individual student performance, and to improve the overall instructionalprogram.

Performance Objective 2: Close the achievement gap between educationally disadvantaged students and other populations.





Nov Jan Mar June

1) Regular education classes and Resource Special Ed. Students will beintegrated into the general ed. classes with inclusion support.

1, 2, 3, 8,9

Administrators;Counselor; SpecialEducation Teachers

Student observations; Student Products;Academic and Social Improvement by Students, classschedules

2) Bilingual classes for students who are not proficient in the English language. 1, 2, 8, 9 Bilingual teachers Student observation;TELPAS; iStation; IXL, Estrelita, Rosetta Stone forselected students

3) Students will participate in 1 field trip per year. 3, 6 Teachers Student participation

System Safeguard Strategies4) Using Rigby for Reading inventories throughout the year, and IXL for 2ndgrade all year, we will target specific skills (from prior grades) that needinterventions. 1st-grade students will use IXL to target math weaknesses andgaps. TILT intervention push-in time will directly address these areas.

9 Classroom teachers,Interventionists, andAdministration.

Growth in Rigby levels, and in levels documented withMoby Max. Improvement in test scores.




Goal 7: To review, update, and revise campus measurement procedures to improve individual student performance, and to improve the overall instructionalprogram.

Performance Objective 3: Measure student learning and report performance results.





Nov Jan Mar June

1) Utilize Isation, IXL, AR, and Rigby to measure student progress. 1, 2, 8, 9 Administrators;teachers;counselor;Interventionists;Coordinators

Assessment Results

2) Utilize Crosby Curriculum aligned assessments and teacher made materials. 3, 9 Teachers Student Progress




Goal 8: To involve 100% of parents and the community in the school's instructional and educational programs.

Performance Objective 1: To improve communication between teachers, parents and the community concerning the education of their children.

Summative Evaluation: Parent surveys, Record/Roster of Volunteer Hours




Nov Jan Mar June

1) Continue to send out a monthly calendar from the office. 6 Administrator;Office staff

Parent/Community participation in school activities;Parent Survey

2) Continue parent volunteer program including Watch D.O.G.S. 6 Administrators;Teachers; Parents

Daily Sign-in Sheets

3) Continue campus visits to ease transition from one school to the next. 6 Administrators;Counselor;Teachers

Student Observation; Parent Response; Visit to NewPort Elementary and Crosby Kindergarten Visit

4) Open House/Meet the Teacher 6 Administrators;Faculty Members;Parents;CommunityMembers

Membership Roster; Meetings held through-out theyear

5) Site-based management team 1, 2, 6 Administrators;Faculty Members;Parents;CommunityMembers

Membership roster; Meetings held through-out theyear

6) Book Fairs 6 Librarian; Parents Student and Parent participation; Profits recorded & onfile

7) Class programs(plays, singing)

5, 6 Teachers; Parents Observations; Parent Involvement

8) Parent/Teacher Conferences 1, 2, 6 Teachers; Parents Community Response;Parent sign-in sheet/response

9) Parent Education Nights 6 Teachers; Parents;Students;Administrators

Observation; Parent Participation; Parent Sign-inSheets

10) Continue Grandparents Celebration Week 6 Administration Sign-in sheet

11) Science Fair 1, 2, 6 Teachers; Students;Parents;Administration

Observation; Parent/Student Involvement

12) Kids Hope Mentor Program 1, 2, 5, 6 Administrators;Mentors; Teachers

Observations; Parent/Student/Community Involvement



13) Remind 101 Administrator Parent Feedback

14) Campus Call-out/Email Administrator;Bilingual Clerk

15) Skate Night(2nd Grade) Administrator;Teachers

Observation; Parent/Student Involvement

16) Campus Facebook/Twitter Pages Administrators Parent Feedback

17) School Wide Information Notes Administrators,Teachers, SupportStaff

Parent Feedback




System Safeguard Strategies

Goal PerformanceObjective Strategy Description

3 1 5

Using Rigby for Reading inventories throughout the year, and IXL for 2nd grade all year, we will target specific skills(from prior grades) that need interventions. 1st-grade students will use IXL to target math weaknesses and gaps. TILTintervention push-in time will directly address these areas. For tier 3 reading the LLI program will be purchased andused.

6 1 3 Provide 120 minutes of ELAR instruction.Provide 90 minute math instruction6 1 14 Provide strategies and techniques for ELL students to be successful in the general education class.6 1 15 Monitoring of all ELL students every 9 weeks in the areas of reading and math.6 1 16 Estrelita, Rosetta Stone for targeted students.7 1 3 Teachers will meet regularly with administrators to review student data and test performance.

7 2 4Using Rigby for Reading inventories throughout the year, and IXL for 2nd grade all year, we will target specific skills(from prior grades) that need interventions. 1st-grade students will use IXL to target math weaknesses and gaps. TILTintervention push-in time will directly address these areas.



2015-2016 Campus Improvement Plan Crosby Independent ......Goal 2: In order to align with the 3rd...

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