2015-2016 Campus Improvement Plan Salinas Elementary ... file2015-2016 Campus Improvement Plan...

Judson Independent School District

Salinas Elementary School

2015-2016 Campus Improvement Plan

Salinas Elementary SchoolGenerated by Plan4Learning.com 1 of 31

December 8, 2015 9:35 am

Mission StatementWe are committed to providing quality instruction facilitating a love of learning that recognizes the individual needs of all students. We

strive to be customer service oriented respecting diversity and building home to school connections through effective communication.

VisionSalinas Elementarty is Producing Excellence!

Value StatementStudents First

TeamworkAccountability

Results-OrientedLoyalty

Integrity & Mutual RespectSafe & Secure EnvironmentTwo-way Communication



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness. . . . . . 21Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation. . . . . . . . . . . . . . 23Goal 3: To increase employee retention and satisfaction making Judson a premier employer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 4: To spend money wisely, efficiently, and equitably by maintaining a "Superior" rating earning Unqualified Opinion Letter, and maintaining afund balance that is aligned with Board Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 5: To increase student achievement by developing and implementing programs for social and emotional learning. . . . . . . . . . . . . . . . . . . . . . . . 25

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Budget for Salinas Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Personnel for Salinas Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

2015-2016 Site-Based Decision Making Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31



Comprehensive Needs Assessment

Demographics

Demographics Summary

At the end of the 2014-2015 school year, Salinas Elementary had an enrollment of 627 students. The demographics for the student population is as follows:

Economically Disadvantaged: 55.0%

Asian: 3%

African American: 18%

Hispanic: 50%

White: 23%

ESL/LEP: 5.4%

Special Education: 10%

Gifted and Talented: 9%

The demographics for the teacher and staff population is as follows:

66.7% of the teachers and staff at Salinas Elementary were white, 6% were Hispanic, 20% were African American, and 1% were Pacific Islander. 93.3% ofthe staff were female and 6.7% were male.

Demographics Strengths

Strengths of the campus includes:



Diversity is a strength at Salinas Elementary and student ethnicity numbers indicate a stable blend of ethnic backgrounds. The demographic makeup of our campus allows our students to have a culturally diverse learning experience. This enriched environment prepares ourstudents to better function in a global society.

Demographics Needs

At-Risk and Economically Disadvantaged Populations

Our at-risk population has continued to increase and was at ???% for the 2014-2015 school year. In addition, the Economically Disadvantaged populationcontinues to increase and was at 55.0% for the 2014-2015 school year.

Culturally Responsive Teaching

As a result of a continuous shift in our demographics, student data indicates that teaching and instruction needs to be geared toward meeting the needs ofminority and economically disadvantaged populations. Trainings and professional development in Culturally Responsive teaching, a pedagogy thatrecognizes the importance of including students' cultural references in all aspects of learning, along with Positive Behavior Intervention and Supports (PBIS)are critical to the success of the campus' instructional program.

Special Programs

With the addition of an Apple PPCD classroom to our campus and with an increase of students identified with Autism, there is a need to have professionaldevelopment from our Special Education Department on addressing the needs of our Special Education students.

With an increase in students identified with dyslexia, who are missing a strong background in phonemics and phonemic awareness, there is need for thecampus to implement a phonics program that systematically teaches phonics development in our Kinder-2nd grade students.



Student Achievement

Student Achievement Summary

STAAR Assessment 2014-2015 2013-2014 2012-20133rd Grade Math N/A 69.% 62%

3rd Grade Reading 84% 77% 79%

4th Grade Math N/A 73% 72%

4th Grade Reading 87% 74% 77%

4th Grade Writing 86% 78% 74%

5th Grade Math N/A 83% 83%

5th Grade Reading 86% 80% 83%

5th Grade Science 85% 86% 89% Note: At the time this Campus Improvement Plan was developed the passing rate for STAAR Math had not been set by the state.

Student achievement data is based on STAAR, which is disaggregated by whole group, African Americans, Hispanic, White, Special Education,Economically Disadvantaged, LEP, and At-risk. STAAR indicates improvement in reading and writing scores. Scores in 5th grade science remain steady.

Within our sub-populations, our Hispanic sub-population continue to remain steady in their STAAR achievement, while our White population has shown anincrease in achievement. At-risk students also scored significantly lower in both math and reading. All TAG students passed both the reading and mathSTAAR tests. However, a deeper look needs to be taken at TAG student achievement from grade to grade level and the number of students who performedat Level III: Advanced. In addition, focus needs to be placed on the achievement of Special Education students.

Student Achievement Strengths

`Student achievement data indicates:

An improvement in the 3rd, 4th and 5th grade reading scores.



An improvement in the 4th grade writing scores.TAG students passed all STAAR assessments.

Student Achievement Needs

Student achievement data indicates at critical need in the following areas:

A decrease in our African American population student achievement, specifically in 4th grade reading.5th grade science achievement has maintained.

Student achievement data also indicates:

Hispanic and African American student achievement needs to increase in all tested subject areas. Performance for these sub-populations have eitherremained steady or decreased.



School Culture and Climate

School Culture and Climate Summary

When surveyed, the majority of the parents felt that the teachers care about the academic well being of their child and that their child is getting a goodeducation at the school. For the most part, when parents have concerns or problems, they feel comfortable seeking help from the staff at SalinasElementary. In addition, parents felt that administration is accessible whenever needed.

Students were pleased with the overall school climate and reported a sense of support and belonging and that they enjoy coming to school. The majority ofthe students reported they felt physically safe and comfortable with coming to Salinas Elementary. Due to the implementation of the Positive BehaviorSupport and Interventions (PBIS), along with ongoing professional development in Culturally Responsive Teaching, the number of discipline referrals had a54% decrease from 2012-2013 (258 discipline referrals) to 2013-2014 (110 discipline referrals). In 2014-2015 our final discipline referral count was 130.

The staff at Salinas Elementary feel that there is collaboration amongst the teachers and our students are successful due to the committment of our staff. Theadministration has established a mission for improvement that is supported by the faculty and is evidenced by an expressed desire to implement changes thatwill maximize instruction and learning for students and teachers. Salinas Elementary leverages professional learning communities and planning time topromote professional dialogue and inform instruction.

School Culture and Climate Strengths

Strengths for Salinas Elementary in school culture and climate include:

Overall satisfaction with the school climate; students, faculty and staff indicate a feeling of belonging, support, and respect.Parents feel that the teachers care about the academic well being of their child and that their child is getting a good education at school.

School Culture and Climate Needs

Although parents trust the information received from the school to be accurate and up-to-date, survey results expressed a concern over the communicationand consistency of school/classroom expectations. This includes a concern with regular communication from classroom teachers; as well as, a lack ofupdates on teacher websites.



Survey results revealed that overall students feel safe at school; however, they did express a concern over their safety and overall school experience withonly 70% of students agreeing that they enjoying coming to school. Teachers expressed concern over disicipline decisions made by administration.

In addition, parents expressed discontent with academic recognition opportunities for their children.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All of the teaching and support staff at Salinas Elementary are highly qualified. PDAS evaluations are provided to faculty along with summatives and bothformal and informal conferences are held with faculty to provide feedback on instructional practices. Staff turnover rate remains below 2%. New staff issupported by campus and grade level mentors. All grade levels have a common planning time and there is an RTI facilitator/Instructional Coach that workswith the grade levels during planning time as needed to assist in implementing district and/or campus goals. Data is discussed during staff meetings and usedto determine the direction of instruction and interventions. All faculty members have attended training on Culturally Responsive Teaching and PositiveBehavior Intervention Supports (PBIS). In addition, all faculty and staff attend content and grade-specific required training provided by the district andcampus.

Staff Quality, Recruitment, and Retention Strengths

Staff quality, recruitment, and retention strengths include:

All teachers are highly qualified.Retention rate for the the staff is about 98%.All staff attends the required district and campus professional development throughout the school year.

Staff Quality, Recruitment, and Retention Needs

Staff quality, recruitment, and retention needs include:

A conscious effort to build instructional support and administrative teams that function to their fullest ability.In order to increase teacher capacity, build a campus schedule that maximizes instruction and incorportes time for Reflective Practive Model (RPM),Lesson Plan Collaboration and Vertical teaming.Put in place more structures in place to ensure teachers are implementing what they learned through professional development.Increase the number of ESL certified teachers at each grade level.Develop professional development that is is more relevant and ready for classroom.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Curriculum is linked to TEKS and other standards for learning by use of the TEKS Resource System and district-created Curriculum Maps. In 3rd-5thgrades, teachers collaborate regularly and use student data to drive instruction through regrouping of students for small group instruction and interventions;as well as, differentiation.

The Reflective Practice Model (RPM) is utilized in grades K-5 to allow teachers time to collaborate and analyze the student work so that adjustments can bemade in instruction to address identified areas of instructional and/or student weakness. Instructional Sweeps have been utilized as a tool for grade levels toanalyze student work and assess alignment to the TEKS. In addition, teachers meet with the Compensatory Education teachers and RTI Facilitator to reviewstudent progress and collaborate on the needs of at-risk students that are not meeting grade level expectations.

Although the curriculum is aligned to the TEKS, problems with assessment include alignment of instruction and misunderstanding the student expectationsand knowledge statments causing horizontal and vertical alignment issues with instruction.

Curriculum, Instruction, and Assessment Strengths

Curriculum, instructional and assessment strengths for Salinas Elementary include:

Use of 3rd-5th grade assessment data to drive instruction and provide decisions about regrouping, differentiation, reteaching, and interventions.Effective RTI program.Use of the district-created Curriculum Maps and TEKS Resource System to plan instruction.

Curriculum, Instruction, and Assessment Needs

Curriculum, instructional and assessment needs for Salinas Elementary include:

Additional time that is provided consistently for teachers to meet to evaluate the needs of students and make instructional adjustments based on teacherand student data.In order to increase instructional and student alignment, continue to promote teacher collaboration in all subject areas, which will include the SpecialEducation teachers, Comp. Ed. teachers, RTI Facilitator and administration.Continual work is to provide Reflective Practice Model (RPM) so professional learning communities are strategic and are focused on the following:



analyzing student work, alignment of instruction, and setting grade level goals targeted to the students' area(s) of weakness as identified by teachingand learning data.Continue with more consistent Instructional Sweeps and Learning Walks that allow teachers and administration to analyze student work and assess foralignment to the TEKS.Implement a system that allows for teachers to complete mini-teaches with each other in order to promote teacher development and build capacity.Implement a schedule that allows for weekly vertical teaming and meeting amongst grade levels.Analyze the RTI program to insure students are being grouped according to identified needs and provided targeted interventions to meet those needs. Students will be closely monitored to insure interventions are being provided.



Family and Community Involvement

Family and Community Involvement Summary

School decisions involve the Campus Site-Based committee, campus committees, administration and in some cases PTO. Parent community activities thatencourage parent involvement include: PTO Walk-a-thon, Storybook Parade, Math and Literacy Night, Science Night, Spring Fling, Art Show, Veteran'sDay Celebration, Camp Write-Along, Community Sweep, End of Year Award Ceremonies, Field Day, Choir/Ensemble Performances, Summer Math Campand TAG Museum.

The campus communicates with parents and students using the Blackboard Connect weekly telephone and email messages. Grade levels also provideparents with newsletters that provide information on upcoming events, homework, spelling words, and curriculum objectives.

Services available to students in special programs include enrichment activities and extended day (Reading, Writing and Math Clubs). Salinas Elementaryhas a partnership with Northeast Lakeview College and is a part of their Adopt a School program. This partnership allowed for Kinder, 1st and 5th gradefield trips to the campuses; as well as, student exposure to college opportunities.

Family and Community Involvement Strengths

Family and community involvement strengths include:

Partnership with Hearthstone (business member of the Campus Site-Based Committee)PTO parents that also serve as volunteersFamily fun nights that include Math and Literacy Night, Science Night, Spring Fling, Choir/Ensemble Performances, and TAG MuseumNortheast Lakeview College partnership

Family and Community Involvement Needs

Family and community involvement needs include:

Establish a parent outreach/involvement committee.Develop a true community partnership and adopt school partners.Hold monthly meetings with the Parent Outreach committee to brainstorm, plan and organize partnership activities (support can range from providingstudent supplies, incentives for perfect attendance, seasonal treats for staff, etc.)



Implement parent information sessions for STAAR Readiness Standards and updates that includes the parents having the opportunity to do their ownclassroom walk-throughs.Staff training on Campus Site Based Committee and Campus Improvement Plan and the impact on student achievement.Offer session for parents to be trained on Parent Center, district/school website and resources in the community to access the Internet (if not availablein the home). This training can be conducted by the Guidance Counselor and Media Specialist during events such as Open House and Meet theTeacher.Increase the number of extracurricular activities for students to enhance their participation and performance, e.g., Robotics, Art Clubs, Math andReading Clubs, etc.Provide opportunities for student academic recognition.



School Context and Organization

School Context and Organization Summary

School context and organization is supported by the district through several departments including Curriculum and Instruction, Student Support Services andELL Department. These departments provide support to the campus and teachers throughout the course of the year.

Adequate time for instruction is prescribed for each subject in each grade level. Additional tiered instruction is available through interventionists and the useof a number of intervention programs, including IStation, Think Through Math, Saxon Math and Florida Center for Reading Research (FCRR). Interventionists and RTI Facilitator are directly involved in math and reading instruction throughout the year, providing small-group instruction.

Teachers and staff attend Collaboration (faculty) meetings, CSBC meetings, RPM/PLC meetings, and work on various committees to provide input andguidance in decision making and school policy. Teachers were given the opportunity to have more campus and grade-level control of the TEKScheckpoints. Curriculum Based Assessments (CBAs) were completely created at the district level.

In a recent survey of students and parents, it was revealed that parents and students are pleased with the performance and offerings of the school. Community perception remains positive as a result of the number of inter-district transfers requesting to attend Salinas Elementary. School expectationsreveal that we are a student-centered school that sets the bar high in academics as well as social expectations in order to provide productive citizens in oursociety.

School Context and Organization Strengths

School context and organization strengths include:

A support system from the district level that included departmental support for instructional staff at the campus level.Teacher and staff voice in decision making through collaboration (faculty) meetings, site-base, campus communications, and campus committees.A positive perception among the students, parents, and community members concerning the work and performance of the school.School expectations set the bar high in academics as well as social expectations.

School Context and Organization Needs

School context and organization needs include:



Continuing to look at teaching and learning data in order to make decisions about schedules, student/staff teams, and organizational decisions.Increase participation of teachers in site-base meetings, collaboration (faculty) meetings, committee work, and discussions in order to build consensusconcerning decisions.Continue to address the challenges of assessment data and decisions in order to help teachers with the responsibility associated with building commonformative assessments.



Technology

Technology Summary

A variety of technology exists at Salinas Elementary. Teachers have projectors and document cameras available in each classroom and their is a white boarddevice available in our Media Center. All classrooms have a teacher computer and four student computers. The proficiency level of each teacher is quitehigh and all are competent in basic computer and word processing skills.

Barriers include lack of training, ability to purchase the latest upgrades, and the replacement of old hardware with new hardware. Most staff are responsiblefor attending professional development that meets their technology needs.

Technology is used in all content areas. The web is used to find creative ways to teach various TEKS. Students love interactive sites where they can practiceskills. The wifi network at Salinas Elementary is designed to handle the laptops that are available in our 5th grade math and science classroom as a result ofthe STEM grant; as well as, the laptops used with out TAG classroom. At this time, there is enough bandwidth to support all devices. Teachers areencouraged to find ways to successfully implement and integrate technology.

Technology Strengths

Techonology strengths at Salinas Elementary include:

Staff uses technology daily to assist with teaching, enhance lessons, engage learners, prepare lessons, and aid in assessment. The wifi network at Salinas Elementary is designed to handle the laptops that are available in our 5th grade math and science classroom as a result ofthe STEM grant; as well as, the laptops used with out TAG classroom.

Technology Needs

Techology needs at Salinas Elementary include:

Keeping the technology working, updated, and upgraded.Professional development on utilizing free web-based technology.Training on Podcasts to increase student achievement (funding needed for microphones to record on computers).



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

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI), Grades 5 and 8, dataSSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8)SSI: Think Through Math assessment data (Grades 3-8)Local benchmark or common assessments data

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 dataSpecial education 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, etcGifted and talented dataResponse to Intervention (RTI) student achievement data

Student Data: Behavior and Other Indicators

Discipline recordsStudent surveys and/or other feedback

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff data



Campus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataTeacher STaR Chart Technology DataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedback



Goals

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education andworkforce readiness.

Performance Objective 1: To improve, sustain, and support academic student performance level to minimum of 20% above the state average in the coresubject areas.

Summative Evaluation: STAAR data, Universal Screen data, CBA data, Student Journals and Student Work.

Strategy DescriptionStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Jan Mar June

1) Math Problem Solving: Kinder-5th grade students will utilize Math Exemplarsand the district's SOAR/SELFIE problem solving framework daily.

Administration,RTI Facilitator,CompensatoryEducation Teachers,Team Leaders

Student Journals, Student Work and Assessments, LessonPlanning, Walk through/PDAS

2) Balanced Literacy: Kinder-2nd grade teachers will utilize Daily 5 with GuidedReading as the framework to increase reading comprehension, critical reading skillsand stamina.

Administration, RTIFacilitator,CompensatoryEducation Teachers,Team Leaders


3) Readers Workshop: 3rd-5th grade teachers will utilize Reader's Workshop as theframework incorporating student conferences and reader's response to increasereading comprehension, critical reading skills and stamina.



4) Writing Process: Kinder-2nd grade students will write at least one compositionevery twelve weeks utilizing the writing process.


Writing Portfolios

5) Writing Process: 3rd-5th grade students will write at least one composition everymonth utilizing the writing process.


Writing Portfolios



6) Writing Across Curriculum: Kinder-5th grade teachers will incorporate writingacross all content areas in order to allow students to reflect and critically think abouttheir learning.


Student Journals and Student Work

7) Science Academic Performance: Kinder-5th grade teachers will incorporatehands-on experiments and field demonstrations.


Student Journals and Student Work

8) Response to Intervention - Provide targeted interventions (Tier II and Tier III) foridentified students determined by Universal Screener, CBAs, STAAR scores andstudent classroom performance. Include use of Think Through Math for Tierstudents.

Administration, RTIFacilitator, Comp.Ed. Teachers, TeamLeaders

Progress Monitoring Tools

Funding Sources: 171-5 State Compensatory Education - $1000.009) At-Risk Progress Monitoring: Kinder-5th grade teachers will meet with the RTIFacilitator and Compensatory Education teachers to complete data progressmonitoring and attend RTI Follow-up meetings at least four times this school year(twice in the 1st semester and twice in the 2nd semester).

Administration, RTIFacilitator andCompensatoryEducation Teachers

Updated Progress Monitoring Tools submitted to the RTIFacilitator

10) Ranger Preview: Kinder-5th grade teachers will provide a morning re-teach/intervention time at least four times per week for all at-risk students.

Administration, RTIFacilitator,CompensatoryEducation Teachers,and Team Leaders

Ranger Preview Attendance Record submitted to TeamLeaders every six weeks

11) Extended Day: After school tutoring will be provided for at-risk students with aminimum of two teachers per grade level to include use of supplementalinstructional materials to increase student achievement.

Administration, RTIFacilitator, andExtended DayCoordinator

Mini Common Assessments during tutoring sessions withscores charted that demonstrate improvement in studentachievement.

Funding Sources: 171-5 State Compensatory Education - $14500.0012) Comp. Ed. teachers and RTI Facilitator will participate in ProfessionalDevelopment activities targeted at improving instruction and increasing studentachievement by focusing on teaching and learning.

Administration,Comp. Ed. teachers

Enrollment in Professional Development Activities

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



Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasingparticipation.

Performance Objective 1: Provide learning activities where students, parents, and community members can participate and grow our school academically,socially, and independently.

Summative Evaluation: Parent and Community Participation Data and Surveys




Nov Jan Mar June

1) Parent and Community Involvement: Conduct parent involvement activities tomerge the students, parents, community partners, and faculty and allows parents tolearn effective behavioral and instructional strategies to utilize at home with theirstudent(s).

Administration,Guidance Counselor,RTI Facilitator,Comp. Ed. Teachers,Grade LevelTeachers

Pictures from events, Parent Sign-in sheets, campuswebsite, increased parent participation, positive feedbackon parent and community surveys

2) Parent Volunteers: Create parent volunteer opportunities throughout the campuswith a focus in the library, front office, cafeteria, and classroom.


Pictures from events, Parent Sign-in sheets, campuswebsite, increased parent participation, positive feedbackon parent and community surveys

3) Campus and Teacher Websites: Use the campus and teacher websites as a tool tocommunicate events and curriculum goals with parents and a curriculum resourcefor parents and students.

Administration,Campus Webmasters

Positive feedback on parent surveys

4) Student-Led Conferences: Implement student-led conferences in Kinder-5thgrades enabling students to be directly involved in their assessment process.


Student Portfolios, Parent Sign-in sheets, Pictures fromthe conferences, positive feedback on parent surveys

5) Parents on Your Side: Continue with Parents on Your Side ProfessionalDevelopment for teachers to emphasize the power of positive communication withparents.

Administration, RTIFacilitator, Comp.Ed. Teachers,Campus GuidanceCounselor

Positive feedback on parent surveys




Goal 3: To increase employee retention and satisfaction making Judson a premier employer.

Performance Objective 1: Improve teacher performance and increase instructional capacity by providing support and quality staff development whilebuilding teachers and staff who work together to ensure the success of all learners.

Summative Evaluation: Eduphoria Workshop Portfolios, PDAS Walkthroughs/Observations, Employee/Staff Attendance Rates, Turnover Rates




Nov Jan Mar June

1) Newly Hired Teachers: Ensure that first year teachers are enrolled in the JISDMentor Program and pair them with a master teacher at their assiged grade level.

Administrations,RTI Facilitator, andCampus LeadMentor

100% of brand new or first year teachers will beenrolled in the district mentor program, decreasedturnover rate and positive feedback on staff surveys.

2) Veteran Teachers: Ensure that veteran teachers hired that are new to theschool are teamed up with a "buddy" and have regular contact with them andadministration prior to school starting and during regular intervals throughoutthe school year.

Administrations,RTI Facilitator, andCampus LeadMentor

Decreased turnover rate and positive feedback on staffsurveys.

3) Lesson Plan Collaboration: Maintain weekly grade-level collaborativeplanning sessions to plan instruction and interventions through the use of dataand analysis of student work.

Administration, RTIFacilitators, Comp.Ed. Teachers

Universal Screens, CBAs, and STAAR.

4) Reflective Practive Model (RPM): Increase high yield instructional strategiesat the Tier I level through ongoing collaboration in planning, evaluating data,and planning interventions in professinal learning communities.



Funding Sources: 199-5 -General Operating - $6000.005) Vertical Alignment Teams: Structure vertical alignment teams so that gradelevels are collaborating and making instructional decision based on data andstudent performance.






Goal 4: To spend money wisely, efficiently, and equitably by maintaining a "Superior" rating earning Unqualified OpinionLetter, and maintaining a fund balance that is aligned with Board Policy.

Goal 5: To increase student achievement by developing and implementing programs for social and emotional learning.

Performance Objective 1: Develop and implement a systematic approach to student discipline that results in a 20% decrease in discipline referrals.

Summative Evaluation: Eschool Discipline Data, Counseliing Logs




Nov Jan Mar June

1) Campus-wide Discipline Plan: Continue with year three of Positive BehaviorInterventions and Support (PBIS) and collaborate, develop, and communicatecampus-wide discipline plan to all stakeholders to decrease discipline referrals.

Administration, RTIFacilitator, andDisciplineCommittee

Discipline data will be tracked and analyzed for trendsand patterns.

Funding Sources: 171-5 State Compensatory Education - $5000.002) Behavior Professional Development: Provide on-going professionaldevelopment to ensure proper implementation of campus-wide discipline plan sothat teachers can focus on the instructional needs of the students.

Administration, RTIFacilitator, andDisciplineCommittee


3) Culturally Responsive Teaching: Provide on-going professional developmenton a pedagogy that recognizes the importance of including students' culturalreferences in all aspects of learning.

Administration, RTIFacilitator, andCampus Cohort(McCleod)






Performance Objective 2: Evaluate, develop, and implement Pk-5th grades counseling and social assistance program that meet state guidelines and resultsin a creating a positive learning environment that is physically and emotionally safe.

Summative Evaluation: Eschool Discipline Data, Counseling Logs, Parent Involvement Activities




Nov Jan Mar June

1) Character Development: Implement and evaluate an age appropriatecomprehensive social and emotional development guidance program that includesguidance, responsive services, individual plans, and system support.

Administration,Campus Counselor

Submitted Program, Student Contact Logs, and Scheduleof Guidance Classes, 20% decrease in discipline referrals.Discipline data will be tracked and analyzed for trendsand patterns.

2) Ranger of the Six Weeks: Continue the character recognition program thatrecognizes a student from each class, each six weeks with a reward.


Character Certificates, 20% decrease in disciplinereferrals. Discipline data will be tracked and analyzed fortrends and patterns.

3) Ranger of the Week: Continue with the character recognition program thatrecognizes one student from each classroom every week.


Character Certificates, 20% decrease in disciplinereferrals. Discipline data will be tracked and analyzed fortrends and patterns.

4) Guidance Lessons: Implement regular guidance lessons using Second StepCurriculum.


Monthly documentation and/or calendar.





Performance Objective 3: Student attendance will improve by 5%.

Summative Evaluation: Eschool Attendance Data




Nov Jan Mar June

1) Six Weeks Perfect Attendance: Recognize students with perfect attendance eachsix weeks.

Administration,Campus Counselor,RTI Facilitator,PEIMS Clerk

PEIMS Reports, Pictures from Celebrations

2) Perfect Attendance Recognition: Recognize two students (boy and girl) withperfect attendance for the school year with a prize and all students with perfectattendance with a celebration.



3) Classroom Attendance: Recognize and post individual classroom and campusattendance at the end of each week.






State Compensatory

Budget for Salinas Elementary School:

Account Code Account Title Budget

6100 Payroll Costs6118 6118 Extra Duty Stipend - Locally Defined $9,000.006121 6121 Extra Duty Pay/Overtime - Support Personnel $500.00

6100 Subtotal: $9,500.00 6300 Supplies and Services6329 6329 Reading Materials $2,175.006399 6398 Computer Supplies/Software - Locally Defined $500.00

6300 Subtotal: $2,675.00 6400 Other Operating Costs6411 6411 Employee Travel $500.006417 6417 Travel and Subsistence - Locally Defined $500.006494 6494 Reclassified Transportation Expenses $2,000.00

6400 Subtotal: $3,000.00



Personnel for Salinas Elementary School:

Name Position Program FTE

Christine Wunstel Teacher Comp. Ed. 1Michelle Allen RTI Facilitator Comp. Ed. 1Sarah Lloyd Teacher Comp. Ed. 1



2015-2016 Site-Based Decision Making Committee

Committee Role Name PositionAdministrator Martin Silverman PrincipalClassroom Teacher Tracy Dietz Teacher - KindergartenClassroom Teacher Andrea Glynn Teacher - 3rd gradeClassroom Teacher Bobbie Padilla Teacher - 2nd gradeClassroom Teacher Kristi Villanueva Teacher - 5th gradeNon-classroom Professional Sharon Hons LibrarianParaprofessional Yvonda Qurarles PEIMS Clerk



Campus Funding Summary

171-5 State Compensatory EducationGoal Objective Strategy Resources Needed Account Code Amount

1 1 8 $1,000.001 1 11 Funding for Teachers and Materials $14,500.005 1 1 Professional Development $5,000.00

Sub-Total $20,500.00199-5 -General Operating

Goal Objective Strategy Resources Needed Account Code Amount3 1 4 Substitutes $6,000.00

Sub-Total $6,000.00Grand Total $26,500.00



2015-2016 Campus Improvement Plan Salinas Elementary ... file2015-2016 Campus Improvement Plan...

Documents

Transcript of 2015-2016 Campus Improvement Plan Salinas Elementary ... file2015-2016 Campus Improvement Plan...