2018-2019 Campus Improvement Plan Killeen Independent … · 2018-10-18 · Prekindergarten 4 11...

Killeen Independent School District

Oveta Culp Hobby Elementary School

2018-2019 Campus Improvement PlanAccountability Rating: Met Standard

Oveta Culp Hobby Elementary SchoolGenerated by Plan4Learning.com 1 of 41 Campus #132

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VisionAt Oveta Culp Hobby Elementary, we are focused on doing what is best for students in order to create a

challenging, positive learning environment where every Patriot grows everyday.

Core BeliefsPatriot Staff Members are committed to:

Ensuring all students are growing emotionally and academically at ALL times.Considering every action, conversation, and decision through the question, "Would I want that for my ownchild?"Holding self and others accountable for the learning success for ALL Patriots.Collaborating with open minds to help ALL Patriots improve learning.


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Table of Contents

At Oveta Culp Hobby Elementary, we are focused on doing what is best for students in order to create a challenging, positive learning environmentwhere every Patriot grows everyday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

STAAR DATA OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Third Grade Yearly Growth Report STAAR Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Pass Rate & Growth Report for Demographics STAAR Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Third Grade Yearly Growth Report STAAR Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Pass Rate & Growth Report for Demographics STAAR Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

MAP DATA OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11K-3 Grade MAP Data 2017-2018 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11K-3 MAP Growth Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Spring RIT Comparison Data 2017-2018 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

CIRCLE DATA OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13CIRCLE Data 2017-2018 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14CIRCLE Data Yearly Growth Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

FOUNTAS & PINNELL READING LEVELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15F&P Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation and post-secondary success. . . . 23Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success. . . . . . . . . . . . . . . 28Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation , andpartnerships in accomplishing the district's goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and community. . . . . . . . . . . . . . . . . . . 33Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff. . . 34

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Personnel for Oveta Culp Hobby Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Title I Schoolwide Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37


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ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Title I Schoolwide Element Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Campus Site-Based School Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Hobby Elementary, one of 32 elementary schools in Killeen ISD, is located on Fort Hood in the Comanche III military housing area of Fort Hood. Most ofour families live in the surrounding community and walk to school. The school has been open since 2004. Hobby is one of six elementary schools located onpost and one of two Killeen ISD schools that only serve students up to third grade. Our fourth and fifth grade students attend Meadows Elementary, anotheron post elementary school. At the end of the 2018 school year, the school served 656 students. Our enrollment numbers increased last year with the closingof a neighboring school; however, enrollment for the 2018-2019 school year is projected to be about the same as this year. The staff consists of 42 classroomteachers who serve students in grades prekindergarten 3 through third grade. There are two self-contained SPED classes. We have a PPCD 3 and a PPCD 4.

We have a high number of military affiliated students at Hobby. Our active duty enrollment is 94.4%, and our "civilian on post" enrollment is 2.4%. Thus,our total federal employee enrollment is approximately 97%. Most Hobby students live in family military housing with one or more parents on active duty.Deployments and TDY assignments frequently create single parent homes.

Student Ethnicity Demographics:

Hispanic 25.91% Indian 0.76% Asian 1.83% Black 20.27% Pacific Islander 1.98% White 41.77% Two or more races 7.47%

Hobby Elementary is a Title I school. The percentage of students eligible for free/reduced meals has declined from 67% (2016-2017) to 54% (2017-2018),and at-risk students make up 32% of our total population. Our homeless rate is .30%. There are a wide variety of federal programs and services to supportour students.

Program Demographics:

Section 504 6.10%


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The mobility rate at Hobby is consistently in the 33-36% range, which is likely due to the military community in which we serve. Our attendance percentageaveraged 95.24% for the 2017-2018 school year. We are consistently in the fourth quartile each year on state assessment data for our attendance. Earlycheckouts are a chronic issue at Hobby.

Attendance Summary:

Dyslexia 3.66% ELL 8.08% Bilingual 0.91% Denial 0.61% ESL 6.55% Gifted &Talented

1.98%

SpecialEducation

12.35%

No Setting 4.57% Main Stream 3.20% Resource 1.98% Self-Contained

0.46%

Speech 10.82% Homebound 0.15%

Overall Attendance 95.24% EE 90.53% PK3 88.85% PK4 91.11% Kindergarten 95.67% First Grade 96.61% Second Grade 97.45% Third Grade 97.25%


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Discipline referrals average between 100-120 each year, with 111 referrals being processed during the 2017-2018 school year. Most of the referrals areminor offences or "other" serious. Hobby has a school behavioral specialist, who works in conjunction with the two counselors and the Military Family LifeConsultant to mitigate disruptive behaviors. Our philosophy is that if we can figure out the antecedent before the behavior, we can help students with copingstrategies and mechanisms to use before acting out. There were two students put on campus probation, and no students were referred to the elementaryalternative learning campus.

Discipline Referral Data by Grade:

PPCD 1 Prekindergarten 3 15 Prekindergarten 4 11 Kindergarten 28 First Grade 22 Second Grade 17 Third Grade 17

Hobby Elementary has one principal and two assistant principals. There is also an instructional specialist and a technologist to support the curriculum andinstructional needs of both students and staff. All teachers meet Texas Education Agency certification requirements while all paraprofessional staff membersmeet the highly qualified requirements of Every Student Succeeds Act. Our team at Hobby, which includes approximately 106 professional and auxiliarystaff, is retained through our mentoring program and through support from professional learning communities. A reading and math interventionist/coach wasadded last year to help support student interventions and teacher growth.

Teacher Data:

PPCD 2 ReadingIntervention/Coach 1

Prekindergarten 3 7 Math Intervention/Coach 1 Prekindergarten 4 6 ESL Teacher 1 Kindergarten 6 SPED Teacher 1 First Grade 8 Dyslexia Teacher 1 Second Grade 6 Music Teachers 2 Third Grade 5 PE Coaches 2.5

Diversity is an important part of being a Hobby Patriot. Our staff ethnicity data mirrors our student population.


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Teachers by Ethnicity:

Black 30% Hispanic 25% White 44% Two or MoreRaces

1%

Teachers at Hobby rarely make lateral transfers to other schools in our district unless they are moving to middle/high school or changing grade levels toteach fourth or fifth grade. Because our school only has prekindergarten 3 to third grade, we have lost some teachers who wanted their own children to attenda PK-5th school. The nature of our community means that each year new staff members are added. We consistently have staff members who move due to themilitary. Additionally, teachers move into administrative or district positions, and instructional assistants move into the classroom. Because Hobby is a greatplace to be, we frequently have former Patriots rejoin our team. This year alone, two teachers and one instructional assistant are returning to our school.

Teachers by Years of Experience:

Beginning Teachers 16% 1-5 Years’ Experience45% 6-10 Years’Experience 11%

11-20 Years’Experience 16%

Over 20 Years’Experience 16%

At Hobby, we are focused on doing what is best for students in order to create a challenging, positive learning environment where every Patriot grows everyday. We all refer to ourselves as Patriots, and we believe that being a Patriot is a special privilege. You will often here of staff members telling each otherthey "have your back," and being a part of a team is the norm. #PP4L is often heard or written by students, parents, and staff.

Fort Hood provides our Military Family Life Consultant and a School Behavior Health Worker. Hobby also has a bilingual parent liaison who coordinatesour volunteer program and teaches a weekly Hobby Tots class. Hobby also partners with a military Adopt-a-School unit, 2/227th Aviation ACB. Our unitsupports school-wide academic family nights, they come read to students, help with book fairs, and assistance with community events.

Demographics Strengths

Data analysis revealed the following demographic strengths:


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As a neighborhood school, Hobby has a student population that is ethnically diverse and reflects the community it serves.Based on student and staff ethnicity data, our Patriot staff closely mirrors the diversity of our student population.Our teachers are all highly qualified and 100% of our teachers hold a bachelor's degree or master's degree from an accredited college or university.Many are also ESL or SPED certified. Hobby has a reading interventionist/coach and math interventionist/coach. Our parent liaison provides Hobby Tot classes for non-school aged students and coordinates our parent volunteers. Fort Hood provides additional support in the way of a Military Family Life Consultant, a School Behavioral Health Worker, and an adopt-a-schoolmilitary unit.

Problem Statements Identifying Demographics Needs

Problem Statement 1: The high number of prekindergarten classes (17) and the poor attendance rates (EE=90.53%, PK3=88.85%, PK4=91.11%) negativelyimpact our overall attendance (95.24%). Root Cause: Based on attendance numbers for EE through PK4, not enough awareness was made to parentsregarding how early interventions impact future academic success.


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Student Academic Achievement

Student Academic Achievement Summary

STAAR DATA OVERVIEW

Third Grade Yearly Growth Report STAAR Reading Did Not Meet Approaches Meets Masters

2017-2018 27% 73% 34% 12%Growth +17% +4% -7% 2016-2017 44% 56% 30% 19%

Pass Rate & Growth Report for Demographics STAAR Reading ALL Hisp AA White ED T1 LEP SPED GT At R2017-2018 73% 68% 67% 81% 65% 73% 88% 46% ** 42%Growth +17% +37% +11% +6% +18% +18% ** +29% ** +23% 2016-2017 56% 31% 56% 75% 47% 55% ** 17% ** 19%

Third Grade Yearly Growth Report STAAR Math Did Not Meet Approaches Meets Masters

2017-2018 22% 78% 49% 19%Growth +13% +14% +5%

2016-2017 35% 65% 35% 14%

Pass Rate & Growth Report for Demographics STAAR Math ALL Hisp AA White ED T1 LEP SPED GT At R2017-2018 78% 86% 67% 87% 74% 78% 88% 62% ** 65% Growth +13% +48% +11% -3% +14% +14% ** +45% ** +27% 2016-2017 65% 38% 56% 90% 60% 64% ** 17% ** 38%


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MAP DATA OVERVIEW

K-3 Grade MAP Data 2017-2018 Low Low Average Average High

AverageHigh Combined

% of A,HA, H

Kinder Math 11% 13% 22% 28% 27% 77%Reading 10% 20% 22% 26% 22% 70%1st Grade Math 16% 18% 27% 19% 21% 67%Reading 18% 19% 19% 24% 20% 63%2nd Grade Math 18% 14% 21% 38% 10% 69%Reading 24% 10% 26% 28% 11% 65%3rd Grade Math 8% 18% 26% 26% 22% 74%Reading 15% 26% 30% 19% 10% 59%

K-3 MAP Growth Data Low Low

AverageAverage High

AverageHigh Combined % of A, HA, H

Kinder Math 17-18 11% 13% 22% 28% 27% 77%Growth 0%Math 16-17 14% 9% 20% 31% 26% 77% Reading 17-18 10% 20% 22% 26% 22% 70%Growth +7%Reading 16-17 17% 20% 24% 23% 16% 63% 1st Grade


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Math 17-18 16% 18% 27% 19% 21% 67%Growth +2%Math 16-17 18% 17% 26% 18% 21% 65% Reading 17-18 18% 19% 19% 24% 20% 63%Growth +14%Reading 16-17 24% 28% 13% 17% 19% 49% 2nd Grade Math 17-18 18% 14% 21% 38% 10% 69%Growth -2%Math 16-17 17% 13% 21% 19% 31% 71% Reading 17-18 24% 10% 26% 28% 11% 65%Growth +6%Reading 16-17 15% 27% 15% 27% 17% 59% 3rd Grade Math 17-18 8% 18% 26% 26% 22% 74%Growth +23%Math 16-17 31% 18% 13% 29% 9% 51% Reading 17-18 15% 26% 30% 19% 10% 59%Growth +12%Reading 16-17 27% 25% 13% 29% 5% 47%

Spring RIT Comparison Data 2017-2018 Spring RIT Growth Above/BelowKinder Math National Average 157.9 19.4 AboveMath KISD Average 160.6 21.4 AboveMath Hobby Average 162.5 22.6


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Reading National 157.0 17.4 AboveReading KISD 158.8 16.2 AboveReading Hobby 160.6 19.6 1st Grade Math National Average 179.7 18.9 AboveMath KISD Average 179.3 18.4 AboveMath Hobby Average 181.3 17.0 Reading National 176.6 17.5 AboveReading KISD 175.3 15.0 AboveReading Hobby 177.1 14.0 2nd Grade Math National Average 191.2 15.6 AboveMath KISD Average 190.2 15.1 AboveMath Hobby Average 191.4 15.5 Reading National 188.1 8.9 BelowReading KISD 187.2 14.3 BelowReading Hobby 186.5 13.9 3rd Grade Math National Average 202.6 13.2 AboveMath KISD Average 203.7 14.2 AboveMath Hobby Average 205.7 14.7 Reading National 198.3 11.2 BelowReading KISD 197.1 10.1 BelowReading Hobby 196.5 9.3

CIRCLE DATA OVERVIEW


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CIRCLE Data 2017-20182017-2018 BOY MOY EOY Growth

Proficient inRapid LetterNaming

57% 76% 85% +28

Proficient inPhonologicalAwareness

86% 84% 83% -3%

Proficient inListening 40% 64% 77% +37%

Proficient inRote Counting 29% 59% 83% +54%

Proficient inNumberDiscrimination

65% 77% 90% +25

Proficient inOperations 15% 38% 51% +36

CIRCLE Data Yearly Growth ComparisonComparison Data 2016-2017 2017-2018 GrowthProficient inRapid LetterNaming

81% 85% +4%

Proficient inPhonologicalAwareness

68% 83% +15%

Proficient inListening 68% 77% +9%

Proficient in RoteCounting 72% 83% +11%

Proficient inNumberDiscrimination

90% 90% 0%

Proficient inOperations 50% 51% +1%


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FOUNTAS & PINNELL READING LEVELS

F&P Levels 2016-2017 2017-2018 DifferenceKindergarten 39% 32% -7%1st Grade 78% 59% -19%2nd Grade 54% 67% +13%3rd Grade 79% 69% -10%

GT EOY Universal Screener DataEOY Math RIT score

averageEOY Math RIT score

rangeEOY Reading RIT score

averageEOY Reading RIT score

range77.86% 45%-93% 84.86% 68%-97%

Student Academic Achievement Strengths

Data analysis revealed the following academic strengths in Reading:

STAAR Reading Approaches and Meets increased 17% and 4% respectively. All demographics reported positive growth when comparing the 2016-2017 and the 2017-2018 percentages. Spring RIT Reading score averages show students in kindergarten and first grade outperformed national averages.Spring RIT Reading score averages show students in kindergarten and first grade outperformed KISD averages.EOY MAP Reading data compared from 2016-2017 to 2017-2018 show growth in kindergarten (+7), first grade (+14%), second grade (+6%), andthird grade (+12%).CIRCLE Reading data shows BOY to EOY growth in Rapid Letter Naming (+28) and Listening (+37%). A comparison of 2016-2017 and 2017-2018 CIRCLE Reading data show a growth in all three areas: Letter Naming (+4), Phonological Awareness(+15%), and Listening (+9%) from last year to this year. F&P levels increased in second grade from the 2016-2017 school year (54%) to the 2017-2018 school year (67%).

Data analysis revealed the following academic strengths in Math:

STAAR Math Approaches, Meets, and Masters increased 13%, 14%, and 5% respectively.


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All demographics, with the exception of white (-3%), reported positive growth when comparing the 2016-2017 and the 2017-2018 percentages. Spring RIT Math score averages show ALL Hobby grade levels (kindergarten through third grade) outperformed national averages.Spring RIT Math score averages show ALL Hobby grade levels (kindergarten through third grade) outperformed KISD averages. EOY MAP Math data compared from 2016-2017 to 2017-2018 show growth in first grade (+2%) and third grade (+23%).CIRCLE Math data shows BOY to EOY growth in Rote Counting (+54%), Number Discrimination (+25%), and Operations (+36%).A comparison of 2016-2017 and 2017-2018 CIRCLE Math data show a growth in Rote Counting (+11) and Operations (+1).

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Students in second grade averaged a 186.5 Spring Reading RIT score, which is below national (188.1) and district (187.2) averages,and students in third grade averaged a 196.5 Spring Reading RIT score, which is below national (198.3) and district (197.1) averages. Root Cause:Inconsistent implementation of balanced literacy and instructional lessons at high levels of rigor.

Problem Statement 2: The percentage of third grade students who Mastered the STAAR Reading dropped from 19% in 2016-2017 to 12% in 2017-2018. Root Cause: Implementation of the GRR Independent Learning components (meta-cognition/self-regulation) is still in the beginning stages, and weinconsistently design DOK 3 and DOK 4 tasks.

Problem Statement 3: SPED students averaged 46% Approaches on STAAR Reading as compared to the Approaches level for all third grade students(73%). Root Cause: Disconnect between TRS implementation and IEP goals.

Problem Statement 4: STAAR Math Approaches levels for the African American (67%), Economically Disadvantaged (74%), SPED (62%), and At Risk(65%) demographic groups were below the Approaches level for all third grade students average of 78%. Root Cause: Inconsistency in guided math smallgroup instruction during guided math/math stations block.

Problem Statement 5: The EOY F&P reading levels for first grade students dropped 19% from 2016-2017 to 2017-2018. Root Cause: Inconsistency inguided reading implementation and balanced literacy components.

Problem Statement 6: Students in the GT program had an EOY RIT average of 45%-93% for math and an EOY RIT average of 68%-97% for reading. RootCause: STEM and enrichment activities for GT students are only implemented during a 30 block of intervention time.

Problem Statement 7: Students in the ESL program scored 88% on both STAAR reading and STAAR math, which is 10% and 15% above the "all student"averages respectively. Root Cause: Increased STAAR results can be attributed to the ESL teacher and the connections she makes for students in the ESLprogram.


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School Processes & Programs

School Processes & Programs Summary

Hobby Elementary has the following instructional programs and processes in place: Response to Intervention (RtI), Special Education, English as a SecondLanguage (ESL), Section 504/Dyslexia, Gifted & Talented (GT), and during school interventions (PRIDE Time). Hobby is one of six elementary schools inKilleen ISD that offer a prekindergarten 3 program. We are the only school in the district to have a bilingual prekindergarten 3 class.

Hobby follows the Killeen ISD scope and sequence, which is created from the curriculum and assessments from the TEKS Resource System. Additionally,English Language Proficiency Standards (ELPS) are embedded within lessons for ELLs; and IEP goals are embedded within lessons for SPED students.Hobby was one of the first schools in Killeen ISD to utilize the co-teach model of instruction between inclusion and SPED teachers. Teachers have a weeklycommon planning time, and full-day planning is scheduled each nine-weeks for a more in depth instructional planning. Teachers plan collaboratively andutilize common formative and summative assessments to gather data to drive instruction. Math problem solving occurs daily and teachers have begun usingthe FATES model for guided math. Guided math is in its beginning stages and as such, was not consistently implemented with fidelity across all gradelevels. Hobby is considered a balanced literacy campus in which most teachers implement guided reading with fidelity. We are still working toward 100%implementation of guided reading and literacy stations.

Instructional Rounds occur twice per year to gather data to improve our instructional practices. Weekly professional learning communities occur for allclassroom teachers to support district initiative and campus instructional goals, and for data driven action planning. Teachers frequently ask to observe othermaster teachers on campus, and professional development is often provided “in house” by one of our own staff members. Teachers attend additionalprofessional development, such as iLearn, Collaborative Co-teach, Empowering Writers, Comprehension at the Core, the balanced literacy academy, themath academy, and quarterly curriculum study sessions.

Our goal is to hire highly qualified, certified teachers who are a great fit to our positive culture. In the area of recruiting, supporting, and retaining personnel,the following supports are in place: mentor program for first year teachers, curriculum instructional specialist (CIS), campus technologist (CIT), readinginterventionist/coach (ARI), math interventionist/coach (AMI), and grade level leaders. Furthermore, through classroom walkthroughs, teachers are providedfeedback regarding areas of growth.

Administrative support is provided by the principal and two assistant principals. The leadership team works together to support instruction, discipline, specialprograms, and professional growth. The leadership team is comprised of the principals, counselors, librarian, technologist, MFLC, and school behavioralhealth worker. The team meets weekly to plan. An additional instruction-focused meeting occurs between the principals and the curriculum instructionalspecialist after each leadership meeting.

Hobby has processes in place for school safety and security, including staff and student ID Badges, utilizing Smart Check for visitors, monthly RAMPchecks, campus discipline (ISS/OSS/DAEP), attendance/truancy, conducting safety drills, and parent and community communication. There is also atransition plan in place for school arrival and dismissal in regards to walkers, car riders, and bus riders, as well as breakfast and lunch. To provide behaviorsupport, a behavior continuum was created. The counselors, school behavioral health, and Military Family Life Consultant support behavior initiatives atOveta Culp Hobby Elementary SchoolGenerated by Plan4Learning.com 17 of 41 Campus #132

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Hobby. The total number of discipline incidents increased from 2016-2017 to 2017-2018 from 279 to 314. The number of partial/full-day ISS assignmentsfrom 2016-2017 to 2017-2018 increased from 100 to 105.

Class sizes are below district and state averages.

School Processes & Programs Strengths

Data analysis revealed the following school processes and program strengths:

Hobby is one of six elementary schools in KISD with a prekindergarten 3 program.Hobby is the only school in KISD with a bilingual prekindergarten 3 program.All class sizes are below state averages.There is strong support though the ARI and AMI teachers, the CIS and CIT, mentor program, and grade level leaders. There are plentiful professional development opportunities through the campus and district.Teachers plan collaboratively and utilize common formative and summative assessments to gather data to drive instruction.Math problem solving occurs daily and many teachers are using the FATES model for guided math. PRIDE intervention time takes place with fidelity.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Balanced literacy instruction was inconsistently provided across grade levels. Most, but not all teachers implemented guidedreading/stations with fidelity. Root Cause: Continued professional development is needed regarding guided reading groups and purposeful stationimplementation during small group guided reading instruction.

Problem Statement 2: Guided math instruction was inconsistently provided across grade levels. Some, but not all teachers implemented guidedmath/stations with fidelity. Root Cause: Continued professional development is needed regarding guided math groups and purposeful stationimplementation during small group guided math instruction.

Problem Statement 3: The total number of discipline incidents increased from 2016-2017 to 2017-2018 from 279 to 314. The number of partial/full-day ISSassignments from 2016-2017 to 2017-2018 increased from 100 to 105. Root Cause: Behavior support is needed to help teachers manage behaviors at theclassroom level.


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Perceptions

Perceptions Summary

We are focused on doing what is best for students in order to create a positive, challenging learning environment where every Patriot grows every day. Thisis our shared vision, which drives how we do our work at Hobby.

We strive to meet the needs of the whole child. Students can join one of the many clubs offered by our staff members throughout the year. All students areengaged in goal-setting and students monitor and track their own success. Staff regularly send students up to brag in the office. Our office staff is friendlyand welcomes each visitor, student, and staff member that enters our building. A hugs and kisses station is set up at both entrances, door greeters welcomestudents each morning, and the principal greets all students, parents, and visitors at the front door. We strive to be “visible and accessible” to our community.

Hobby has a full-time bilingual parent liaison that supports parent/community involvement, the Hobby Tot Program for 2-3 year olds who are not enrolled inschool, and parent volunteers. Volunteer data shows an increase in the amount of total volunteer hours; however, less parents overall are volunteering. Mostof the volunteer hours were completed by only eight parents.

Hobby is known as a great, positive school by people in the community. Our family nights and events are well attended, but our active Facebook page helpsfamily members and friends stay connected throughout the year. Our Facebook reviews average a 4.8 out of 5 stars with approximately 52 reviews, all ofwhich occurred in the last two years.

Many people who move off post still want their students to attend Hobby and will ask for a transfer. Students state that they like to come to school and enjoybeing with their teacher. It is always a great day to be a Patriot!

Perceptions Strengths

Data analysis revealed the following demographic strengths:

Hobby has an active Facebook page with 52 reviews and a 4.8 out of 5 stars rating.Our location in post housing makes us the "hub" of our community.There are a variety of community activities throughout the year. We added other activities to our community calendar besides the typical academicnights. We had a cultural night, fall carnival, and a color run. Administrators are visible and accessible to parents and the community.Students in all grade levels are engaged in goal setting and tracking their progress. Students regularly come see the principal to brag or receive a shoutout.


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Hobby hosts 10 after or before school clubs to meet the diverse needs of our students.Hobby receives many transfer requests throughout the district.There is a strong campus culture where all staff are identified at Patriots, with common supportive language, such as "I have your back" and "PP4L."

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Eight parents consistently volunteered during the 2017-2018 school year. Root Cause: Lack of community outreach about volunteeropportunities.


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Comprehensive Needs Assessment Data DocumentationThe 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

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataFederal Report Card Data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR EL Progress Measure dataLocal diagnostic reading assessment dataLocal benchmark or common assessments dataRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupSpecial Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Special education population, including performance, discipline, progress, and participation dataAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented data


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Response to Intervention (RtI) student achievement dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsClass size averages by grade and subjectSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataStudy of best practicesAction research results


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Goals

Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation andpost-secondary success.

Performance Objective 1: By implementing the district curriculum along with the strategies and initiatives to strengthen the instructional core, STAARperformance will demonstrate a 12% growth for reading (85% approaches) and a 10% growth in mathematics (88% approaches) for students achievingApproaching Grade Level Standard.

Evaluation Data Source(s) 1: TRS unit assessments, teacher created common assessments, universal screeners, STAAR, and TELPAS

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) ESL students will make real-world connections toinstructional content through small guided instructionand field-based experiences. Instructional supplies willbe purchased for ESL students only.

PrincipalCurriculumSpecialistESL Teacher

Incorporating real world connections help ESL studentsunderstand content and how that content relates tolearning beyond the classroom.

Problem Statements: Student Academic Achievement 7 - School Processes & Programs 1Funding Sources: 165/ES0 - ELL - 4770.00, 263 - ESEA, Title III Part A - 380.00

2) Bilingual students will be supported through thecomponents of balanced literacy to improve bothcomprehension and fluency. Best practices will beimplemented in the area of math content.

PrincipalCurriculumSpecialistBilingual Teacher

Improved reading comprehension and fluency as well asnumber awareness.

Problem Statements: Student Academic Achievement 7 - School Processes & Programs 1, 2Funding Sources: 165/BI0 - Bilingual - 945.00

3) Instructional materials for students in the giftedprogram will support enrichment/STEM activities in theclassroom to include the TPSP project.

LibrarianCurriculumSpecialist

Student learning will be showcased through the TPSPproject and students will be provided enrichmentopportunities during intervention time to stretch theirthinking and work on meta-cognition skills.

Problem Statements: Student Academic Achievement 6Funding Sources: 177 - Gifted/Talented - 1298.25


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4) Two first grade instructional aides will provide smallgroup intervention and guided instruction.

PrincipalAssistant PrincipalsCurriculumSpecialist

Small group instruction helps students improve academicachievement and decreased the gap in content areaperformance of algebraic mathematical thinking andreading comprehension/fluency.

Problem Statements: School Processes & Programs 1, 2Funding Sources: 166 - State Comp Ed - 52275.95

5) A second/third grade instructional aide will providesmall group intervention and guided instruction tostudents in second and third grade.

2.4, 2.6 PrincipalAssistant PrincipalsCurriculumSpecialist

Small group instruction helps students improve academicachievement and decreased the gap in content areaperformance of algebraic mathematical thinking andreading comprehension/fluency.

Problem Statements: Student Academic Achievement 1, 2, 4 - School Processes & Programs 1, 2Funding Sources: 166 - State Comp Ed - 7371.05, 211 - ESEA, Title I Part A - 14390.77

6) An ARI/reading coach and an AMI/math coach willprovide small group intervention to students in first,second, and third grade. Coaches will provideinstructional support to all teachers on campus.

2.4, 2.5, 2.6 PrincipalAssistant PrincipalsCurriculumSpecialist

Early childhood intervention programs help closeachievement gaps and yield benefits in academicachievement, behavior, educational progression andattainment.Instructional coaching provides on-site, specific, andtimely professional development to support and growteachers in their instructional practices.

Problem Statements: Student Academic Achievement 1, 2, 4, 5 - School Processes & Programs 1, 2Funding Sources: 211 - ESEA, Title I Part A - 142329.89

7) Provide ST Math, a conceptually-based mathematicssupplemental program. Ongoing professionaldevelopment will support the implementation and use ofthe data to drive instruction.

Campus TechPrincipal

ST Math provides a deep conceptual understanding ofmath through rigorous learning and creative problemsolving to engage, motivate and challenge studentstoward higher achievement.

Problem Statements: Student Academic Achievement 4

8) Provide Handwriting Without Tears in PPCDclassrooms to improve student writing.

PrincipalAssistant PrincipalsCurriculumSpecialistPPCD Teachers

Multi-sensory, developmentally appropriate strategiesincrease success with early writing skills.

9) SuccessMaker will be provided to special educationstudents as a reading/math intervention tool.

PrincipalAssistant PrincipalsCurriculumSpecialistSPED Teacher

Through formative assessments and individual learnerpaths, students will be guided towards targetedperformance goals to help students achieve academicsuccess and to help teachers know where to intervene.

Problem Statements: Student Academic Achievement 3


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10) Two Instructional Rounds (IR) cycles (one districtand one internal) will be scheduled to gather school-wide data/evidence relating to instructional practicesthat provide students the opportunity to interact at highcognitive levels and engage in rigorous learningthroughout the gradual release of responsibilityinstructional model.

2.6 PrincipalAssistant PrincipalsCurriculumSpecialist

IRs will enhance teachers' pedagogical skills and developa culture of collaboration, which will result in studentsuccess.

Problem Statements: Student Academic Achievement 1, 2, 3Funding Sources: 211 - ESEA, Title I Part A - 100.00

11) Instructional planning time will be scheduled for theSPED and collaborative teaching teachers to study TRSimplementation and IEP goals. Hobby will continue theCollaborative Teaching Initiative to close theachievement gap between general education and specialeducation students. This project focuses onimplementation of Comprehension Toolkit strategiesand Empowering Writers practices, throughcollaborative teaching structures.


Higher expectations and better alignment between gradelevel content (TRS implementation) as it relates to theIEP goals of students. The unique learning needs ofspecial education students will be supported and met in aless restrictive environment.

Problem Statements: Student Academic Achievement 1, 2, 3, 4Funding Sources: 211 - ESEA, Title I Part A - 200.00

12) Provide Comprehension at the Core professionaldevelopment throughout the school year for teachers ingrades kindergarten through third grade to build thecapacity of teachers and to support integration of theComprehension Toolkit lessons.


Increased student achievement as measured by universalscreeners, common formative and summativeassessments, TRS unit assessments, state assessments.

13) Provide writing professional developmentthroughout the school year through Empowering Writerssessions for teachers in grades kindergarten throughthird grade.



14) Provide ELAR professional development regardingclose reading and the balanced literacy continuumthrough the Gradual Release of Responsibilityframework.



Problem Statements: Student Academic Achievement 1, 2, 3 - School Processes & Programs 1Funding Sources: 211 - ESEA, Title I Part A - 200.00

15) Continue phonics program "Johnny Can Spell" ingrades prekindergarten to 3rd grade to assess phonicsand language arts rules continually throughout the year.

Assistant Principal Increased student achievement as measured by universalscreeners, common formative and summativeassessments, TRS unit assessments, state assessments.

16) Provide math professional development throughoutthe school year to include best practice strategies forteaching the core curriculum through the GradualRelease of Responsibility framework, guided mathcomponents, and model math or math talks.



Problem Statements: Student Academic Achievement 4 - School Processes & Programs 2Funding Sources: 211 - ESEA, Title I Part A - 200.00


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17) Students will engage with content in multipleformats, to include technology, in order to reinforceconcepts and to provide remediation and/or enrichmentas appropriate.

2.4, 2.6 PrincipalCampus Tech

By making learning visible through Brain Pop, studentswill make deeper connections to core content.

Problem Statements: Student Academic Achievement 1, 2, 3, 4, 5, 6, 7Funding Sources: 211 - ESEA, Title I Part A - 5748.00

18) All students will be supported through thecomponents of balanced literacy to improve bothcomprehension and fluency. Best practices will beimplemented in the area of math content.



Problem Statements: Student Academic Achievement 1, 2, 3, 4 - School Processes & Programs 1, 2Funding Sources: 166 - State Comp Ed - 466.22, 211 - ESEA, Title I Part A - 400.00

19) Instructional materials for students in the ESLprogram to support reading and math initiatives, such asbalanced literacy, the GRR, math talks/ model math, andguided math.

2.4, 2.5 PrincipalCurriculumSpecialistESL Teacher

Increased student achievement as measured by universalscreeners, common formative and summativeassessments, TRS unit assessments, state assessments forstudents in the ESL program.

Problem Statements: Student Academic Achievement 7Funding Sources: 263 - ESEA, Title III Part A - 1000.00

20) Students will make real-world connections toinstructional content through field-based experiences.

2.5, 2.6 PrincipalGrade Level LeadersPrincipal Secretary

Incorporating real world connections help at-risk studentsunderstand content and how that content relates tolearning beyond the classroom.

Problem Statements: Student Academic Achievement 1, 2, 3, 4, 5, 6, 7Funding Sources: 166 - State Comp Ed - 4165.78

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: Students in second grade averaged a 186.5 Spring Reading RIT score, which is below national (188.1) and district (187.2) averages, and students in third grade averageda 196.5 Spring Reading RIT score, which is below national (198.3) and district (197.1) averages. Root Cause 1: Inconsistent implementation of balanced literacy and instructional lessons athigh levels of rigor.Problem Statement 2: The percentage of third grade students who Mastered the STAAR Reading dropped from 19% in 2016-2017 to 12% in 2017-2018. Root Cause 2: Implementation ofthe GRR Independent Learning components (meta-cognition/self-regulation) is still in the beginning stages, and we inconsistently design DOK 3 and DOK 4 tasks.Problem Statement 3: SPED students averaged 46% Approaches on STAAR Reading as compared to the Approaches level for all third grade students (73%). Root Cause 3: Disconnectbetween TRS implementation and IEP goals.Problem Statement 4: STAAR Math Approaches levels for the African American (67%), Economically Disadvantaged (74%), SPED (62%), and At Risk (65%) demographic groups werebelow the Approaches level for all third grade students average of 78%. Root Cause 4: Inconsistency in guided math small group instruction during guided math/math stations block.Problem Statement 5: The EOY F&P reading levels for first grade students dropped 19% from 2016-2017 to 2017-2018. Root Cause 5: Inconsistency in guided reading implementation andbalanced literacy components.


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Problem Statement 6: Students in the GT program had an EOY RIT average of 45%-93% for math and an EOY RIT average of 68%-97% for reading. Root Cause 6: STEM and enrichmentactivities for GT students are only implemented during a 30 block of intervention time.Problem Statement 7: Students in the ESL program scored 88% on both STAAR reading and STAAR math, which is 10% and 15% above the "all student" averages respectively. RootCause 7: Increased STAAR results can be attributed to the ESL teacher and the connections she makes for students in the ESL program.

School Processes & ProgramsProblem Statement 1: Balanced literacy instruction was inconsistently provided across grade levels. Most, but not all teachers implemented guided reading/stations with fidelity. Root Cause1: Continued professional development is needed regarding guided reading groups and purposeful station implementation during small group guided reading instruction.Problem Statement 2: Guided math instruction was inconsistently provided across grade levels. Some, but not all teachers implemented guided math/stations with fidelity. Root Cause 2:Continued professional development is needed regarding guided math groups and purposeful station implementation during small group guided math instruction.


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Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students forsuccess.

Performance Objective 1: Increase the capacity of teachers by facilitating the collaboration and implementation of the district LEARN model which willresult in a decrease in teacher attrition and increase retention.

Evaluation Data Source(s) 1: Teacher Attrition/Retention DataStaff Satisfaction Surveys




1) One full-day planning sessions will be provided forall classroom teachers to improve overall studentachievement and to strengthen the instructional core byutilizing TRS curriculum, district instructionaldocuments, and the LEARN model to drive instructionalpractices that ensure students are interacting at highcognitive levels and engaging in rigorous learningthroughout the gradual release of responsibilityinstructional model. Bilingual teacher will be paid withbilingual funds. ESL teachers will be paid with ESLfunds.

2.5, 2.6 PrincipalAssistant PrincipalsCurriculumSpecialistGrade Level Leaders

Teacher clarity and rigorous lessons will strengthen theinstructional core as evidenced through universal screenerdata, common formative and summative assessments, andstate assessments.

Problem Statements: Student Academic Achievement 1, 2, 4, 7Funding Sources: 211 - ESEA, Title I Part A - 4993.34, 165/ES0 - ELL - 980.00, 263 - ESEA, Title III Part A - 1636.00, 165/BI0 -Bilingual - 90.00

2) Professional learning communities (PLCs) willprovide a time for teachers to share expertise and workcollaboratively in order to strengthen instructionalpractices to improve the academic performance of allstudents.

PrincipalCurriculumSpecialist

Teacher clarity and rigorous lessons will strengthen theinstructional core as evidenced through universal screenerdata, common formative and summative assessments, andstate assessments.

Problem Statements: Student Academic Achievement 1, 2, 3, 4 - School Processes & Programs 1, 2

3) District instructional rounds (IR) in the fall andcampus IR in the spring will provide a process forcontinuous improvement through a network of externaland internal observers in order to provide campusleaders with prioritized needs and direction for schoolimprovement.

PrincipalAssistant PrincipalsCurriculumSpecialistInstructional RoundsTeaches

Data gathered from Instructional Rounds will providecampus leaders with prioritized needs and direction forschool improvement.

Problem Statements: Student Academic Achievement 1, 2, 3, 4


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4) A new teacher cohort will meet as needed throughoutthe year to provide a supportive network for new Hobbyteachers to learn best practices, content and pedagogy.

CurriculumSpecialist

New teachers will grow in their knowledge and skillswhich will ultimately impact student success andacademic achievement.

Problem Statements: School Processes & Programs 1, 2

5) Provide professional development opportunities tosupport teachers with effective classroom managementstrategies.

Assistant Principals Productive and cooperative learning environmentsincrease student success and allow students to get themost out of their time spent in the classroom.

Problem Statements: School Processes & Programs 1, 2



Student Academic AchievementProblem Statement 1: Students in second grade averaged a 186.5 Spring Reading RIT score, which is below national (188.1) and district (187.2) averages, and students in third grade averageda 196.5 Spring Reading RIT score, which is below national (198.3) and district (197.1) averages. Root Cause 1: Inconsistent implementation of balanced literacy and instructional lessons athigh levels of rigor.Problem Statement 2: The percentage of third grade students who Mastered the STAAR Reading dropped from 19% in 2016-2017 to 12% in 2017-2018. Root Cause 2: Implementation ofthe GRR Independent Learning components (meta-cognition/self-regulation) is still in the beginning stages, and we inconsistently design DOK 3 and DOK 4 tasks.Problem Statement 3: SPED students averaged 46% Approaches on STAAR Reading as compared to the Approaches level for all third grade students (73%). Root Cause 3: Disconnectbetween TRS implementation and IEP goals.Problem Statement 4: STAAR Math Approaches levels for the African American (67%), Economically Disadvantaged (74%), SPED (62%), and At Risk (65%) demographic groups werebelow the Approaches level for all third grade students average of 78%. Root Cause 4: Inconsistency in guided math small group instruction during guided math/math stations block.Problem Statement 7: Students in the ESL program scored 88% on both STAAR reading and STAAR math, which is 10% and 15% above the "all student" averages respectively. RootCause 7: Increased STAAR results can be attributed to the ESL teacher and the connections she makes for students in the ESL program.



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Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication,participation, and partnerships in accomplishing the district's goals.

Performance Objective 1: Hobby personnel will promote effective parental and community involvement through communication, participation, andpartnerships in accomplishing both district and campus goals.

Evaluation Data Source(s) 1: Parent Surveys, Volunteer Hours, Participation Data, Adopt-a-Unit Data




1) An early childhood literacy program (Hobby Tots)will provide early interventions and an exposure toschool for non-school aged children. This will help toreinforce the importance of school and regularattendance for future incoming PK students.

3.2 Parent Liaison The Hobby Tots program is a bridge between parents andthe school community, so community relationships arestrengthened.

Children attending Hobby Tots receive earlyinterventions with positively impact future academicsuccess.

Problem Statements: Demographics 1Funding Sources: 211/PAR - ESEA, Title I Parent Involvement - 550.00

2) Recognize and promote the academic success andgrowth of students through semester academic awards,the Citizen of the Month program, and Caught BeingGood rewards.

2.6 CounselorsAssistant Principals

Recognizing student success creates a positive culturewhere students are motivated and willing to attackchallenges, which ultimately impacts both behavior andstudent achievement.Celebrations provide an opportunity to involve parentsand/or the community to recognize the outstanding thingsthat students accomplish.

Problem Statements: Student Academic Achievement 1, 2, 3, 4, 5, 6, 7Funding Sources: 211 - ESEA, Title I Part A - 400.00

3) Encourage parent and community involvementthrough family events to focus on key curriculum areas,community involvement, and community outreach.

Parents will be invited to participate in the review andrevision of the Home-School Compact and Parent andFamily Engagement Policy.

3.1, 3.2 Principals, CIS,Committee Chairs,Parent Liaison

Increased parent participation and student learningthrough family events; feedback from parent surveys

Problem Statements: Perceptions 1Funding Sources: 211/PAR - ESEA, Title I Parent Involvement - 1332.00, 263 - ESEA, Title III Part A - 400.00


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4) An annual parent meeting to review and or approvethe written parent involvement policy and home/schoolcompact will be held in the fall and spring.

Principal Parents are full partners in their child's education and areincluded in making decisions regarding their partnershipwith Hobby.

Problem Statements: Perceptions 1

5) Increase communication between home and schoolvia Facebook, monthly newsletters, connect-Ed calls,parent conferences, and communication folders.

PrincipalCounselorLibrarian

Improved communication between home and schoolprovides parents opportunities to be better involved andpresent in their child's educational experience.


6) Support third grade students in the transition fromthird to fourth grade through a spring visit to MeadowsElementary.

Counselors Improved transition for third grade students and parents;feedback from students and parents

7) Volunteer orientation sessions will be held monthlyto increase the number of parents engaged in volunteeropportunities both during and after school.

Parent Liaison Parental involvement provides a valuable resource tostudents and teachers while positively impacting thehome school connection.




DemographicsProblem Statement 1: The high number of prekindergarten classes (17) and the poor attendance rates (EE=90.53%, PK3=88.85%, PK4=91.11%) negatively impact our overall attendance(95.24%). Root Cause 1: Based on attendance numbers for EE through PK4, not enough awareness was made to parents regarding how early interventions impact future academic success.

Student Academic AchievementProblem Statement 1: Students in second grade averaged a 186.5 Spring Reading RIT score, which is below national (188.1) and district (187.2) averages, and students in third grade averageda 196.5 Spring Reading RIT score, which is below national (198.3) and district (197.1) averages. Root Cause 1: Inconsistent implementation of balanced literacy and instructional lessons athigh levels of rigor.Problem Statement 2: The percentage of third grade students who Mastered the STAAR Reading dropped from 19% in 2016-2017 to 12% in 2017-2018. Root Cause 2: Implementation ofthe GRR Independent Learning components (meta-cognition/self-regulation) is still in the beginning stages, and we inconsistently design DOK 3 and DOK 4 tasks.Problem Statement 3: SPED students averaged 46% Approaches on STAAR Reading as compared to the Approaches level for all third grade students (73%). Root Cause 3: Disconnectbetween TRS implementation and IEP goals.Problem Statement 4: STAAR Math Approaches levels for the African American (67%), Economically Disadvantaged (74%), SPED (62%), and At Risk (65%) demographic groups werebelow the Approaches level for all third grade students average of 78%. Root Cause 4: Inconsistency in guided math small group instruction during guided math/math stations block.Problem Statement 5: The EOY F&P reading levels for first grade students dropped 19% from 2016-2017 to 2017-2018. Root Cause 5: Inconsistency in guided reading implementation andbalanced literacy components.Problem Statement 6: Students in the GT program had an EOY RIT average of 45%-93% for math and an EOY RIT average of 68%-97% for reading. Root Cause 6: STEM and enrichmentactivities for GT students are only implemented during a 30 block of intervention time.Problem Statement 7: Students in the ESL program scored 88% on both STAAR reading and STAAR math, which is 10% and 15% above the "all student" averages respectively. RootCause 7: Increased STAAR results can be attributed to the ESL teacher and the connections she makes for students in the ESL program.


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PerceptionsProblem Statement 1: Eight parents consistently volunteered during the 2017-2018 school year. Root Cause 1: Lack of community outreach about volunteer opportunities.


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Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families andcommunity.

Performance Objective 1: Through the implementation of an effective discipline management plan, enforcing the student code of conduct in a fair andconsistent manner, and providing positive behavior support professional development, we will provide a safe, secure, and orderly learning environment andreduce the number of disciplinary incidents from the previous year.

Evaluation Data Source(s) 1: Discipline Referral Data




1) Send two members of the leadership team to theRegion 13 Restorative Discipline Facilitator Training inorder to implement the restorative discipline philosophyand system-wide process at Hobby to create a culturethat is inclusive, builds fair process into decision-making practices, and facilitates student learning toaddress the impact of their actions through an approachthat allows for true accountability, skill building,cooperation, and mutual understanding.

Assistant PrincipalCounselor

Restorative Discipline will reduce the number of inschool suspensions while increasing class instructionaltime leading to greater opportunities for academicsuccess.

Problem Statements: School Processes & Programs 3Funding Sources: 166 - State Comp Ed - 800.00

2) Send teachers to the Region 13 Restorative DisciplineAdministrator Training to provide a cohort at Hobby toassist in creating a culture that is inclusive, builds fairprocess into decision-making practices, and facilitatesstudent learning to address the impact of their actionsthrough an approach that allows for true accountability,skill building, cooperation, and mutual understanding.

PrincipalAssistant PrincipalsCounselors

Restorative Discipline will reduce the number of inschool suspensions while increasing class instructionaltime leading to greater opportunities for academicsuccess.

Problem Statements: School Processes & Programs 3Funding Sources: 166 - State Comp Ed - 370.00



School Processes & ProgramsProblem Statement 3: The total number of discipline incidents increased from 2016-2017 to 2017-2018 from 279 to 314. The number of partial/full-day ISS assignments from 2016-2017 to2017-2018 increased from 100 to 105. Root Cause 3: Behavior support is needed to help teachers manage behaviors at the classroom level.


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Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning forall students and staff.

Performance Objective 1: Teachers and other instructional staff will participate in professional learning communities and ongoing professionaldevelopment opportunities to strengthen the instructional core, improve best practice, and ensure students are interacting with content at high levels of rigor.

Evaluation Data Source(s) 1: Universal Screener DataState AssessmentCommon Formative and Summative AssessmentsWalkthrough Data




1) Weekly Leadership Team Meetings will take place inorder to improve systems, support staff, and strengthenthe instructional core.

Principal Planned activities will improve campus moral, create apositive culture, and improve instructional practices topositively impact student achievement.

2) Weekly PLC meetings to facilitate more effective useof common assessments, aligning curriculum withinstruction and assessments, analyzing data to provideinterventions to ensure student success, strengtheningthe instructional core, and ensure students areinteracting at high cognitive levels and engaging inrigorous learning throughout the gradual release ofresponsibility instructional model.

CurriculumSpecialistPrincipalAssistant PrincipalCampus Tech

Increased student achievement as measured by TRS unitassessments; CIRCLE, MAP, mClass Math, STAAR,TELPAS data; teacher participation and feedback

3) Provide monthly staff professional development oncampus to spiral and strengthen district and campusprofessional development initiatives as well as spiralpreviously taught best practices and areas ofreinforcement as evidenced through instructional roundsdata and walkthrough data.

InstructionalSpecialistPrincipalAssistant Principal

Problem Statements: Student Academic Achievement 1, 2, 3, 4 - School Processes & Programs 1, 2



Student Academic Achievement


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Problem Statement 1: Students in second grade averaged a 186.5 Spring Reading RIT score, which is below national (188.1) and district (187.2) averages, and students in third grade averageda 196.5 Spring Reading RIT score, which is below national (198.3) and district (197.1) averages. Root Cause 1: Inconsistent implementation of balanced literacy and instructional lessons athigh levels of rigor.Problem Statement 2: The percentage of third grade students who Mastered the STAAR Reading dropped from 19% in 2016-2017 to 12% in 2017-2018. Root Cause 2: Implementation ofthe GRR Independent Learning components (meta-cognition/self-regulation) is still in the beginning stages, and we inconsistently design DOK 3 and DOK 4 tasks.Problem Statement 3: SPED students averaged 46% Approaches on STAAR Reading as compared to the Approaches level for all third grade students (73%). Root Cause 3: Disconnectbetween TRS implementation and IEP goals.Problem Statement 4: STAAR Math Approaches levels for the African American (67%), Economically Disadvantaged (74%), SPED (62%), and At Risk (65%) demographic groups werebelow the Approaches level for all third grade students average of 78%. Root Cause 4: Inconsistency in guided math small group instruction during guided math/math stations block.



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State Compensatory

Personnel for Oveta Culp Hobby Elementary School:

Name Position Program FTE

Robinson, Joselyn Aide PCN 22091 0.5Summers, Caryn Aide PCN 21735 1.0Vidal De Jesus, Glorimar Aide PCN 22090 1.0


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Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

1.1 Comprehensive Needs Assessment

The comprehensive needs assessment begins during the second semester of each school year as the Site-Based Decision Making Committee begins to collectdata from a wide variety of sources. We analyze end of the year universal screening results and STAAR scores. Our parent liaison regularly meets withparents to gether feedback on programs. We look at attendance rates, grade level retention rates, number of discipline referrals, teacher appraisal data, andTELPAS scores. Star chart data helps us determine how technology is used on campus. As we perform the summative evaluation of our current CIP, moredata is collected that can also be used in the CNA. SBDM reviews the CNA and develops problem statements and root causes to address areas of concern oncampus.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

2.1 Campus Improvement Plan developed with appropriate stakeholders

Our CIP is developed by our SBDM committee. Killeen ISD School Board policies BQB Legal and BQB Local outline the stakeholders who are required tobe a part of SBDM. At the elementary level, our committee is comprised of classroom teachers from each grade level, parents of students who are currentlyenrolled in our school, community and business representatives, a teacher of students with disabilities, a district level professional and professional non-teaching staff. This team works together to not only create the CNA but to also develop strategies in the CIP to address the most crucial areas of needidentified in the CNA.

2.2: Regular monitoring and revision

2.2 Regular monitoring and revision

SBDM members do a formative review of CIP strategies in November, January, and March each year. Revisions to strategies are made at any time they areneeded, but typically occur during this process. During each review, SBDM members look at strategies in terms of what progress has been made inimplementation and the impact the strategy is having on student achievement. Strategies can be modified, redirected, or discontinued so that the needs ofstudents and teachers are met.


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2.3: Available to parents and community in an understandable format and language

2.3 Available to parents and community in an understandable format and language

The CIP is posted on our campus website where it is available to parents and our community, and the CIP can be translated into any one of 103 languages. Ifa parent or community member does not have internet access or the language they speak is not one of those available online, they may contact our schooloffice to request a hard copy of the document or a translation to the language they speak.

2.4: Opportunities for all children to meet State standards

2.4 Opportunities for all children to meet State standards

See CIP strategies tagged with Title I element 2.4

2.5: Increased learning time and well-rounded education

2.5 Increased learning time and well-rounded education


2.6: Address needs of all students, particularly at-risk

2.6 Address needs of all students, particularly at-risk


ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

3.1 Develop and distribute Parent and Family Engagement Policy

Every February, all parents and family members are invited to review our parent and family engagement policy and our home-school compact for the comingschool year. This review takes place in conjunction with one of our parent events. Parents may suggest changes that may be needed or may recommend thatno changes are needed at all. As a result of this meeting, both documents are ready to be included in the parent handbook for the next school year. They arethen posted on the campus website at the very beginning of the new school year. We also distribute the parent and family engagement policy at parentconferences in September. The home-school compact is also discussed and signed during parent-teacher conferences that are held during the first nine weeksof school. Oveta Culp Hobby Elementary SchoolGenerated by Plan4Learning.com 38 of 41 Campus #132

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3.2: Offer flexible number of parent involvement meetings3.2 Offer flexible number of parent involvement meetings

To encourage as many parent and family members as possible to attend parent involvement meetings, we offer activities at a variety of times and days. Wehold events in the early afternoon, evenings, and mornings. Events are publicized well in advance and, when possible, sessions of the same event are offeredat two different times and/or dates.


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Title I Schoolwide Element Personnel

Name Position Program FTE

Blevins, Debora Teacher PCN 21324 AMI 1.0Polson, Lorrie Teacher PCN 21325 ARI 1.0Robinson, Joselyn Aide PCN 22092 0.50


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Campus Site-Based School Committee

Committee Role Name PositionAdministrator/Chair Jennifer Warren PrincipalAdministrator Connie Locke Assistant PrincipalNon-classroom Professional Heather Blankenship Curriculum SpecialistClassroom Teacher Brittany Rodriquez Teacher Second GradeNon-classroom Professional Ann Young Teacher DyslexiaClassroom Teacher Anne Harrison Teacher KindergartenClassroom Teacher Angela Hodge Teacher First GradeAdministrator Robin Lawrence Assistant PrincipalClassroom Teacher Lilian Paularena Teacher Prekindergarten 4Community Representative Michelle Hrabina ParentBusiness Representative Erin Martin Darnell Social WorkerDistrict-level Professional Roberta Lasly District Speech Language PathologistClassroom Teacher Monica Rodarte Teacher Special EducationNon-classroom Professional Christine Gonzalez CounselorClassroom Teacher Lisa Buller Teachers Prekindergarten 3Classroom Teacher Melissa Thomas Teacher Third GradeParent Randall Thomas ParentClassroom Teacher Cynthia Rowe Teacher Physical EducationClassroom Teacher Jennifer Huls Teacher Prekindergarten 3Classroom Teacher Angela Elliott Teacher Third Grade


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2018-2019 Campus Improvement Plan Killeen Independent … · 2018-10-18 · Prekindergarten 4 11...

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