2015-2016 Campus Improvement Plan Groesbeck Independent ... · The Vision of Groesbeck ISD it to be...

Groesbeck Independent School District

H.O. Whitehurst Elementary

2015-2016 Campus Improvement Plan

H.O. Whitehurst ElementaryGenerated by Plan4Learning.com 1 of 31 Campus #147-902-104

October 14, 2015 8:17 pm

Mission StatementThe mission of Groesbeck ISD is to ensure that every student achieves maximum potential.

VisionThe Vision of Groesbeck ISD it to be an EDUCATIONAL BEACON that exceeds the state's highest standards in all areas of education.

Value StatementEvery Kid a Winner!


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 1: All students exceeding state and federal performance standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 2: Supportive parents and community members proactively involved in the education of our students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goal 3: Highly competent faculty and staff maintaining a quality education in a diverse and changing environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Goal 4: Modern and well-maintained facilities meeting the current and projected educational needs of all students . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Budget for H.O. Whitehurst Elementary: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292015-2016 Campus Improvement Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Overall enrollment for HOW is 584

0 Hispanic or Latino 84 male, 69 female

1 American Indian or Alaskan Native 3 male, 6 female

2--Asian 4 male, 2 female

3--Black or African American 32 male, 40 female

5--White 173 male, 160 female

6--Two or more races 5 male, 4 female

Students with disabilities 22 males 6 females

LEP 28 males 15 females

Preschool Enrollment

0--Hispanic or Latino of any race 23 male, 22 female

1--American Indian or Alaska Native--0 males 1 female

2--Asian--0 males, 1 female


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3--Black or African American--8 males, 6 female

5--White--45 males, 43 female

6--Two or more races--2 males, 1 female

Students with disabilities--7 males, 1 female

LEP--8 males, 5 female

Students who are Limited English Proficient (LEP)

Hispanic 24 male, 22 female

American Indian or Alaskan Native 0 males, 1 female

Asian 2 male, 2 female

Native Hawaiian or other Pacific Islander 1 male 0 female

Students with disabilities 2 male 1 female

Gifted and Talented Enrollment--1 male 0 female

Demographics Strengths

At HO Whitehurst Elementary student enrollment has remained consistent over the past year. The average class size is no more than 22 to one. The Districthas been responsive to keeping classes at the 22-1 ratio. The trend for this year seems to be more parental movement to larger cities to be able to have jobs. We are seeing more needs within the families that we serve at HOW. A backpack food program has been in place to serve our students weekend hungerneeds. All of our students are given free breakfast in the classroom. Parent training and parent classes are available to the population through our counselingprogram.


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Demographics Needs

Teams will be given a grade level specified day for more intense planning, and student profile sheets will be aligned across grade levels to ensure1.reliable progress across grade levels.Volunteers to help with small group instructional needs will be welcome in any and all classrooms.2.Principals and teachers will practice and enforce procedures to alleviate discipline problems through the use of restorative practice.3.Research-Based instruction including increased rigor will be addressed in all grade levels to improve student independent performance.4.A phonics-based program will be implemented at grades K, 1, and 2 to improve reading instruction.5.An intense writing program will be implemented at all grade levels.6.PK-4 will begin testing with the CLI-Engage program through Texas School Ready to determine progress in PK 4.7.Students identified at-risk will receive counseling services from the campus counselor as needed.8.Parents will be called daily to improve student attendance.9.Parents are invited and encouraged to become a full partner with the school.10.


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Student Achievement

Student Achievement Summary

Rdg TPRI BOY MOY EOY EOYGrade (# of Stu) Still Developing Fluency Could Not Read Could Not Read Met Full Standard

KG(145) 2015 106 24 121/145 83%

1st (145)2015 82 34 19 126/145 87%

2nd (125)2015 28 17 12 113/125 22.00% 13.60% 9.00% 90.40%

Student Achievement Strengths

Students have made significant growth this year and with targeted interventions in place, academic growth will continue. Measurement of student skills willbe progress monitored on a weekly basis and teachers will enhance the student learning through targeted learning objectives. Profile sheets will be alignedand writing will be scored on an agreed upon rubric. Teachers will include interventions and students receiving interventions in their lesson plans to providedocumentation of interventions received. All student data will be entered into the Eduphoria Program to provide a traveling computer-based portfolio aboutacademic progress.

Student Achievement Needs

Students still need to make consistent progress in reading and math. HOW will invest in a phonics curriculum for grades K, 1, and 2 to help students with a


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strategy to decode words that will enable our students to be well-rounded readers to transition to STAAR testing in the future. By the second grade, studentsshould begin to receive some instruction and testing that closely resembles the Texas STAAR test. Procedures have been put into place to align writing fromPK 4--Grade 2 and to create a rubric to score writing pieces. All core subjects are important and students will be challenged to experience all disciplines atthe highest rigor.


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School Culture and Climate

School Culture and Climate Summary

In 2015-2016, the staff has worked hard to improve the climate and culture of the school. Staff members collaboratively developed campus goals. TheSBDM Committee contributed to the improvement of the school climate by truly representing staff members' views. The teachers developed common schoolrules of Be Neat, Be Kind, Be Safe. These rules fit every classroom from PK-3 to 2nd grade. The teachers also developed procedures for each classroom tofollow within the HOW campus. Currently, a Pre-K 4 packet was developed to allow parents to become knowledgeable about school procedures and anABC's of Kindergarten is currently being developed. Our trial RTI Behavioral interventions are being evaluated to enhance classroom teaching. Studentsare taught the behaviors necessary to be successful in school and in life and are making the transition to classroom behaviors. The classroom schedule andlunch times are set the summer before school is out. Our campus feels like a home away from home and we try to act like a family when making decisionsthat affect our students. All of these improvements lead to a higher level of uninterrupted teaching for the classrooms. We hope to add a parent volunteerprogram this fall that will also support student learning. Through a parent survey that was given last spring most parents are happy with the changes inHOW and hope to see them continue.

School Culture and Climate Strengths

The strengths of the HOW school culture is the communication between teachers and teams. The prior preparation of the teachers during the summer lead toa smooth start of school and lead to classrooms that were more focused on teaching and student learning. The once a month team meetings with thePrincipal, Assistant Principal, and Counselor also improved communication within the school campus. The development of an RTI behavioral interventionprogram for Tier 3 behavioral intervention students has also reduced the number of disciplinary office referrals. The addition of a phonics program forKindergarten, 1st, and 2nd grade will lead to more student success in reading this year. The addition of a writing curriculum to meet our student needs iscurrently being investigated, as well as, the requirement that all children be taught handwriting before they move from this campus.

School Culture and Climate Needs

1. Continue to meet with teams of teachers to discuss campus needs during conference period times.

2. Continue to strengthen, improve, and align our RTI program and procedures.

3. Have a behavioral interventionist to ensure that no student falls outside of the education program.

4. Continue to have common school rules.


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5. Guide the teachers to train less proficient teachers.

6. Make intelligent curriculum decisions based on research to strengthen the education given at the elementary level.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All staff members at the HOW campus are highly qualified. The HOW campus employs 34 Teachers, 1 part-time teacher, 1 speech teacher, 6 classroomaides, 1 library-aide, one crisis-aide, one sign interpreter, 1 nurse, 1 secretary, 1 counselor, 1 Principal, 1 Assistant Principal. Mentor teachers are assigned tonew teachers. All teachers are required to use the TRS-Texas Resource System for curriculum, Capturing Kids Hearts to relate to students and cut disciplinereferrals, use 21st Century classrooms, use process standards, and increase the student writing within the classroom. Design and delivery is presented to allthe new teachers each year.

The HOW campus also endeavors to assist teachers hoping to enter into the teaching field by teaming with several college teacher programs to allowstudents to observe or student teach on the HOW Campus.

Staff Quality, Recruitment, and Retention Strengths

The strengths of the HOW Campus are the teachers have a common planning time, this leads to teachers planning together and learning together. Ongoingsupport comes from the administrative teams through regular walk throughs and collaboration with grade level team members. Attendance for teachers wasa concern mainly to personal/family health concerns. HOW typically has a low turnover of teachers.

Staff Quality, Recruitment, and Retention Needs

HOW provides staff members with a systemic plan of professional development that encompasses GISD foundation programs: Capturing Kids'Hearts (the culture), TEKS Resource System (the curriculum), Design and Delivery (the processes), and technology and 21st centuryclassroom support (the tools). All teachers new to the district are given the Design and Delivery process from Learning Keys, CKH from theFlippen Group, as well as ESC 12 workshops that apply to the area that the teacher is teaching. Special conferences are reserved on asliding basis for the different grade levels to provide our students to access to the highest quality education provided by our highly trained staff.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

HO Whitehurst Elementary School aligns all classroom instruction and assessment with our district's guaranteed and viable curriculum. During Data Walksconducted by the administrative staff, the following observations are made on a regular basis. All teams use common lessons and assessments, butinstructional delivery varies from class to class. The learner objectives are posted in each classroom, as well as, outside the classroom with student work, andthe student activities are aligned with these learning objectives. Students are able to explain what they are learning, and usually can articulate the learninggoal. A significant number of teachers use hands-on activities to improve student learning. Students are assessed Beginning of the Year (BOY), Middle ofthe Year (MOY), and End of the Year (EOY). This data is used to determine the instructional needs of the students. Our RTi Tier groupings are based onthe scores of these assessments and determinations are made if the student is making progress and adjustments are made to ensure student growth. Thisschool year Kindergarten's report cards are updated to reflect the TEKS taught during the school year and the progress made towards those TEKS.

Curriculum, Instruction, and Assessment Strengths

Teachers on the HOW Campus enjoy working with the district curriculum and seeing student progress at every level. Each assessment given: TPRI, STARReading, STAR Math, STAR Early Literacy and Pre-Kindergarten nine week district assessments show the student gains in grade level equivalency. Thenew Math program has added rigor in the math classrooms that was missing with the old math adoption. The Science Adoption has created a more hands-onenvironment for students to learn the Science TEKS. Teachers at this grade level now pay attention to the teaching of all subjects--not just reading and math.

Curriculum, Instruction, and Assessment Needs

1. To continue to add the rigor to all the classroom learning.

2 To continue to teach the process standards.

3. To attend relevent training to continue to present high quality lessons to students.

4. To update Classroom report cards to adequately reflect the learning going on within the classrooms.


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Family and Community Involvement

Family and Community Involvement Summary

Parents and guardians are invited to participate in school activities. Parents, grandparents, siblings attend class parties and class performances. Parentsparticipate in Thanksgiving, Christmas, Valentines, and Spring Parties. Parent meetings are held at the beginning of the year for new students and incomingstudents to explain procedures and teacher assignments. A family math night will be held to teach parents how to better help their child with math--duringthe math Family Night a parent survey will be given to all parents to assess school effectiveness. A Family Reading Night will be held to encourage youngreaders to be more successful. Each grade level sends home a weekly newsletter containing learning objectives, areas of study, and upcoming calendarevents to encourage parent involvement. Pre-Kindergarten 4 sends home monthly take-home projects for parents to complete with their child. Pre-K fouralso hold parent conferences and parent phone calls on a regular basis. A new Parent- PK manual was developed to help the parents with first time schoolissues. Each year a carnival is held during the school day for students to play games, win prizes, and learn community awareness.

Family and Community Involvement Strengths

HOW has an open door policy for parents. Parents and guardians can provide ID and check in through the office Raptor system and be a full activeparticipant with their children. We currently have two grandparents who regularly volunteer on this campus. Kindergarten is promoting a parent volunteerprogram. The upcoming school year, we hope to offer Donuts for Dads, Dodgeball with Dad, and Muffins for Mom to create opportunities for parents tocome to school and interact with their children.

We encourage our community members to participate in the education of our students through Fire Prevention Activities and the community visits byFiremen and Policemen of our community.

Family and Community Involvement Needs

HOW would like to have more children related programs to get all parents to school more often.

Time needs to be allowed to have parent conferences during report card and testing information dissemination.


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School Context and Organization

School Context and Organization Summary

HOW has both grade level and vertical team meetings each week for 1st and 2nd grade. The grade level teams (at all levels) met once weekly for 60 minutesto discuss, develop lesson plans, and share instructional strategies. Also discussed during this time were team goals and common formative/summativeassessment data. Each grade level is given one day each six to nine weeks to discuss and evaluate tier students and their needs. Team meetings are held oncea month with the HOW administrative team to receive training, discuss plans and goals for the HOW Campus. Team meetings and effective collaborationwill continue to be a focus this school year.

School Context and Organization Strengths

Teachers at HOW are open to new ideas and enjoy collaborating with the other teachers. The daily schedule maximizes student learning and allow teacherstime to collaborate on student learning. Many of the great ideas that come about on this campus are teacher-generated. Staff buy-in makes innovative ideasat HOW a reality.

School Context and Organization Needs

The analysis of our school context and organization pointed our the following areas of need: Improved parental communication will continue to be a focusthis school year. Student morning drop off and afternoon pick up concerning the buses were areas of needed improvement. The administration team willincrease supervision in those areas before and after school. Letters to parents not following the traffic rules will be sent home when needed. We would likefor parents to become partners and work hand in hand with the teachers of HOW to provide a learning experience that will last a lifetime for the students.


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Technology

Technology Summary

HOW is a one to one technology school. HOW has laptops for each student in grades K, 1 and 2. We are in the process of changing laptops in Pre-K 3 & 4to Ipads. Currently, we have two classroom sets of Ipads and 4 sets of computer laptops for students in Pre-K 4. Pre-Kindergarten three currently has oneclassroom set of I-Pads to share. Each teacher on the HOW campus is equipped with a 21st Century Classroom consisting of a classroom sound system, EnoWhiteboard, Document camera, presentation equipment, laptop and projector. We have a stage sound system and are currently in the process of replacingstage microphones to enhance student performances.

Technology Strengths

We are on the cutting edge of technology and teaching tools. The new I-Pads are developmentally appropriate for the young Pre-Kindergarten learners andhave strong, hands-on, learning enriched applications that supplement classroom learning at a high level. Teachers are currently coming up with unique ideasof how to use technology innovatively within the classroom to enhance the teaching and learning.

Technology Needs

We need to be sure that teachers are incorporating technology correctly and using the devices for educational purposes only. Our wi-fi system needs to beupgraded to be sure that students can wirelessly log on whenever necessary.


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Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

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

Accountability Data

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) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS 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 dataObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsEconomically 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 mobilitySection 504 data


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Homeless dataGifted and talented dataDyslexia DataResponse to Intervention (RTI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsClass size averages by grade and subject

Employee Data

Highly qualified staff dataCampus department and/or faculty meeting discussions and dataTeacher STaR Chart Technology DataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate

Support Systems and Other Data

Budgets/entitlements and expenditures dataStudy of best practicesAction research results


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Goals

Goal 1: All students exceeding state and federal performance standards

Performance Objective 1: Teachers will increase engagement and rigor in the classroom, and students will demonstrate upper-level thinking skillsconsistently through collaborative discussions, activities, and work.

Summative Evaluation: 1. Data Walks will reflect a 20% increase from first six-weeks to fifth six-weeks in high-yield strategies.2. Index 2 scores will improve overall.3. Lesson plans will reflect one to two high-yield strategies per unit.

Strategy DescriptionStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormativeReviews

Jan Mar June1) Data Walks will be consistently done by administrators and lead teachers to ensurethat instruction is rigorous and dynamic.

Evidence of RBI's that support thinking and engagementwithing the classroom.

Funding Sources: General Fund -- Local Funding

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


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Performance Objective 2: The district will create a systemic writing process that enables students to become more sophisticated writers.

Summative Evaluation: 1. Data Walks will reflect an increase in written activities from first six-weeks to fifth six-weeks. 2. Writing scores will improve onSTAAR and English I and II EOCs. 3. Lesson plans will reflect at least one writing activity per unit in every classroom. 4. Assignments will reflect that allteachers assign short-answer questions and students use the APE process. 5. Lesson plans will reflect that ELA teachers incorporate sentence patterns whenthey teach writing strategies.




Jan Mar June1) Make Writing a priority for grades PK through 2nd grade by requiring writtenassessments BOY, MOY, and EOY.

Students are attaining high scores on the writing rubric thatthe campus creates.



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Performance Objective 3: The district will strive to meet federal limits on alternative assessments through the RtI program and extensive, targeted, andindividualized interventions.

Summative Evaluation: 1. Review of the RtI program and referral process will show systems in place on every campus for individualized and extensiveinterventions for students who are not achieving academic benchmarks. 2. Documentation will be attached to students through Eduphoria who are placed onTier 2 or Tier 3 interventions. 3. Intervention time will be monitored by principals who will document that teachers are on task with small groups orindividual students.

Goal 2: Supportive parents and community members proactively involved in the education of our students

Performance Objective 1: To continue to partner with parents, the community and other stakeholders for GISD students through involvement andparticipation in school planning, student activities, and campus and district events.

Summative Evaluation: 1. Parent involvement in committees and activities will be documented through SHAM (sign-in sheets, handouts, agendas, andminutes).




Jan Mar June1) Teachers will Turn in Lesson Plans for interventions that will list students receivinginterventions, lesson objective, and strategies used to facilitate the intervention.

Student scores will improve on BOY, MOY, and EOY testscores.



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Goal 2: Supportive parents and community members proactively involved in the education of our students

Performance Objective 2: To increase communication from Groesbeck ISD and all campuses with parents and the community.

Summative Evaluation: The District and Campuses will use and document the following to communicate with GISD stakeholders:1. Connect-Ed2. Newsletters3. Face-to-face meetings4. GISD website5. GHS marquee5. GISD Facebook page6. Phone calls7. Other means of communication

Goal 3: Highly competent faculty and staff maintaining a quality education in a diverse and changing environment

Performance Objective 1: To provide the staff with a systemic plan of professional development that encompasses GISD foundation programs: CapturingKids' Hearts (the culture), TEKS Resource System (the curriculum), Design and Delivery (the processes), and technology and 21st century classroomsupport (the tools).

Summative Evaluation: Staff development sign-in sheets, handouts, agenda, and minutes will show systemic staff development in the foundation programsas well as state-mandated staff development requirements.

Goal 3: Highly competent faculty and staff maintaining a quality education in a diverse and changing environment

Performance Objective 2: The district will work with teachers to develop a district-wide lesson plan format that is consistent with the Design & Deliverytraining. The lesson planning process will be designed to make teachers more effective and more aligned with Data Walk through processes and T-TESSexpectations.

Summative Evaluation: The lesson plan format is developed and implemented.




Jan Mar June1) HOW will follow the new lesson plan format and will ensure that it is implementedto its fullest.

Copies of weekly lesson plans created by teachers in thenew format.


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Goal 4: Modern and well-maintained facilities meeting the current and projected educational needs of all students

Performance Objective 1: The district will maintain a safe and orderly environment and updated and clean facilities.

Summative Evaluation: The district will review and update as needed:1. Facilities plan2. Maintenance and custodial schedules3. Crisis Management Plan4. Safety and discipline procedures5. Energy Conservation Plan




Jan Mar June1) HOW will maintain its facilities to demonstrate to staff and community that we takepride in our school. It will maintain a clean orderly look at all times.

Checks for cleanliness. Remarks of visitors.



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State Compensatory

Budget for H.O. Whitehurst Elementary:

Account Code Account Title Budget

6100 Payroll Costs199.11.6119.00.104.5.34.000 6119 Salaries or Wages - Teachers and Other Professional Personnel $219,349.50199.11.6129.00.104.5.24.000 6129 Salaries or Wages for Support Personnel $8,450.06199.11.6129.00.104.5.30.000 6129 Salaries or Wages for Support Personnel $7,388.37199.11.6129.00.104.5.34.000 6129 Salaries or Wages for Support Personnel $7,776.86199.11.6141.00.104.5.30.000 6141 Social Security/Medicare $107.13199.11.6141.00.104.5.34.000 6141 Social Security/Medicare $3,415.87199.11.6142.00.104.5.30.000 6142 Group Health and Life Insurance $1,200.00199.11.6142.00.104.5.34.000 6142 Group Health and Life Insurance $18,000.00199.11.6143.00.104.5.30.000 6143 Workers' Compensation $24.91199.11.6143.00.104.5.34.000 6143 Workers' Compensation $794.36199.11.6145.00.104.5.30.000 6145 Unemployment Compensation $8.33199.11.6145.00.104.5.34.000 6145 Unemployment Compensation $265.72199.11.6146.00.104.5.34.000 6146 Teacher Retirement/TRS Care $3,007.69199.11.6149.00.104.5.30.000 6149 Employee Benefits $110.83199.11.6149.00.104.5.34.000 6149 Employee Benefits $2,870.19

6100 Subtotal: $272,769.82


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Title I

Schoolwide Program Plan

HOWHITEHURST Elementary has created a schoolwide program that is comprehensive in nature to ensure that we are serving all students, improving allstructures that support student learning, and combining all resources, as allowed, to achieve our goals and maximize the impact of Title 1.

The six steps that our campus follows include:

Establishing and training our site-based planning team; 1.Clarifying the vision for school reform; 2.Creating our school's profile; 3.Identifying data sources and gathering the data;4.Analyzing the data;5.Reporting data findings to the entire site-based planning team and collecting reflections and feedback. 6.

Throughout the schoolwide planning process, administrators and teachers identify student strengths, needs and the interventions that are currently in place.They assess the effectiveness of those interventions and make recommendations for revisions as needed. The site-based planning process is used as acampus organizational strategy to guide program development, implementation, and evaluation. This systemic planning provides structure and a commonlanguage for school improvement. It also provides logical ways for school staff to think about current progress and the adjustments or changes that need tobe made on our campus to continually improve the effectiveness of our schoolwide program.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

HOWHITEHURST Elementary has conducted a comprehensive needs assessment that serves as the centerpiece of our planning process and the drivingforce most impacting the campus improvement plan. While data is gathered and analyzed throughout the year, a comprehensive effort is always made at theend of each school year. This year, administrators and teachers collected data and in collaboration with teacher leaders and others. Root causes wereidentified, written as needs and reported to the site-based planning team. The team was given time to reflect on the data and ask clarifying questions. Whenthe team felt that all appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and written intothe plan.

2: Schoolwide Reform Strategies


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Our schoolwide reform strategies provide opportunities for all children to meet the state's proficient or advanced levels of student performance. Thesestrategies are based on effective means of improving achievement for all students. The following are activities we utilized in this plan:

Review program documentation to ensure that all instructional programs/instruction strategies are supported by scientifically-based research. Identify1.how each activity in our school strengthens the core academic program.Identify scientifically-based research programs that increase the amount and quality of learning time.2.Review the master schedule to identify opportunities for extended learning time.3.Investigate how manipulatives are used in the various core areas.4.Identify programs within our school that address enriched and accelerated curriculum issues.5.Disaggregate the data by student populations to determine our program's effectiveness in meeting the needs of all our students.6.

3: Instruction by highly qualified professional teachers

Instruction by highly qualified professional teachers is an important component of our schoolwide plan. Procedures in use at HOWHITEHURST Elementaryto ensure that instruction is provided by highly qualified teachers include:

Provide time off for high-quality professional development.1.Provide an effective mentoring system.2.Assign teachers for a "best-fit" of their strengths.3.Provide professional development for existing programs prior to new school year for new staff or those wanting refreshers.4.Monitor effectiveness of teachers by frequent walk-throughs.5.Provide time for teachers to observe master teachers in the classroom.6.Provide training and opportunities for collaboration in looking at formative and summative student achievement data.7.Implement strategies to provide clear lines of communication between teachers and administrators.8.

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

HOWHITEHURST Elementary utilizes high-quality and ongoing professional development to ensure teachers are equipped to face the challenge of helpingstudents meet the state's academic achievement standards. Procedures include:

Select the professional development that meet the needs of all principals, teachers, paraprofessionals, parents, and others, as appropriate.1.Provide opportunities for all staff to obtain training in programs and initiatives that are already in place.2.Provide professional development opportunities for all personnel to meet the identified needs of all student populations to increase student3.performance.


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Allow teachers to attend professional developments throughout the year on content areas specific to teacher's assignment.4.Provide blocks of time during and after school for collaborative meetings or planning time across grade levels and content areas.5.

5: Strategies to attract highly qualified teachers

The campus follows district procedures for recruiting and attracting highly qualified teachers. Please refer to the highly qualified teacher document locatedin the addendums for this plan.

6: Strategies to increase parental involvement

Our campus understands that parental involvement is a major key to students' success. In addition to the regular procedures for parental involvement and inan attempt to increase our parental involvement, a special parent advisory team has been organized. The composition of this parent team is quite varied andas we make plans for parental involvement, we bring our ideas to this parent team for feedback. The parent team has been charged to think about how theideas/activities/projects impact their busy home lives and then they provide their opinions about successful implementation. This helps us make betterdecisions about how to increase parental involvement and obtain higher levels of parent participation.

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

The campus recognizes and emphasizes the value of creating a coherent and seamless educational program for at-risk students. We have an early childhoodprogram and the academic achievement of every student is closely monitored. We work closely with parents to help them understand how they can supporttheir children as they transition into school. Because the early childhood programs provide a foundation for later academic success, high attendance isencouraged. When early childhood program students are absent, we make it a priority to work closely with parents, helping them understand the value andimportance of the early childhood programs and experiences. The students in Pre-Kindergarten are assessed on a nine week schedule with a district createdevaluation based on the Texas Pre-Kindergarten Guidelines.

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

Teachers receive current and ongoing assessment data that describe student achievement. The data often come from less formal assessments, such asobservations, and performance assessments. The campus provides teachers with professional development that increases their understanding of theappropriate uses of multiple assessment measures and how to use assessment results to improve instruction. Each grade level is included in the formativereview process for our improvement plan. This allows teachers to consistently evaluate the effectiveness of our academic assessments and the overallinstructional program.

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

Each grade level identifies individual students who need additional learning time to meet standards. The teachers then provide those students with timely,additional assistance that is tailored to their needs. The assistance and support looks different at each grade level; however it is always available to all


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students in the school who need it.

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

Because we are a schoolwide Title 1 campus, we have flexibility to integrate services and programs with the aim of upgrading our entire educationalprogram and helping all students reach proficient and advanced levels of achievement. In addition, through our improvement planning and budgetingprocess, we are able to combine most Federal, State and local funds in order to maximize the impact of the resources available to carry out the schoolwideTitle 1 program for the purpose of increasing student achievement.


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Title I Personnel

Name Position Program FTE

Dede Martin Reading SpecialistDorothy McFarren Instructional AideJuanita White Pre-K Instructional AideLaurye Allen Pre-K Instructional AideTraci Hughes Instructional Aide


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2015-2016 Campus Improvement Team

Committee Role Name PositionAdministrator Ladena King PrincipalAdministrator Rebecca Wilson Assistant PrincipalClassroom Teacher Sarah Bush KDG TeacherClassroom Teacher Nicole Dawley 1st Grade TeacherClassroom Teacher Cindy Ensminger 2nd Grade TeacherClassroom Teacher Guyanne Mathis Pre-K 3 TeacherClassroom Teacher Patricia Williams Pre-K 4 TeacherNon-classroom Professional Shelly McNutt CounselorParent Jessica Gomez ParentParent Sharon McMillan Parent


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Campus Funding Summary

General Fund -- Local FundingGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 $0.00Sub-Total $0.00

Grand Total $0.00


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2015-2016 Campus Improvement Plan Groesbeck Independent ... · The Vision of Groesbeck ISD it to be...

Documents

Transcript of 2015-2016 Campus Improvement Plan Groesbeck Independent ... · The Vision of Groesbeck ISD it to be...