2018-2019 Campus Improvement Plan Yarbrough …...Mission Statement Midland Independent School...

Midland Independent School District

Yarbrough Elementary

2018-2019 Campus Improvement PlanAccountability Rating: Met Standard

Yarbrough ElementaryGenerated by Plan4Learning.com 1 of 33 Campus #132

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Mission StatementMidland Independent School District Mission/Vision Statement: All students will graduate prepared and ready for college or career.

VisionYarbrough Elementary Mission/Vision: At Yarbrough, ALL students will be prepared for their future.

Value Statement"We ARE Midland ISD", Mr. Orlando Riddick, Superintendent


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Parent and Community Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goal 1: The percentage of students in grades K-2 who are reading meets or masters grade level on multiple measures will increase from 70% to77% by the end of school year 2018-2019. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goal 2: The percentage of Yarbrough students in grades 3-6 who meet standards on both reading and math STAAR will increase from 63% in 2018to 75% by the end of school year 2018-2019. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 3: The four-year graduation rate shall increase from 85 percent for the graduating class of 2015 (reported in November, 2016) to 95 percent forthe graduating class of 2020 (reported in November 2021). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Comprehensive Support Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302018-2019 Campus Site-Based Commitee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33


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Comprehensive Needs AssessmentRevised/Approved: September 28, 2018

Demographics

Demographics Summary

Fall 2018, is Yarbrough's fourth year of operation. As of September 7, there were 765 students enrolled. The ethnicity of the students are as follows <1%American Indian , 3% Asian, 6% Black, <1% Hawaiian or Pacific Islander, 55% Hispanic, 2% multi-racial, and 33% white. 45% of our students areeconomically disadvantaged. Yarbrough is receiving Title 1 funds for the 2018-2019 school year. 7% of the students are served in special education, eitherresource or speech. There are 27 English Learners including ESL students and parent denials. Yarbrough serves, two housing additions, several mobilehome parks, apartment buildings and County Roads.

Demographics Strengths

Having a school in the middle of a neighborhood is a strength. Students walk to school, ride bicycles, scooters and are dropped off by parents. This seems tohelp with parent involvement. Our PTA is growing with volunteers from all of our attendance area. Of the Hispanic population, 68% met GL standard orabove, 58% of AA and 78% of the white students met GL standard.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Economically disadvantaged students and special education students scored below 70% on STAAR in all tested areas. SpecialEducation students on had 25% at Approaching GL standards. Root Cause: Teachers need more staff development on differentiating instruction andbuilding relationships with students. In planning IEP's and schedules more time needed to be spent receiving regular education instruction. Backgroundknowledge and experiences need to be built into instruction to meet the needs of economically disadvantaged students.

Problem Statement 2: Parents deny Bilingual services for some EL students. Root Cause: Parents deny services because they do not want them to attendanother school. They want students to attend their home school.


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Student Achievement

Student Achievement Summary

In 2018, Yarbrough earned a TEA accountability rating of Acceptable. When looking at STAAR scores All Students Approaching Grade Level inReading=67%, in Mathematics=78%, in Writing 58%, and in Science 55%. All students in all subjects=69% The campus will continue to analyze benchmarkdata to improve on individual student needs.

Student Achievement Strengths

2017 scores showed improvement in all Indexes from 2016. Index 1 improved by 5% points, Index 2 by 4% points, Index 3 by 6% points, and Index 4 by11% points. Attendance rates improved from 95.3% in 2016 to 96.1% in 2017. Yarbrough students met the district goal with 60% passing both STAARreading and math. Third grade had the highest percentage passing both with 67% and fourth grade the lowest at 54%. In grades K-2, 72% of our studentswere reading on grade level.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Work needs to continue to close the performance gap of Economically Disadvantaged in reading, writing and science. Root Cause:Teachers need to identify the students and use data on unit, CFA's and benchmarks to work on intervention needs.

Problem Statement 2: Grades 4 and 5 have less student passing both STAAR reading and math. Root Cause: Amend schedules so teachers are teaching the3 tested areas in their grade levels equally.


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School Culture and Climate

School Culture and Climate Summary

The PLC process has really helped bring a team spirit to the staff. Each grade level has developed their own agendas and meeting norms. A PLC coach willwork with the staff to help continue our growth process. A survey of staff, parents and students completed through the K-12 Survey in Spring, 2018 showsall feel safe and are happy with the administration. All staff was trained on the Values Project in August, 2018. CHAMPS, the district positive disciplinesystem, has been implemented campus-wide. Administrators and staff are receiving Restorative Discipline training and a team will then train the entire staff.Stonegate Fellowship has become a partner in education. They are working on keeping up the teacher morale by writing notes, providing treats andluncheons.

School Culture and Climate Strengths

Teachers collaborating is a cultural strength. Each grade level has a working space to post data and discuss students and testing outcomes. Sharing ideas andstrategies will provide students with the instruction and support to achieve the student expectations. Teachers have all been trained together as part of theMidland Values project helped start the year on a very position note. Parents seem very positive about the school and their students attending. Parents arekept informed through various communication sources. Family activities are planned at least once a month. The activities are centered around academics.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Adding new teachers to the campus can interrupt the PLC flow of trust and collaboration. There was a huge teacher shortage thisyear. Root Cause: Midland has a very transitional population that moves in and out depending on the economy. This causes teacher turnover.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Due to changes of enrollment and teachers resigning, new teachers have been added to staff. Due to high enrollment numbers, there are now 6 kindergarten,6 first grade, 5 second, 4 fourth, 4 fifth and 3 sixth grade sections. Portable buildings had to be brought in to house sixth grade classes. Kindergarten had allreturing staff members plus a former fourth grade teacher joined the team. In first grade, two teachers transferred from other campuses to join the team. Second grade had two Yarbrough teachers transfer from other grade levels. Third grade added a former second grade teacher to the team. Three teacherswere hired for fourth grade. One with experience from another district, one transferred from another MISD campus and one teacher who student taught atanother campus. A third grade teacher transferred to fifth as the additional teacher and the whole six grade team had to be hired. Two sixth grade teachersare first year teachers. Yarbrough was one of the few schools in Midland ISD that started school fulled staffed and fully certified. Teachers want to work onthis campus.

Staff Quality, Recruitment, and Retention Strengths

The staff really helps with the recruitment and interview process. If possible, the grade level needing an additional teacher, helps with the interview processand choosing of the candidates. Sometimes we get applicants because candidates have worked with the principal or heard that teachers are happy at thecampus. New teachers are being mentored and supported through the PLC process. We work on strengthening planning, instruction, and classroommanagement of all teachers. Student teachers are welcomed on the Yarbrough campus. We usually hire them. Also, teachers ask to transfer to our campusfrom other buildings and that helps fill positions. Teachers are all certified and highly qualified.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Faculty ethnicity should be the same as the student population ethnicity. Root Cause: We need to continue to recruit more hispanicand African American to the Midland are. It is difficult to find men elementary teachers.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Teachers plan instruction collaboratively. They discuss enrichment and interventions needed to meet the academic success for all students. They use the TRS(TEKS Resource System) as a planning guide with a scope and sequence and suggested materials. Lesson planning can be developed using the EduphoriaForethought template or backwards design. CFA (Common Formative Assessments) are used to check for student understanding and to impact teacherplanning. Midland population is very mobile. Students moving into our school from out of state or even some private and home school programs seem to bebehind academically. In order to prepare early readers, Yarbrough uses a phonics program and vocabulary program. Math spiraling practice has also beenadopted.

Curriculum, Instruction, and Assessment Strengths

Teachers are planning instruction using data from CFA's (Common Formative Assessments), district unit tests and STAAR Benchmark tests. They areplanning with their own teams as well as teams from other campuses. They plan for intervention by TEKS needs of individual students. During interventionstudents are shared in the grade level team, as well as across grade levels to meet their individual needs.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: The District Scope and Sequence does not always align to the highly tested TEKS on STAAR. Also, teachers do not always spendenough time planning for students who learn quickly and need enrichment. Root Cause: STAAR continues to raise the meeting standards rate of the test andour curriculum is not keeping up with the STAAR rigor. Teachers need staff development to learn how to close the gaps with some of our students includingstudents of poverty.


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Parent and Community Engagement

Parent and Community Engagement Summary

PTA involvement is growing on the Yarbrough campus. They are really working to grow membership numbers. Family Night activities and Fine ArtsPrograms are planned for each month. "Meet the Teacher" was well attended with about 90% in attendance. Each grade level held a parent information nightduring the first six weeks of school. Younger grades had more parents attend than the upper grades. Yarbrough needs more community support from thebusiness community. There is always a need for mentors to work with at-risk students. VIPS are needed to listen to students read. Stonegate Fellowship hasadopted the Yarbrough campus with plans to support the morale of teachers. PTA has started a male mentor group called Tiger PA's. This group of dads,granddads and uncles come at lunch, recess and PE to interact with students.

Parent and Community Engagement Strengths

Monthly family activities have been planned that will get families involved with students' educational process. These activities include, Math Masquerade,Bedtime Story-time (Literacy Night), Fine Arts Programs, CATCH Family Fitness Nights, Grade Level Parent Nights, and Academic Celebrations at the endof each six weeks. These activites are planned to highlight the academics being taught and ways parent can assist their students at home.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Yarbrough needs a business Partner in Education. Root Cause: Companies have the false concept that because of where we arelocated, we do not have the needs of campuses located in other parts of the city.


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School Context and Organization

School Context and Organization Summary

The daily schedule is designed to maximize instructional time. An intervention time is built into the daily schedule as well as a time for student Valuestraining. A PLC time is built into the schedule so that every eight days, teachers have an additional 45 minutes block to plan for student achievement. TheDistrict Mission/Vision, "ALL students will graduate prepared and ready for college or career" has been adopted by our campus. We are learning how tohave a growth mindset toward ALL means ALL, with "No Excuses". The PLC process helps our teams reflect on data as a way to drive and improveinstruction.

School Context and Organization Strengths

Teachers are becoming more practiced in the analyzing of data and how to use it to develop intervention for students and to improve their instructionalpractices. Resources are purchased and used to improve early literacy and math skills so that students are working on grade level. Teachers meet verticallyand meet with other teachers across the district for planning instruction. Data is posted in each grade level collaboration lab for discussion. We celebratewhen students move from one level to another.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Campus focus needs to be on student growth of at least one year. Root Cause: There is a lack of sense of urgency.


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Technology

Technology Summary

Yarbrough has wireless connection throughout the building. Classroom and security technology is available throughout the campus. Teachers integratetechnology into their lessons using Smatboard and document cameras. They also have wireless mics so all students can hear the lesson. Chrome Books areavailable in third, fourth and fifth grade. The number of working Chrome books is declining due to age and use. The budget has been developed to purchaseone or two sets of chromebooks per year to increase the number of technology devices available for student use.

Technology Strengths

Each classroom has 5 student computers and 1 teacher computer. Smartboards, document cameras, and presentation microphones are available in eachclassroom as well. Security installations will allow the school be be locked down with the touch of a button. Every teacher collaboration lab has a monitorand computer to be used for planning of instruction. There are 2 mobile computer carts available and sixth graders have a set of Chrome books.Chromebooks and carts are being added yearly as the budget allows.

Problem Statements Identifying Technology Needs

Problem Statement 1: It is up to the campus to replenish technology as the budget permits. Root Cause: A bond for technology would need to be passed inorder to have the needed district funds.


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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 Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Running Records resultsObservation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

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,Male / Female performance, progress, and participation data


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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 dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesOther additional data


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GoalsGoal 1: The percentage of students in grades K-2 who are reading meets or masters grade level onmultiple measures will increase from 70% to 77% by the end of school year 2018-2019.

Performance Objective 1: The percentage of Yarbrough students in grades K-2 who are meeting or mastering grade level on iStation will increase from70% to 77% by the end of school year 2019.

Evaluation Data Source(s) 1: iStation Reports, Fontas and Pinnell Assessments, District Check-points, CFA's, PLC agendas, Data Walls,Walk-through data.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeDec Feb Apr June

Comprehensive Support StrategyTargeted Support Strategy

PBMASCritical Success Factors

CSF 1 CSF 2 CSF 3 CSF 4 CSF 7

1) Using the PLC process, Yarbrough staff willcollaboratively analyze data to establish individual,small group and whole group instruction plans ensuringacademic growth and success. Eco. Dis. students will bemonitored and needs addressed. Students withdisabilities will participate in general educationcurriculum and state testing.

2.4, 2.5, 2.6 Classroom TeachersReadingInterventionistSpecial EducationTeacherAdministration, PLCCoach

Students from all sub pops will show improvementtoward grade level expectations.

Funding Sources: 211 Title 1 - 6000.00


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2) Yarbrough Elementary students will receiveindividualized instruction and intervention based ondiagnostic data. Targeted Instruction will be providedusing research based resources including, but not limitedto iStation, Guided Reading Materials, LLI, F&PPhonics & Dance Phonics.

2.4, 2.5, 2.6 Classroom TeachersInterventionistAdministrators1st Grade ReadingSpecialist2nd GradeInterventionist

IStation reports will improve with more students in Tiersand more reading on F&P grade level.




CSF 1 CSF 2 CSF 4 CSF 5 CSF 6 CSF 7

3) Yarbrough teacher will identify ELL students andensure the develop of their social and academiclanguage.

2.4, 2.5, 2.6 ESL teacherClassroom TeachersAdministratorsCEIC

TELPAS scores will raise by at least one indicatornumber. Reading levels will improve in iStation and F&Plevels indicating 77% of the students will be reading on orabove grade level.




4) Provide a reading specialist for first graders readingbelow grade level. Provide a reading interventionist toprovide intervention for second and third gradersreading below grade level and struggling withcomprehension.

2.4, 2.5, 2.6 AdministratorsClassroom teachers1st gr. readingspecialist2nd/3rd gr. readinginterventionist

Improved F&P and iStation report scores.

Problem Statements: Student Achievement 1Funding Sources: 211 Title 1 - 12500.00


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5) Using the RTI process, students receiveaccommodations and will receive more time in smallergroups for instruction including iStation according totheir instruction tier:Tier 1-30 mins weekly, Tier 2-60 mins weely, and Tier3, 90 min.

2.4, 2.5, 2.6 AdministratorsClassroom TeachersRTI committeeiStation campusexpert

Percentage of students performing on or above readinggrade level will increase.

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

Performance Objective 1 Problem Statements:

Student AchievementProblem Statement 1: Work needs to continue to close the performance gap of Economically Disadvantaged in reading, writing and science. Root Cause 1: Teachers need to identify thestudents and use data on unit, CFA's and benchmarks to work on intervention needs.


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Goal 1: The percentage of students in grades K-2 who are reading meets or masters grade level on multiple measures will increase from 70% to 77% by theend of school year 2018-2019.

Performance Objective 2: The percentage of Yarbrough Pre-Kindergarten students producing 40 letter sounds on a district checkpoint will increase from anexpected performance of 84% to 90% by the end of school year 2019.

Evaluation Data Source(s) 2: CLI Engage District checkpoint.







1) Using formative assessments Pre-k teachers will formguided reading groups for the identification of lettersand sounds they make.

2.4, 2.5, 2.6 Pre-k teachers EOY Pre-k Assessment Results




2) The pre-k and kindergarten teachers will collaborateduring PLC to identify standards needed to be masteredin pre-k to insure kindergarten success.

2.4, 2.5, 2.6 AdministrationPre-k &KindergartenteachersPre-k administrators

90% of the pre-k students will score proficient on the CLIEngage district benchmark.




3) Pre-k teachers will provide gross and fine motorstrategies to students, in order to improve their eye-handcoordination, pencil grip for the improvement of writingskills.

2.4, 2.5, 2.6 Pre-k teachers andTA'sAdministratorsPre-k administratorsCEIC

90% of Pre-k students will be at the Ready level on theirend of year benchmark.


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Goal 1: The percentage of students in grades K-2 who are reading meets or masters grade level on multiple measures will increase from 70% to 77% by theend of school year 2018-2019.

Performance Objective 3: 64 % of Yarbrough K-1 students were meeting grade level benchmark on the EOY TEMI in 2018. 75% of Yarbrough K-1students will be at meet or masters grade level benchmark on the Texas Early Mathematics Inventory by the end of 2019

Evaluation Data Source(s) 3: EOY Texas Early Mathematics inventory Test





PBMASCritical Success FactorsCSF 1 CSF 2 CSF 4 CSF 6

1) K-2 grade students will participate in the suggestednumber of lessons weekly on TEMI computer program.They will also be supported by guided math groups withtheir teacher and intervention groups.

2.4, 2.5, 2.6 Classroom TeachersAdministration

EOY TEMI results will have 75% or more k-1 gradestudents on are above Benchmark.



2) In the PLC process, teachers will analyze data fromCFA's and benchmarks to plan for intervention andenrichment of students math standards.

2.4, 2.5, 2.6 AdministratorsGrade level teachersCEIC



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Goal 2: The percentage of Yarbrough students in grades 3-6 who meet standards on both readingand math STAAR will increase from 63% in 2018 to 75% by the end of school year 2018-2019.

Performance Objective 1: The percentage of Yarbrough students in grades 3-6 who are on track to meet standards on both reading and math districtcheckpoints will increase from 63% to 75%.

Evaluation Data Source(s) 1: District benchmarks and unit test will be used for data collection. MOY retired STAAR data needs to be at 60%mastery of both the reading and math tests.







1) Data will be used to identify students needing readingand/or math intervention. Tutorials will be providedduring the day and during Saturday Academy.Resources include iStations , Imagine Math and otherDistrict approved Resources,


75% of Yarbrough 3-6 grade students will meet Level IISatisfactory on both reading and math STAAR.

Problem Statements: Curriculum, Instruction, and Assessment 1Funding Sources: 211 Title 1 - 6000.00


Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 6 CSF 7

2) Using the PLC process, teachers will use diagnosticdata to individualize instruction and intervention.Guided instruction will be provided daily using researchbased resources including, but not limited to iStation,Guided Reading Materials/quick Reads, LLI, Brain Pop,Imagine Math.


75% of Yarbrough 3-6 grade students will Meet Level IISatisfactory on both reading and math STAAR.


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3) Yarbrough Staff will review and analyze studentprogress to determine what services should be put inplace for individual success of ALL students including,RTI, LPAC and 504 services. Students and teachers willset SMART goals in all core subjects monitoringsuccess and celebrating growth.

Classroom TeachersAdministration

Students goals will show growth. RTI, LPAC and 504reports will demonstrate student growth.


Performance Objective 1 Problem Statements:

Curriculum, Instruction, and AssessmentProblem Statement 1: The District Scope and Sequence does not always align to the highly tested TEKS on STAAR. Also, teachers do not always spend enough time planning for studentswho learn quickly and need enrichment. Root Cause 1: STAAR continues to raise the meeting standards rate of the test and our curriculum is not keeping up with the STAAR rigor. Teachersneed staff development to learn how to close the gaps with some of our students including students of poverty.


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Goal 2: The percentage of Yarbrough students in grades 3-6 who meet standards on both reading and math STAAR will increase from 63% in 2018 to 75%by the end of school year 2018-2019.

Performance Objective 2: In Domain III Closing the Gaps, Yarbrough students in grades 3-6 will increase the number of indicators met. In the area ofpercentage at Meets Grade Level or Above-2 of 16 indicators were met in 2018. 2019 goal will be 8. In Academic Growth 3 of 12 indicators were met. Goalfor 2019 will be 6. In the area of Student Achievement STAAR, 2 of 10 indicators were met in 2018. 2019 goal will be to meet 5 of the indicators.

Evaluation Data Source(s) 2: District unit tests and district benchmarks data will be used to track the performance of the identified groupsneeding improve.







1) Teachers will complete "Know your YarbroughStudents" sheets so they are aware of each of theirstudents subgroup performance targets.

2.4, 2.5, 2.6 AdministratorsClassroom Teachers

Academic Achievement of all subgroups will increase inthe area of MEETS grade level or above in Domain III inthe area of Reading/ELA and Math.




2) Data will be used to identify students needing readingand/or math intervention. Tutorials will be providedduring the day and during Saturday Academy.Resources include iStation, Imagine Math, Brain Pop,Number Talks, and other District Resources.

2.4, 2.5, 2.6 AdministratorsClassroom TeachersiStation campusExpertImagine Mathcampus expert

There will be an increase in the numbers of indicators metin Domain III, Closing the Gaps.



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Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 6 CSF 7

3) During PLC, teachers will look at data by indicatorgroups including, ethnicity, ED, Sp. Ed., EL, Cont. andNon Cont. enrollment. These indicators will be added todata tracking walls.

2.4, 2.5, 2.6 AdministratorsClassroom Teachers

There number of indicators met in Domain III, Closingthe Gaps will increase.



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Performance Objective 3: Yarbrough will recruit, develop, and support highly motivated staff members who maximize student success and meet thecriteria of 100% of the staff being Highly Qualified.

Evaluation Data Source(s) 3: Yarbrough will be 100% staffed with highly qualified teachers.







1) Applicants for available positions will be interviewedby the administrators, grade level teachers and CEICmembers. The appropriate applicant will berecommended based on qualifications, certification,references and the ability to collaborate with others.

2.4, 2.6 AdministrationClassroom TeachersCEIC members

District report of highly qualified teachers, Walk throughdata, and TTESS



2) New teachers to Yarbrough will be supported withmentors and the PLC process used for planning forstudent and teacher success.


PLC agendas



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Performance Objective 4: Yarbrough Elementary will provide opportunities for parents and community members to become active participants in plannedfamily activities with 30% of families participating.

Evaluation Data Source(s) 4: Family, community, and VIPS sign in sheets.




Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6

1) Activities will be planned to provide opportunities forparents and community members to become familiarwith student learning expectations. Parents will learnstrategies to assist their students with the learningprocess.Parents will receive Title 1 definition and the Parent andFamily Engagement Policy.

2.4, 2.6, 3.1, 3.2 AdministrationCounselorClassroom Teachers

Sign in sheets from activities.


Critical Success FactorsCSF 1 CSF 3 CSF 5 CSF 6

2) The counselor will serve as the Parent InvolvementCoordinator helping plan parent trainings and EL Familyactivities.

2.4, 2.5, 2.6, 3.1,3.2

AdministrationCounselorClassroom Teachers

Event sign in documentation


Critical Success FactorsCSF 1 CSF 5 CSF 6

3) PTA and PIE, Stonegate Fellowship will recruitmentors for students including a program for dads called"Tiger PA's"

2.6, 3.1, 3.2 AdministrationPTAPIEClassroom Teachers

VIPS sign in sheetsTiger PA's registrations

Critical Success FactorsCSF 5 CSF 6

4) In May, Yarbrough Elementary will host aKindergarten Round-up to enroll future students andfamiliarize them with their future campus environment.

3.2 AdministrationKindergartenteachersOffice Staff

Early enrollment form completions


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Critical Success FactorsCSF 1 CSF 5 CSF 6

5) Sixth grade students and parents will be introduced tomiddle school curriculum opportunities and the six yeargraduation plan through parent meetings, Junior Highvisits, and counselor presentations.

3.2 CounselorJr. Hi. CounselorAdministration

7th grade schedulesAttendance sign in sheets.



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Goal 3: The four-year graduation rate shall increase from 85 percent for the graduating class of2015 (reported in November, 2016) to 95 percent for the graduating class of 2020 (reported inNovember 2021).

Performance Objective 1: They Yarbrough attendance rate increased to 96% in 2018; this rate will be maintained or increase in 2019.

Evaluation Data Source(s) 1: MISD 2018-2019 Comparison of Current and Prior Year Attendance







1) Attendance will be monitored daily for all studentsPre-k-6 grade insuring they are exposed to theinstructional process as many days as possible. Parentswill be called, sent letters and if need by filed on by thetruancy court to promote attendance as being importantto student success.

2.4, 2.5, 2.6, 3.1,3.2

Attendance clerkCounselorClassroom teachersAttendanceCommitteeAdministration

Improved attendance will help to improve student successheading toward graduation




2) Ther attendance committee will design incentives toincrease student attendance. Included in these incentiveswill be to recognize students at academic celebrations.

2.4, 2.5, 2.6, 3.1 Classroom teachersAdministrationAttendanceCommittee

Improved attendance will help improve student successheading toward graduation.



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Goal 3: The four-year graduation rate shall increase from 85 percent for the graduating class of 2015 (reported in November, 2016) to 95 percent for thegraduating class of 2020 (reported in November 2021).

Performance Objective 2: All TEA required trainings for staff and additional trainings for counselors will be conducted and implemented.

Evaluation Data Source(s) 2: Staff Development sign in sheets, Counseling lessons for students, Counselor monthly calendars, counselortraining sign in sheets and PEIMS reports, and number of students on track.






1) Yarbrough Staff including the counselor willcomplete all TEA mandatory training.

2.4, 2.5, 2.6 All Staff MemberCounselorAdministration

Reduced discipline referrals, sign in sheets of attendance,printed certificates. Improved mental health of students.




2) Campus members will receive Restorative Practicetraining and provide staff development includingAffective Statements, relationship building and classcircle meetings, for the rest of the staff.

2.4, 2.5, 2.6 AdministrationRestorative PracticesTeamClassroom TeachersCounselor

Reduced discipline referrals, and evidence from walkthroughs, staff meeting agendas, sign in sheets.



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Goal 3: The four-year graduation rate shall increase from 85 percent for the graduating class of 2015 (reported in November, 2016) to 95 percent for thegraduating class of 2020 (reported in November 2021).

Performance Objective 3: Yarbrough Elementary will improve student fitness in Pre-K-6 Physical Education resulting in a 20% increase of students'Fitnessgram scores and improve wellness in health by 20% using Coordinating School Health Program.

Evaluation Data Source(s) 3: Fitnessgram Reports, Parent surveys, and PE teacher observations.




1) Ensure that moderate to vigorous physical activity isimplemented in the PE Curriculum Guides and toinclude CSHP with more moderate to vigorous physicalactivity.

PE TeachersAdministrators

Fitnessgram Score Analysis, PE Teachers' observations

2) CATCH and TEA approved Coordinated SchoolHealth Instructional Program, as required by Senate Bill530, SB7 emphasizing moderate to vigorous physicalactivity.

PE Teachers Fitnessgram, CATCH Participation, Lesson Plans

3) Monitor and analyze Fitnessgram date as well asFitnessgram mini-assessments looking for areas ofweakness. Provide Fitnessgram data to parents.

PE TeachersAdministratorsCATCH Team

Fitnessgram mini assessments and EOY resultsCATCH activities

4) Teachers will participate in professional developmentbased upon state law requirements (SB 350, SB7) andstudent performance on the Fitnessgram Test results forgrades 3-6.

PE TeachersAdministrators

EOY Fitnessgram results



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Comprehensive Support StrategiesGoal Objective Strategy Description

1 1 1Using the PLC process, Yarbrough staff will collaboratively analyze data to establish individual, small group and whole groupinstruction plans ensuring academic growth and success. Eco. Dis. students will be monitored and needs addressed. Studentswith disabilities will participate in general education curriculum and state testing.

1 1 2Yarbrough Elementary students will receive individualized instruction and intervention based on diagnostic data. TargetedInstruction will be provided using research based resources including, but not limited to iStation, Guided Reading Materials,LLI, F&P Phonics & Dance Phonics.

1 1 3 Yarbrough teacher will identify ELL students and ensure the develop of their social and academic language.

1 1 4 Provide a reading specialist for first graders reading below grade level. Provide a reading interventionist to provide interventionfor second and third graders reading below grade level and struggling with comprehension.

1 1 5 Using the RTI process, students receive accommodations and will receive more time in smaller groups for instruction includingiStation according to their instruction tier: Tier 1-30 mins weekly, Tier 2-60 mins weely, and Tier 3, 90 min.

1 2 1 Using formative assessments Pre-k teachers will form guided reading groups for the identification of letters and sounds theymake.

1 2 2 The pre-k and kindergarten teachers will collaborate during PLC to identify standards needed to be mastered in pre-k to insurekindergarten success.

1 2 3 Pre-k teachers will provide gross and fine motor strategies to students, in order to improve their eye-hand coordination, pencilgrip for the improvement of writing skills.

1 3 1 K-2 grade students will participate in the suggested number of lessons weekly on TEMI computer program. They will also besupported by guided math groups with their teacher and intervention groups.

1 3 2 In the PLC process, teachers will analyze data from CFA's and benchmarks to plan for intervention and enrichment of studentsmath standards.

2 1 1 Data will be used to identify students needing reading and/or math intervention. Tutorials will be provided during the day andduring Saturday Academy. Resources include iStations , Imagine Math and other District approved Resources,

2 1 2Using the PLC process, teachers will use diagnostic data to individualize instruction and intervention. Guided instruction will beprovided daily using research based resources including, but not limited to iStation, Guided Reading Materials/quick Reads,LLI, Brain Pop, Imagine Math.

2 1 3Yarbrough Staff will review and analyze student progress to determine what services should be put in place for individualsuccess of ALL students including, RTI, LPAC and 504 services. Students and teachers will set SMART goals in all coresubjects monitoring success and celebrating growth.


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Goal Objective Strategy Description

2 2 1 Teachers will complete "Know your Yarbrough Students" sheets so they are aware of each of their students subgroupperformance targets.

2 2 2 Data will be used to identify students needing reading and/or math intervention. Tutorials will be provided during the day andduring Saturday Academy. Resources include iStation, Imagine Math, Brain Pop, Number Talks, and other District Resources.

2 2 3 During PLC, teachers will look at data by indicator groups including, ethnicity, ED, Sp. Ed., EL, Cont. and Non Cont.enrollment. These indicators will be added to data tracking walls.

2 3 1Applicants for available positions will be interviewed by the administrators, grade level teachers and CEIC members. Theappropriate applicant will be recommended based on qualifications, certification, references and the ability to collaborate withothers.

3 1 1Attendance will be monitored daily for all students Pre-k-6 grade insuring they are exposed to the instructional process as manydays as possible. Parents will be called, sent letters and if need by filed on by the truancy court to promote attendance as beingimportant to student success.

3 1 2 Ther attendance committee will design incentives to increase student attendance. Included in these incentives will be torecognize students at academic celebrations.

3 2 1 Yarbrough Staff including the counselor will complete all TEA mandatory training.

3 2 2 Campus members will receive Restorative Practice training and provide staff development including Affective Statements,relationship building and class circle meetings, for the rest of the staff.


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2018-2019 Campus Site-Based CommiteeCommittee Role Name PositionAdministrator Jill Arthur PrincipalClassroom Teacher Treva Koonce TeacherClassroom Teacher Crystal Hicks TeacherClassroom Teacher Julia Borrego TeacherClassroom Teacher Lindsay Ogden TeacherClassroom Teacher Ana McIntyre TeacherClassroom Teacher Andriana Rodriguez TeacherNon-classroom Professional April Madrid CounselorCommunity Representative Shelli Pierson PIEParent John Bargas ParentAdministrator Monica Baeza Assistant Principal


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Campus Funding Summary211 Title 1

Goal Objective Strategy Resources Needed Account Code Amount1 1 1 $6,000.001 1 2 $12,500.001 1 4 $12,500.002 1 1 Tutorials $6,000.002 2 2 $6,000.002 4 1 $2,000.002 4 2 $2,000.00

Sub-Total $47,000.00Grand Total $47,000.00


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2018-2019 Campus Improvement Plan Yarbrough …...Mission Statement Midland Independent School...

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Transcript of 2018-2019 Campus Improvement Plan Yarbrough …...Mission Statement Midland Independent School...