Coppell Independent School District Denton Creek Elementary Campus Improvement Plan ... · 2019. 2....

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Coppell Independent School District

Denton Creek Elementary

Campus Improvement Plan

2017-2018

The mission of the Coppell Independent School District, as a committed and proven leader in educational excellence, is to ensure our

learners achieve personal success, develop strong moral character, and become dynamic leaders and global citizens with a zeal for service by engaging each individual through innovative learning experiences led by a visionary staff and progressive community.

Denton Creek values and respects differences as learners take risks, think critically, explore strengths and passions while preparing for a diverse and changing world.

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CISD DISTRICT IMPROVEMENT PLAN STRATEGIC OBJECTIVE/GOAL 1: Leverage our resources to provide opportunities for our learners to explore and discover their passions. (community partnerships, technology, etc.)

● Performance Objective 1: Create a system for establishing and maintaining reciprocal community partnerships in order to increase authentic and field based learning experiences.

● Performance Objective 2: Increase volunteer and service opportunities for learners within the community. ● Performance Objective 3: Expand opportunities for internships and job shadowing. ● Performance Objective 4: Partner with industry professionals to design and offer field-based learning experiences for educators.

STRATEGIC OBJECTIVE/GOAL 2: We will find creative solutions to address increasing enrollment while maximizing opportunities for individual learners.

● Performance Objective 1: Expand learning spaces within and outside of CISD facilities through the development of new and existing community partnerships.

● Performance Objective 2: Redesign or repurpose current learning spaces to provide flexibility and maximize learning opportunities for learners.

● Performance Objective 3: Develop a Long Range Facility Plan based on an evaluation of projected growth, learning services, and technology.

STRATEGIC OBJECTIVE/GOAL 3: We will foster proactive and reciprocal communication for the learner success.

● Performance Objective 1: Create a system to communicate foundational and future-ready skills for each learner.

STRATEGIC OBJECTIVE/GOAL 4: We will respect and leverage the diversity that exists in our community to provide a world class learning environment.

● Performance Objective 1: Increase educator proficiency to respond to our diverse community of learners. ● Performance Objective 2: Expand program offerings that reflect our diverse community.

STRATEGIC OBJECTIVE/GOAL 5: We will design comprehensive learning services that empower all learners with skills and knowledge to ensure their individualized growth and success.

● Performance Objective 1: Provide professional learning for educators and administrators on the effective use of data and assessment tools to inform the design.

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● Performance Objective 2: Create a community-based accountability system for reporting learner growth.

● Performance Objective 3: Implement goal setting Pre K -12 to empower learners to take responsibility for their growth. (i.e. academic, social, and emotional).

● Performance Objective 4: Develop a comprehensive professional learning plan to actualize the CISD Learning Framework. ● Performance Objective 5: Reframe and prioritize state standards in a way that leads to profound learning. ● Performance Objective 6: Design a comprehensive instructional technology system that redefines the role of technology in the

classroom (create and share content, collaborate with other learners throughout the world). ● Performance Objective 7: Seamlessly integrate digital citizenship across the curriculum so all stakeholders collaborate in an

atmosphere of respect, integrity, sharing, trust, and service.

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Site Based Decision Making (SBDM) 2017-2018 COMMITTEE MEMBERS

NAME OF PARTICIPANT COMMITTEE ROLE Shannon Edwards Principal

Aspen Adams Kindergarten Educator

Lori Spivey 1st Grade Educator

Lauren Shepherd 2nd Grade Educator

Alison Wilkinson 3rd Grade Educator/DLI

Laurie McKay 4th Grade Educator

Leslie Faundez 5th Grade Educator

Ally Jones Specials Areas Educator

Tracy Cartas Campus Liaison

Jennifer Newton Parent/DLI

John Garcia Parent

Claudia Aguirre PTO Representative

Ron Newton Community Member

Coppell ER Business Partner

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Comprehensive Needs Assessment Summary 2017-2018

Data Sources Reviewed: ● State of Texas Assessments of Academic Readiness (STAAR) Test results for 3rd-5th Reading and Math, 4th Grade Writing,

and 5th Grade Science 2017 and comparison data from previous years ● Lead4ward Heat Maps for STAAR 2017 data on grade levels and content areas listed above and compared to previous

years ● Disaggregated campus Math Data 3rd-5th for 2017 End of Year ● Disaggregated campus Science Data for 2017 End of Year ● District End of Year Assessments (fluency, DRA2, EDL, spelling inventory, Writing) ● Response to Intervention Data for At Risk Learners (Read 180, Read Naturally, iStation, Imagine Learning) ● Campus Demographics (enrollment, attendance, mobility, special program participation, at risk, ethnicity) ● Texas English Language Proficiency Assessment System (TELPAS) for 2017 and comparison to previous years ● Parent/Learner Satisfaction Survey for 2016-2017 ● Pinnacle 2020 ● Clarity Bright Bytes Survey Data: Technology Integration Needs Assessment ● Federal Systems Safeguards Data ● Classroom Observations ● Educator Goal Setting ● CISD Learning Framework and Learner Portrait ● NCLB Highly Qualified Report ● 2016-2017 Fitness Gram Data

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Area Reviewed Summary of Strengths What were identified strengths?

Summary of Needs What were identified needs?

Priorities What are the priorities for the district, including how federal and state program funds will be used?

Demographics

Student population of 527; Grades K-5; 1 of 2 campuses in CISD with Dual Language K-5; Strong diversity in culture with 33% Hispanic, 28% White, 32% Asian, 3% African American, and 4% Other, Strong transition of LEP learners in monolingual classrooms

Continue to increase Instructional Culturally Responsive Classroom Strategies, Continued Educator training to aide in ESL learners becoming proficient in English especially in DLI classrooms; Better identification of GT learners in DLI (only 8 compared to 44 in monolingual)

-Identify different methods for assessing second language learners for GT -Increase passing rate for at risk learners using SCE and Title 1 funding -Continue implementation of best practices (beGLAD/SIOP) to improve language acquisition -Use culturally responsive strategies to improve success for ESL learners

Student Achievement

Learners as a campus are scoring above the state average on STAAR reading, math, writing, and science; In comparing 2017 to 2016 there were student increases as follows: Index 2 Student Progress of 8%, Index 3 Closing the Achievement Gap of 8%, and Index 4 Postsecondary Readiness of 8%.

While identified student groups (ELLs, Hispanic, Special Education, and Economically Disadvantaged) met achievement goals, there is still a need to monitor and implement best practices to ensure ongoing progress and learning at high levels. A decrease in the revision and editing during writing indicates a need to focus on authentic writing across all

Align writing K-5 to support best practices and aligned implementation; Provide just in time classroom support for identified at risk learners; Continue training on implementing beGLAD and Sheltered Instruction strategies to improve language acquisition; Implement inquiry based learning for all learners in science and math with a vertical alignment K-5; Write AIP’s for learners who did not progress at least one year on TELPAS; Continue to focus on academic vocabulary; Continue to

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content areas at each grade level.

build campus PLCs to analyze data to design learning that is differentiated; Provide early intervention through RtI monitoring to close achievement gaps for student groups

School Culture and Climate

Learners, staff, and parents have strong positive relationships. As a National School of Character, educators and learners work to model citizenship, collaboration, and treating everyone with respect. Daily implementation of Morning Meetings helps to establish and foster a warm school culture that supports risk taking. PTO and parent involvement and support enhances the learning environment for all.

A need for ongoing monthly Digital Literacy lessons has been identified to ensure all learners have strong Digital Literacy and Digital Citizenship skills. There is a need to ensure that all classrooms are participating in Morning Meetings so that all learners benefit. In addition, staff have identified a goal for intentional planning with the counselor to address specific grade level lessons. Staff have determined a need to be proactive in building strategies and skills for enhancing an anti-bullying environment would be of benefit. Continue to increase the campus pedagogy and implementation of Great Expectation strategies to

Ensure all homerooms participate in daily Morning Meetings in order to develop a warm classroom environment that provides opportunities for learners to practice social/emotional/listening skills; Counselor will train staff on protocols in creating a proactive anti-bullying environment in the classroom, playground, and cafeteria; Digital literacy and Digital Citizenship will be taught and reinforced monthly; Increase social media presence

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increase learner success both academically and socially. Educators want to ensure our campus story is told.

Staff Quality/Professional Development

100% of the educators and paraprofessionals at Denton Creek are highly qualified. In addition, all educators are ESL certified and have Sheltered Instruction training in order to support second language learners. There is a high participation in ongoing staff development and implementation to improve learning for all learners.

There is a need to continue to seek highly qualified staff that reflects our student population. Additional training on how to support Gifted and Talented, ESL, Dyslexia, and Special Education learners continues to be a request among staff. Training to support Tier 3 learners in the classroom and closing the achievement gaps for identified student groups continues to be a need. Support for new staff and those new to the profession continues to be a need.

Provide ongoing training that builds and strengthens educators to better meet each learner’s academic, social, and emotional needs; Utilize Instructional Coaching and Pineappling to differentiate for each educator’s individual growth and goals; Participate in content specific staff development provided by the district; Continue to use the PLC model to provide support and identify needs for learners; Participate in district mentor program; Create campus buddies for new staff and design just in time campus PD for new staff members

Curriculum, Instruction, Assessment

The campus continues to use targeted professional development to increase learner achievement and close achievement gaps. Just in time support for at risk learners has worked to reduce achievement gaps. PLC planning time to analyze

Observational data and staff request shows a need for professional development to build understanding of how to differentiate content and process and not just product when designing learning is needed. Using pre- assessments to customize

Utilize the Curriculum Management Plan to support alignment; Provide training for differentiating content and process; Use Instructional Coaches to help PLC teams analyze pre assessment data in order to customize learning; Provide staff development that supports balanced literacy.

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data, collaborate, and design learning to address learner needs continues to allow for differentiated learning and close achievement gaps.

instruction for all learners (gifted and talented, special education, ELLs, Hispanic, Economically Disadvantaged,…) has improved but continues to be a need. Educators are in need of continued training to support balanced literacy.

Family and Community Involvement

DCE continues to have a strong parental involvement. Parent Nights provided have worked to form a strong school to home connection. DCE’s strong PTO continues to support learning programs and family/community events to ensure families are connected. Opportunities for learners to demonstrate leadership skills are embedded daily. Parent Learning Walks and Training Nights continue to be valued and support school to home partnerships.

There continues to be a need for partnership opportunities for business partnerships to be clearly communicated and formed in order to increase real world connections to learning. Additionally, DCE needs to find more ways to increase the number of volunteers especially those of second language learners.

Increase volunteer force of Asian and Hispanic parent groups; Provide resources and outreach to parents to educate on initiatives and strategies to support learning; Establish parent liaison to help increase parent volunteers and business partners; Provide family learning nights for science and math.

School Context and Organization

Shared leadership across campus continues to be a strength. Educators have used data to drive campus and learning design

There is a need to support more time to collaborate and design learning for closing achievement gaps. A school wide implementation

Provide training on how to meet the needs of and monitor ESL learners, special needs, and gifted and talented learner; Provide professional development in best

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decisions. There are strong school to home communication systems in place. Opportunities for learners to explore interests and practice leadership qualities are embedded and provided in multiple settings. There are high expectations campus wide for all, staff and learners, to model character traits every day.

of Great Expectation strategies with a goal of becoming a model campus is in place. Educators want training on differentiating content and process to meet individual academic needs. Additionally, educators see a need for more training on instructional best practices that close achievement gaps for second language learners and special education learners.

practices to close achievement gaps with second language learners; Continue to build upon the PLC model for effective collaboration and identification of target goals for learners; Provide time for alignment vertically and horizontally; Implement Great Expectations campus wide.

Technology

Educators continue to reflect a strong foundation of skills and competency using technology for lesson design. Students have access to technology that is supported by a strong wireless building network. There are 1:1 iPads in 4th and 5th grade and DCE is close to 1:2 classroom technology access in grades K-3. Staff and learners continue to demonstrate strong multimedia skills.

Educators continue to see a need for increased frequency for lessons to address digital citizenship and online skills for accessing learning. Many aging PC’s, Desktops, and classroom projectors will need replacement soon. Educators are wanting increased digital tools for learner assessment and feedback.

Concerted monthly lessons addressing Digital Citizenship for learners K-5; Ongoing professional develop for staff to increase knowledge and skills for effective authentic use of technology to support learning and for building digitally responsible citizens among their learners; Work with district to identify plan for replacement of aging technology.

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List the identified needs of the district derived from data review

Demographics: ● Use culturally responsive strategies to improve success and language acquisition for ESL learners

Student Achievement:

● Align writing K-5 to support best practices for improved writing ● Provide just in time classroom support for identified at risk learners ● Continue training on implementing beGLAD and Sheltered Instruction strategies to improve language acquisition ● Implement inquiry based learning for all learners in science and math with a vertical alignment K-5 ● Create individual acceleration plans for learners who did not progress at least one year on TELPAS ● Continue campus wide focus on academic vocabulary ● Build campus PLCs to analyze data and design learning that is differentiated ● Provide early intervention through RtI monitoring to close achievement gaps for student groups ● Participate in training for meeting the needs of Special Education learners ● Provide days to collaborate as a team to analyze data and design learning to close achievement gaps

School Culture and Climate

● Continued focus on lessons from counselor that support a proactive anti-bullying environment ● Provide ongoing monthly lessons to promote Digital Literacy and Citizenship skills ● Implement Great Expectations campus wide ● Implement Class Meetings campus wide

Staff Quality/Professional Development

● Continue implementation of Instructional Coaching model ● Participate in District Math and Science trainings offered throughout the year ● Create “buddies” for new staff members ● Participate in District Mentor program

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Family and Community Involvement ● Expansion of Business Partnerships ● Continue to provide/design Family Nights to increase family involvement and support learning at home ● Establish parent liaison to help increase parental and business involvement

Technology

● Provide ongoing training to learners and educators that supports Digital Literacy and Citizenship ● Continued implementation of coding and robotics resources

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Strategic Objective/Goal 1: Leverage our resources to provide opportunities for our learners to explore and discover their passions. (community partnerships, technology, etc.)

Performance Objective #1:

Create a system for establishing and maintaining reciprocal community partnerships in order to increase authentic and field-based learning experiences

Summative Evaluation (to be filled in by June 2018 by campus administration)

Challenge continues to be finding ways to expand partnerships with business partners.

Strategies & Action Steps

Person(s) Responsible

Resources Time-lines

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Evidence of Success Formative Reviews Oct. Feb. May

Title I School wide

Compon-ents

(code by #)

Continue to expand partnerships with business partners

Campus Administra-tors; Teacher and Parent Representa-tives

Director of Marketing; Business Partner-ships; Coppell Alumni Group; Grow It; and SW Airlines.

August 2017-June 2018

All Documented list of partners from 2016 and list from 2017 and the number of opportunities those partnerships provide.

N S S #1, #6

Expand the campus and parent

Campus Administra-tors; Teacher

Director of Marketing

August 2017-

All Agendas of meetings where information is shared or emailed;

N S S #1, #2, #6

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representa-tives to serve as a contacts for partner-ships

and Parent Representa-tives

and Business Partner-ships; PTO; Campus Adminis-tration

June 2018

Record of use of partners at campuses; Feedback from educators, and business partnerships

Improve the system to inform stake-holders of partnership opportuni-ties

Campus Administra-tors; Teacher and Parent Representa-tives; PTO

Campus Web-site; Monthly DCE Dispatch; “Trail Partners”


All Increased partnerships and communication for opportunities; “Trail Partners” form; Increased business partnership during Trail Days

S S C #1, #6

Meet with Business Partnership Represen- tatives to determine ways for DCE to give back

Campus Administra-tors; Teacher and Parent Representa-tives

Director of Marketing & Business Partnerships


All Agendas and minutes from meetings with business representatives

N N X #2, #6

� =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue

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Strategic Objective/Goal 1: Leverage our resources to provide opportunities for our learners to explore and discover their passions (community partnerships, technology, etc.)


Increase volunteer and service opportunities for learners within the community

Summative Evaluation (to be filled out in by June 2018 by campus administration)

Campus would like to continue finding mentor buddies for at risk learners to close achievement gaps and promote improved social emotional skills. This continues to be a need for at risk learners.




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Title I School wide Compon-ents (code by #)

Expand service learning opportuni-ties in grades K-5

Campus Administra-tors; Educators; Counselor

Supplies for service if needed

Sept. 2017- May 2018

All Service learning projects coordinated at each grade level; Learner reflections; Character Traits exhibited

C C A #2, #9

Continue collabora-tive partnership to promote and expand learner interest and exposure to

Campus Administra-tors; Educators; DLC Liaison; Librarian

Victory Place; Sister Dual Language Campus – Wilson; CMS North; Global

Sept. 2017- May 2018

All Mentoring opportunities; Calendar dates of mentor partnership; Learner and Educator Feedback; UbD plans

C C A #1, #6, #9, #10

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real world connections

Connections

Provide 4th and 5th grade learners with the opportunity to serve on safety patrol

Administra-tors, Counselor, Student Council Reps

Safety vests

Sept 2017-May 2018

4th and 5th grade

Participation in safety patrol; Safety Patrol Schedule; Learner Reflections and Feedback

C A A #2

Utilize mentor buddies for at risk learners to close achieve-ment gaps and promote improved social emotional skills

Campus Administra-tion; Counselor; CMSN Counselors; Educators

NJHS Learners

September 2017 - May 2018

At Risk

Customized interventions for learners; Increase achievement in learner goals; Learner goal setting

S C C #1, #3, #8, #9


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Strategic Objective/Goal 1: Leverage our resources to provide opportunities for our learners to explore and discover their passions. (community partnerships, technology, etc.)


Expand opportunities for internships and job shadowing


Campus would like to carry over the goal of providing a campus wide career fair to the 2018-2019 school year. In addition, continue to promote and highlight possible STEAM careers learners might want to explore.




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Provide Career Fair opportuni-ties

Campus Administra-tors; Counselor; Educators

Time for Career Fair; Volunteers; Director of Marketing and Business Partnerships

Octo-ber 2017-May 2018

All Career Fair agenda; Pictures; Calendar dates; Learner and Educator input/feedback

S S X #9

Establish “Cool Careers” to

Campus Administra-tors;

WDCE Announce-ments;

Sept-ember 2017-

All “Cool Careers” bulletin board; Learner and Educator

N S S #9

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provide exposure to possible STEAM careers

Counselor; Educators

Sally Ride books; STEAM Lab “Cool Careers” bulletin board

May 2018

input/feedback; DCE Schoology Folder


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Strategic Objective/Goal 1: Leverage our resources to provide opportunities for our learners to explore and discover their passions (community partnerships, technology, etc.)


Partner with industry professionals to design and offer field-based learning experiences for educators


Goals accomplished and campus found opportunities to observe peers beneficial to improving best practices for all learners.




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Continue to Support Educators in Masters Programs

Campus Administration

Funds for reimburse-ment; Title 1 $1,000

Fall 2017-Spring 2018

All Transcripts of course completion; Increased under-standing of learning and leading

C A A #4, #5

Continue to provide opportuni-ties for peer to peer observation to improve instructional strategies

Campus Administrators; Instructional Coaches

Pineappl-ing Schedule; Local Funds for off campus observa-tions $400

Septem-ber 2017-May 2018

All Pineappling Schedule; Educator reflections/feedback; Improved best practices; Walkthrough and observation data

C A A #4, #7


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Strategic Objective/Goal 2: We will find creative solutions to address increasing enrollment while maximizing opportunities for individual learners


Expand learning spaces within and outside of CISD facilities through the development of new and existing community partnerships


Training for blended and flipped learning experiences resulted in additional teachers providing these opportunities for learners to differentiate instruction.




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Provide training on the creation of blended and flipped learning experiences that differenti-ates learning

Campus Administra-tors; DLC; Instructional Coach

DLC Liaison training; time for planning and creating; Schoology


All Sign in sheets from trainings; New blended and flipped learning experiences created for learning; Lesson designs

S S S #1, #2, #4, #8, #9


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Strategic Objective/Goal 2: We will find creative solutions to address increasing enrollment while maximizing the opportunities for individual learners


Develop a Long Range Facility Plan based on an evaluation of projected growth, learning services, and technology


Safety plan successfully reviewed throughout the year and improved as needed.




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Create school wide safety plan to coordinate with campus renovations

Campus Administra-tors; Educators

Director of Facilities

August 2017-Janu-ary 2018

All School plan; Communication with all Staff

C A A #2, #8


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Strategic Objective/Goal 3: We will foster proactive and reciprocal communication for learner success Performance Objective #1:

Create a system to communicate foundational and future-ready skills for each learner


Successful completion of all; however, campus would like to explore whether or not to apply for a GE Model School in the 2018-2019 school year.




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Provide parent training for strategies to use at home to support their child when learning and practicing Math skills

Campus Administra-tors; Educators; Counselor; Instructional Coach; Math Content Coach; ESL Facilitator

District Math Coach; Instructional Coach; ESL Facilitator; Family Math Night Title 1 Funds $700

Febru-ary 2018

All Calendar of event; Sign In Logs; Agenda of Math Stations; Parent and Learner feedback

S C A #1, #2, #6, #8, #9, #10

Provide parent training for


District Science Coach;

Novem-ber 2017

All Calendar of Event; Sign In Logs; Agenda of Science Stations: Parent and Learner Feedback

C A A

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strategies to use at home to support their child when learning and practicing Science skills

Educators; Counselor; Instructional Coach; ESL Facilitator; PTO

Instructional Coach; ESL Facilitator; Family Science Night; PTO Funds

#1, #2, #6, #8, #9, #10

Extend training to staff for continued support when designing learning experiences that embed ongoing character education and best practices

Campus Administra-tors; Counselor; Educators

Great Expectations training and materials; Title 1 Funds $2,300

Octo-ber and Novem-ber 2017

All Calendar of Training Dates; Training Certificates; Walkthroughs and observations; UbD plans; Learner and Parent Surveys

C A A #1, #2, #3, #4, #5, #9, #10

Collaborate with Great Expecta-


Great Expecta-tion

Novem-ber 2017-

All Calendar of coaching days; Agendas for debrief with GE Coach;

C C A #3, #5, #9, #10

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tions Coach on effective implementation campus wide of GE strategies

Counselor; Leadership Team

Materials; Coaching Days: Title 1 $9,000

February 2018

Walkthroughs and observations; UbD plans; Learner and Parent Surveys

Communi-cate with parents about transition services for special education learners

Administra-tors; Counselor; Educators; Diagnostician

Director of Special Education; Time to meet; Resources and Materials

August 2017-May 2018

Sped Parent Resources; Parent participation in ARD Meetings and Futures Planning

A A A #7


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Strategic Objective/Goal 4: We will respect and leverage the diversity that exists in our community to provide a world class learning environment


Increase educator proficiency to respond to our diverse community of learners


Still a need to provide more opportunities for learners to show case their culture. Campus would like to continue this goal next year.




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Participate in training on the new Curriculum Documents

Campus Administra-tors; Instructional Coach

District Curriculum Documents


All District Training Days; Campus Agendas; Improvement of UbD Plans; PLC data

C A A #2

Provide training on using effective strategies for Behavior and Discipline

Campus Administra-tors; Counselor; Special Education Educators

Classroom Manage-ment Frame-work; District Behavioral Services; GE Strategies

Aug. 2017- May 2018

All Eduphoria records; Training presentations; Improved classroom best practices for behavior; Reduced office referrals; RtI Universal Screener

C C A #4

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Continue to identify and participate in opportuni-ties for learners to showcase their culture

Campus Administra-tors; Educators; ESL Facilitator

Grade Level Educators


All Grade Level Celebrations; UbD Plans; Walkthroughs and observations

C C C #4

Provide ongoing training on strategies to increase academic rigor and close achieve-ment gaps

Campus Administra-tors; Instructional Coach; ESL Facilitator

7 Steps of a Language Rich Interactive Classroom


All Walkthroughs and Observations; Increased TELPAS levels for second language learners; UbD Plans; PLC agendas

S S A #2, #3, #8, #9, #10

Continue implement-ing beGLAD strategies to improve language acquisition for second

Campus Administra-tors; Director of DLI and ESL Program; DLI Educators; ESL Facilitator;

beGLAD resources; Curriculum Management Plan; Local Funds $2,400


All Agendas from Vertical Planning Days; Walk through and Observations; Increased TELPAS levels for second language learners; UbD Plans

C C C #2, #3, #8, #9, #10

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language learners

Instructional Coach

Provide training for educators on strategies to differenti-ate when making appropriate accommo-dations for advanced learners in the general education classroom

Campus Administrators; GTi Coach

Curriculum Management Plan; PLC data

September 2017-May 2018

All Training on differentiating content, process, and product; Student Learning Objectives; UbD Plans; STAAR data; Classroom pre/post assessments

C C A #2, #3, #4, #10

Implement ADI in science classrooms 3rd-5th grade

Campus Administra-tors; Educators; Instructional Coach

ADI Support; ADI materials; Director of Science

Sept. 2017-May 2018

3rd-5th

Walkthroughs; STAAR data; Lesson Plans; Assessments; Eduphoria attendance for 3rd Grade Training Day

S C A #4

Participate in District Math and Science

Campus Administra-tors; GTi Coach,

District Training

Octo-ber 2017-

All Walkthrough data; UbD Plans; Educator feedback; Eduphoria certificates

C C A #1, #2, #3, #4, #9

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after school training to implement strategies that are differenti-ated to meet all learner academic needs

Instructional Coach; Math and Science Educators

April 2018

Participate in the training of elementary instruct-tional coaches on how to coach to build educator capacity

Campus Administra-tors; Instructional Coach

Executive Director of Teaching and Learning

Sept. 2017 -May 2018

All Instructional Coach and Educator feedback

C C A #8

Implement the curriculum scope and sequence developed

Campus Administra-tors; Instructional Coach; ESL

Curriculum Management Plan; Scope and Sequence

Sept. 2017- June 2018

ESL/ Bi-lingual

UbD Plans; Walkthrough and Observation data; Improved TELPAS levels for second language learners

A A A #2, #5, #6

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for K-5 Dual Language Programs/ Spanish

Facilitator; DLI Educators

Implement the use of reading materials to promote English acquisition for early emergent learners

Campus Administra-tors; ESL Facilitator; Educators

Early Emergent Reading materials; Title III $1,918

Sept. 2017-June 2018

Immigrant Learners

UbD Plans; Walkthrough and Observation data; Improved TELPAS levels for second language learners

C C A #2, #5, #6

Participate in training for meeting the needs of Bi-lingual/ESL learners


DLI Summer Institute; TESOL Confer-ence Local Funds $65; Director of ESL, BE and Global Connec-tions

July 2017-April 2018

ESL/ Bi-lingual

Monthly DLI Educator Training Agendas; Training from TESOL presentation for educators ; Walkthrough and observation data; Improved TELPAS levels for learners

C C A #2, #5, #6


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Strategic Objective/Goal 4: We will respect and leverage the diversity that exists in our community to provide a world class learning environment


Expand program offerings that reflect our diverse community of learners


Successful completion of all resulting in learner progress.




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Continue to provide opportuni-ties for learners to participate in daily physical activity and special wellness programs

Campus Administra-tors; Educators; Counselor; Parent Volunteers

Master Schedule; Fun Run; Jump Rope for Heart; Cheers for Fitness with Dallas Cowboy Cheer-leaders; Basketball with


All Improved Fitness Gram data; Increased participation in activities offered

C C A #2, #10

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Coppell Police Department; Walk to School Wednes-day

Support the effective implement-tation of Imagine Learning to close achieve-ment gaps for LEP learners


Imagine Learning program; RtI documentation of eligible learners


All Lesson plans; Observations and walkthroughs; Training Sign in sheets; Imagine Learning data

C C A #1, #2, #3, #9, #10

Provide customized learning for at risk learners within the daily schedule to target identified TEKS in


Highly Qualified Educators; Tier 3 intervention resources; SCE Funds: $9,929

Sept-ember 2017-May 2018

Tier 3 Learners

Schedule of tutoring days; Walkthrough and observation data; RtI progress monitoring data

C C A #1, #2, #9, #10

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order to close the achieve-ment gaps Continue training on effective use for the outdoor learning center to close achieve-ment gaps connected to low performing TEKS in all content areas

Campus Administra-tors; Educators; Instructional Coach; Content Coaches; ESL Facilitator

Real School Gardens Partners: Title 1 Funds $9,500


Staff August Training Sign-in Sheets; Fall and Spring Cohorts; Walkthroughs and observations; UbD Plans

C C A #4, #5, #9, #10


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Strategic Objective/Goal 5: We will design comprehensive learning services that empower all learners with skills and knowledge to ensure their individualized growth and success


Provide professional learning for educators and administrators on the effective use of data and assessment tools to inform the design


Successful completion of all. Campus would like to continue providing set aside time to plan with the goal of designing and analyzing common formative assessments in the 2018-2019 school year.




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Continue to provide opportunities for peer to peer observation in order to improve instructional strategies

Campus Administra-tors; Instructional Coaches

Pineappl-ing Schedule; Local Funds for off campus observations $400


All Pineappling Schedule; Educator reflections/feedback; Improved best practices; Walkthrough and observation data

C C A #4, #7

Provide planning days to review and revise

Campus Administra-tors; Instructional Coach; Math

Aware; Subs for Planning Days; Title

Sept-ember 2017-April 2018

All Calendar of planning days; PLC agendas; Improved learning achievement; Pre/Post assessment results; Progress monitoring data; UbD Plans

C C A #1, #2, #3, #8, #9

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effective pre and post assess-ments to monitor learner progress and design learning in order to close achieve-ment gaps

Coach: DLC Coach

1 Funds $11,000

Participate in cognitive processing training

Campus Administra-tors; Special Education Educators; Diagnostician

Cognitive Processing Training

Octo-ber 2017

All Learner performance; Eduphoria records; Meeting agendas

A A A #1, #2, #4, #8, #9

Review procedures for the referral process for special education, 504, RtI

Campus Administra-tors; Special Education Educators; Diagnostician

Referral Process; RtI procedure; Progress Monitor Tools; PLC

August 2017-Octo-ber 2017

All Eduphoria records; Meeting agendas; Feedback from educators; DCE Schoology course access with RtI procedures

A A A #1, #2, #4, #8, #9

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Provide training on working with Learners with High Functioning Autism

Campus Administra-tors; Special Education Educators; Diagnostician; LSSPs

Trainings; Articles; Executive Director

August 2017 – Dec. 2017

Sped;504

Learner performance; Eduphoria records; meeting agenda; Flipped Learning for Educators

C A A #1, #2, #3, #4, #8, #9

Participate in ongoing training for new educators on RtI protocols and progress monitoring tools

Campus Administra- tors, Instructional Coach

Screeners; Training on progress monitoring tools; Ellevation LPAC Management System

Aug. 2017-Apr. 2018

At-Risk

Eduphoria records; Meeting agendas; Feedback from new educators and their mentors; RtI progress monitoring data; PLC agendas

C C A #1, #2, #3, #4, #8, #9

Review TELPAS data, Proficiency Level Descriptors, and accommo-dations to

Campus Administra-tors; ESL Facilitator; Counselor; Educators

Ellevation LPAC Management System; Aware Date; Progress Monitor;


ELL’s TELPAS Data; Ellevation LPAC Management System; Progress Monitoring Data; PLD’s; Schoology Course for supporting ELL’s

C C A #1, #2, #3, #4, #8, #9

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ensure learners are making adequate progress with language and effective accommodations are being utilized during RtI Meetings

IEP for ELL’s


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Create a community-based accountability system for reporting learner growth


Campus is looking for additional goals from district on these goals for next year.




Sp. Pop



Train K-5 educators on digital portfolios

DL Coach; Campus Administra-tors; Educators

Google Classroom; Google websites; Schoology; Campus DLC

October 2017; February 2018

All Digital portfolios; Improved communication with parents; Clarity data

S S S #1, #2, #4, #6, #8, #9

Participate in the Community-based Accountability System

Campus Administra-tors; Educators; Parents

State Accounta-bility Rubric


All State Accountability Rubric evidence S S S #6


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Implement goal setting Pre K -12 to empower learners to take responsibility for their growth. (i.e. academic, social and emotional)


Successful completion of all goals resulting in learner progress.




Sp. Pop



Provide training for new educators on learner led goal setting, including the develop-ment of targeted goals

Campus Administra-tors; Instructional Coach; Educators

Training Module for learner led goal setting; Goal Setting forms; John Hattie Research; Carol Dweck Research;

Aug. 2017-Oct. 2017

All Learner goals K-5; Student Satisfaction Survey; Parent Satisfaction Survey; Parent feedback after Learner-Led Conferences

A A A #2, #8, #9

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BEAM Training

Learners participate in ARDs and 504 meetings as develop-mentally appropriate

Campus Administra-tors; Educators; Special Education Educators

Protocols for learner led ARDs

Aug. 2017-June 2018

Sp. Ed.

ARD Minutes; 504 Minutes A A A #6, #8, #9

Create a customized plan for all learners who did not advance one year’s growth on TELPAS


beGLAD resources; Imagine Learning; Read Naturally; Imagine Learning; Ellevation LPAC Manage-ment System

Sept-ember 2017 with month-ly pro-gress review

ELL’s Customized plan for learners; UbD plans; TELPAS data; Learner growth reports from digital resources

C A A #1, #3, #8, #9


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Develop a comprehensive professional learning plan to actualize the CISD Learning Framework


Campus will be forming a PLC cohort to attend training who will train all campus members in order to grow as a collective professional learning community.




Sp. Pop



Participate in training for educators on the new curriculum documents

Curriculum Directors; Campus Administra-tors, and Instructional Coaches

Training Modules; New Curricu-lum

August 2017

All Eduphoria records; Walkthroughs; T-TESS Observations

A A A #2, #4, #5

Participate in “just in time” district training to improve learning

Core Directors; Instructional Coaches; Content Coaches; Educators

Curricu-lum Docu-ments; Training Modules

Octo-ber 2017; Jan-uary 2018;

All Eduphoria records; Walkthroughs; T-TESS Observations

A A A #2, #4, #8

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experiences that are differenti-ated to meet all learner needs

March2018

Participate in the second level of training for establishing effective PLCs

Campus Administra-tors; Instructional Coach; Campus Leaders

PLC resources Title 1 $840; Campus trainings


All Educator Growth Goals; PLC notes and artifacts; Educator feedback

S S C #1, #2, #4, #8, #9

Participate in structured balanced-literacy training to ensure all compo-nents of literacy are being incorpora-


District and Campus trainings

July 2017 –March 2018

All Eduphoria; Walkthroughs; T-TESS Observations; BOY/MOY/EOY assessment data

C A A #2, #3, #4, #8

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ted into the LA block Provide ongoing training to grow educator capacity for effective strategies to use with second language learners

Campus Administra- tors; ESL Facilitator; Instructional Coach

Training; beGLAD strategies; 7 Steps to a Language-Rich Interactive Classroom Strategies


ESL Eduphoria; Walkthroughs; T-TESS Observations; BOY/MOY/EOY assessment data; TELPAS data

C C A #2, #4, #8

Implement effective writing strategies K-5 to improve writing skills

Campus Administra-tors; Instructional Coach; Teacher Leaders

Jeff Anderson Writing Training: Local $916; Jeff Anderson books; Staff Training


All Training certificates; Writing resource books; Meeting agendas; Grammar Talks Schoology course; Writing samples; Writing rubrics; STAAR data

C C A #4


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Reframe and prioritize state standards in a way that leads to profound learning


Continued clarity on High Priority Learning Standards will be a goal for 2018-2019.




Sp. Pop



Support and monitor the use of High Priority Learning Standards (HPLS)

Campus Administra- tors; Educators; Instructional Coach

Curriculum Management Plan; PLC agendas

Aug. 2017 – May 2018

All Eduphoria Records; IEPs; Walkthrough and observation data; UbD plans

C C C #2, #4

Provide resources to target math interventions for at

Campus Administra-tors; Educators; ESL Facilitator; Math Coach

RtI data; Reflex Math: Title 1 $2,295


At Risk

Lesson plans; Observations and walkthroughs; Improved learner achievement

A A A #1, #2, #3, #8, #9

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risk learners based on ongoing assessment through RtI progress monitoring data

Provide resources to target science interven-tions for at risk learners based on ongoing assessment through RtI progress monitoring data

Campus Administra-tors; Educators; ESL Facilitator; Instructional Coach

RtI Data; Pre and Post assessments; Gizmos


At Risk

Lesson plans; Observations and walkthroughs; Improved learner achievement

A A A #2, #6, #8, #10

Provide literacy intervene-tion for identified at risk learners based on


RtI Data; Read Naturally: Title 1 Funds $700


At Risk

Monthly list of learners; Morning lab sign-in sheet; Read Naturally data; Improved learner achievement

A

A A #2, #6, #8, #10

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ongoing assessment through RtI progress monitoring data


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Design a comprehensive instructional technology system that redefines the role of technology in the classroom (create and share content, collaborate with other learners throughout the world)


Campus still sees a need to provide more digital literacy and citizenship training to promote appropriate and effective use of digital tools.




Sp. Pop



Provide ongoing monthly digital literacy and citizenship training to promote appropriate and effective use of digital tools

Campus Administra-tors; DLC; Library Media Specialist; Educators

Digital Citizen-ship and Literacy Courses; DLC


All Lesson Plans; Dates of Monthly training; Improved learner digital literacy and citizenship; Clarity data; Walkthroughs and observation data

S S S #1, #2, #3, #8, #9

Continue to implement

Campus Administra-

Materials for

Sept-ember

All UbD plans; Projects completed by learners; Learner and Parent

C C C #2, #8, #9, #10

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coding learning experiences aligned with the computer science standards

tors; Educators; DLC; Instructional Coach

coding; funds for any training needed; Title I Funds $6,000

2017-May 2018

Satisfaction Survey; Hour of Code participation; Walkthroughs and observations

Provide educators with experiential training days that promote logical reasoning, problem solving, and creativity using technology for designing learning experiences

Campus Administra-tors; Instructional Coaches; DL Coach; Educator Design Team

Subs; Title 1 Funds $1,200


All UbD plans; Projects completed by learners; Learner and Parent Satisfaction Survey; Hour of Code participation; Walkthroughs and observations

S S A #4, #6, #8, #9

Provide training to support

Campus Administra-tors; DL

Google Classroom Schoology

Octo-ber 2017-

All Google Classroom badges; Robotics and coding badges; UbD Plans; Walkthrough and observation data;

C C A #4, #6, #8, #9

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effective technology integration that supports learning, coding, and robotics

Coach; Teacher Leaders

Course; Robotics and Coding Schoology Course

May 2018

Eduphoria; Parent, Learner, and Educator feedback

Implement Title 1 Crate System to effectively monitor, gather, and document the use of Title Funds to support campus goals for closing achieve-ment gaps

Campus Administrators

Title 1 Crate System: Title 1 Funds $450


All Legal Compliance with Federal Guidelines and District Practices and Procedures

S A A #1, #10


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Seamlessly integrate digital citizenship across the curriculum so all stakeholders collaborate in an atmosphere of respect, integrity, sharing, trust, and service


While successful, campus still sees a need for continued focus to embed digital citizenship throughout the year for all learners.




Sp. Pop



Utilize the Digital Citizenship Schoology course for learners K-5 to promote appropriate and effective use of digital tools

Campus Administra-tors; Educators, Media Specialist Librarians; DL Coach

Schoology Course; Director of Instruc-tional Techno-logy


All Lesson Plans; Dates of Monthly training; Improved learner digital literacy and citizenship; Clarity data; Walkthroughs and observation data; Reduction of discipline issues involving digital citizenship from the 2016 school year to the 2017 school year

S C A #1, #2, #3, #8, #9


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CISD DISTRICT IMPROVEMENT PLAN 2017-2018 Appendix A: State and Federal Mandates

Bullying Prevention Strategies Resources Staff Responsible Evaluation

1. All campuses will implement and support CISD anti-Bullying policies, guidelines and procedures designed to reduce bullying (Board Policy FFI, FFF & FFH)

Campus Budgets Campus Principals and Campus Counselors

Discipline Reports

2. All Elementary campuses will implement a bullying prevention program such as R-Time, Great Expectations or the IB Primary Years Program.

Region 10; Great Expectations; PYP

Campus Principals and Campus Counselors

R-Time Session Dates, R-Time Session Agendas, and Lessons

3. All Middle Schools will implement and support Negotiate

Region 10 Campus Principals and Campus Counselors

Negotiate Session Dates, Negotiate Session Agendas, and Lessons

4. All school staff members will be trained in the CISD Bullying Reporting Protocol.

Campus Budgets Campus Principals and Campus Counselors

Discipline Reports

5. All 5th Grade students will view Cyber Bullying video from Yellow Dyno through Counseling Guidance Program

Campus Budgets Campus Counselor Discipline Reports

6. Parent information sessions will be held to increase awareness and prevention measures for bullying and cyber bullying.

Local Funds Assistant Superintendent of Administration

Discipline Reports, and Agenda

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Child Abuse and Sexual Abuse Prevention Strategies Resources Staff Responsible Evaluation

1. All district staff members will be trained in Recognizing and Reporting Child Abuse at the beginning of the year. April is National Child Abuse Prevention Month and a time to further educate staff.

Region 10; TEA provided training; D2L

Director of Student Services and Campus Counselors

Training Sign-In Sheets, Training Agendas, and Training Survey Reports

2. All school staff members will follow the CISD Child Abuse Reporting Protocol.

Region 10; TEA provided training; D2L

Director of Student Services and Campus Counselors

Counselor Documentation

Coordinated Health – SHAC Council

Strategies Resources Staff Responsible Evaluation 1. The SHAC Council will meet a

minimum of 4 times per year. Student Services Budget

Co-Chairs; Director of CTE

Minutes, Agendas, Sign-In Sheets

2. The council will provide the CISD Board an annual report of their activities for the year.

Student Services Budget


Board Agenda – Presentation by SHAC Chairs

3. The majority of the council membership will be parents and the co-chair will be a parent.


Co-Chairs, Director of CTE

Membership List

4. The district expectation is that a representative from each campus will participate in the committee.


C-Chairs; Director of CTE

Membership List

5. Communicate SHAC updates to stakeholders including staff and parents.

SHAC Meeting Minutes Provided to Administration for Updates communicated


Communication Plan for the District and Campuses; Newsletters, Websites.

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Dating Violence Awareness Strategies Resources Staff

Responsible Evaluation

1. Secondary Schools will provide on-going staff training on relationship abuse awareness, detection and prevention.

PEIMS Data, SROs, Counselors, Parents and Campus Administrators

Director of Student Services, Campus Counselors, and Campus Administrators

Discipline Referrals, Anecdotal Campus Report

2. High Schools will implement programs, such as the Be Project, to eliminate teen dating violence and promote healthy relationships. Middle school will also address awareness.




3. Selected secondary courses will embed a unit of study designed to increase awareness of teen dating violence and the warning signs of abusive relationships




4. Elementary Counselors will conduct guidance lessons on conflict resolution to promote healthy relationships.




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Discipline Management – Safe Environments Strategies Resources Staff


1. Disaggregate discipline data to identify training needs and issues related to the learning environment, including any trends with cheating as reported.

Discipline Data Assistant Superintendent for Administration

Discipline Report

2. Provide professional learning opportunities to support campus character education initiatives (such as Great Expectations and Positive Behavioral Support Initiative) using the district Behavior Management Plan.

Campus Discipline Reports, Positive Behavior Support Plan Template, Campus Administrators, Specialist/LSSP, and Federal Funds

Campus Administration and Executive Director of Intervention Services

Eduphoria Records

3. Implement and provide advanced training on alternative options to In-School Suspension.

Campus Administrators, Region 10, Intervention Specialist/LSSP, and Federal Funds

Assistant Superintendent for Administration

Eduphoria Records

4. Maintain acceptable percentage related to state target of In-School Suspension (ISS) placements and DAEP within all subpopulations.

Campus Discipline Records; State Guidelines

Assistant Superintendent for Administration

Discipline Report

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Drug Prevention Strategies Resources Staff


1. Provide on-going staff training on drug and relationship abuse awareness, detection and prevention.

PEIMS Data, SROs Counselors, Parents and Campus Administrators

Counselors, Campus Administrators

Discipline Referrals, Anecdotal Campus Reports

2. Provide information regarding C.A.R.E. to students with drug abuse issues and their parents.

YMCA, Counselors, and Campus Administrators

Counselors, Campus Administrators

Discipline Referrals, Anecdotal Campus Reports

3. Each elementary has an SRO assigned to the campus to enhance or modify conversations about drugs. Red Ribbon Week for Drug Awareness is recognized throughout the district in the month of October.

SRO Officers Counselors, Campus Administrators

Red Ribbon Week Plans; SRO Records

Gifted and Talented Program Strategies Resources Staff Responsible Evaluation

1. Establish a gifted and talented parent/community advisory committee to support and assist in GT services planning and improvements that emphasize key components of the Texas State Plan.

GT Faculty Executive Director of Teaching and Learning

Committee Meeting Dates, Agendas, and Minutes

2. Develop and implement an annual review process to measure the effectiveness of GT services.

GT Faculty and Content Directors

Executive Director of Teaching and Learning and Content Directors

Annual Report

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3. Develop and annually update a written comprehensive professional learning plan designed to address the needs of GT learners (including initial 30 hours of GT training and annual 6 hour update).

GT Faculty and Local Funds

Executive Director of Teaching and Learning

Written Professional Learning Plan

4. Develop a communication plan designed to systematize internal and external communication with all stakeholders.

GT Faculty & Local Funds

Executive Director of Teaching and Learning & Content Directors

Communication Plan

Highly Qualified Teachers and Paraprofessionals

Strategies Resources Staff Responsible Evaluation 1. Provide testing information and guide

teachers through the certification process as needed.

State Testing Website, Testing Schedule and Test Prep Guides

Executive Director of HR and Certification Specialist

Teacher Test Scores

2. Mentor beginning educators to improve effective teaching and performance while promoting personal and professional well-being.

Title II funds, Local Funds

Executive Director of HR, Director of Professional Learning and Director of Professional Learning

Teacher Retention Rate, Teacher Exit Interviews, and Beginning Teacher and Mentor Journals.

3. Utilize instructional exemplars to reflect on identified aspects of effective instruction including 21st Century skills.

Title II Funds, Local Funds

Executive Director of HR, Direction of Professional Learning, and Communications Department

Teacher Retention Rate, Teacher Exit Interviews, and Beginning Teacher and Mentor Journals

4. Utilize instructional exemplars to calibrate classroom walkthrough documentation.

Title II Funds, Local Funds

Executive Director of HR and Director of Professional Learning

Teacher Retention Rate, Teacher Exit Interviews, and Beginning Teacher and Mentor Journals

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Post-Secondary Preparedness: Admissions & Financial Aid Information

Strategies Resources Staff Responsible Evaluation 1. High school campuses will provide

college and post high school information to all students.

High School Budgets High School Counselors’ CHS Special Ed. Lead

Graduation Plans, and Post-Secondary Acceptance Data

2. High school students will complete the financial aid process.

Counselors; No Funding Needed

High School Counselors

Student PELL Application Completion Data

3. All 6-12 grade students will be assigned a Naviance Account for the purpose of researching college and career options and interests.

District Budgets High School Counselors, and CTE Educators; Special Ed. Educators

User Account Report

4. Counseling and career guidance will be available to help students with certification and technical opportunities

High School Budgets Counselors; CHS Principal

Career Pathway Graduation Plans

5. Parent meetings will be scheduled to provide post-secondary awareness and financial assistance.

High School Budgets High School Principal; CHS Counselors

Participation Data, and Participant Surveys

6. College and Career Night will be scheduled to offer opportunities for students and parents to visit with college recruiters and businesses

High School Budgets High School Counselors

Participant Data , and Participant Surveys

7. College Recruiters will be given a venue to meet with students throughout the school year.

High School Budgets Counselors Schedule of Recruiter Visits

8. AP and Pre-AP courses will be open enrollment.

Campus Budgets Counselors Number of Students Completing AP Course, Number of Students passing AP Exams

9. Dual and Concurrent credit will be available to all eligible students.

High School Budgets Counselors Number of Students Enrolled in Dual Credit Courses, Number of Students Passing Dual Credit Courses.

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10. Increase student and teacher awareness of college and career readiness/post-secondary education in order to best serve all students.

Campus Budgets Campus Administrators; CHS Sp. Lead

Student Surveys and Graduation Tracker Data

11. Create a culture of college and redefine post-secondary education in order to best serve all students.

Campus Budgets Campus Administrators; CHS Sp. Lead


12. Align college readiness assessments and design academic intervention to ensure college readiness for all.

Assessment Budget and Campus Budgets

Curriculum Directors, Campus Administrators and Educators


Suicide Prevention Strategies Resources Staff


1. All staff members will be trained in the CISD Suicide Prevention Protocol.

Campus Budgets Campus Principal and Counselors


2. All staff members will be trained in the State Suicide Prevention Training

Professional Learning time

Campus Principal and Counselor(s)


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CISD DISTRICT IMPROVEMENT PLAN 2017-2018 APPENDIX B: CORE CONTENT INITIATIVES

English Language Arts & Reading Strategies Resources Staff Responsible Evaluation

1. Continue to develop curricular tools and common transfer tasks to deepen the supporting resources that align to the district curriculum for LOTE.

Understanding by Design resources, Standards (TEKS, ELPS, CCRS, IB, AP)

Director of Language and Literacy

LOTE Curriculum documents

2. Continue to develop transfer tasks (course-level) to measure understanding and transfer of learning, as well as provide evidence of authentic accomplishments.

Understanding by Design resources, Standards (Prekindergarten Guidelines, TEKS, ELPS, CCRS, IB, AP), Macro Curriculum Plan

Director of Language and Literacy

Macro Curriculum Documents, Transfer Tasks

3. Target balanced literacy development, with special education and ESL populations - with a specific focus on guided reading and conferring with readers

Next Steps in Guided Reading, Running Records; WFTBB; Title I, Title III, Title II; Coordinator of Research and Evaluation; Director of Data Systems and Program Evaluation

Director of Language and Literacy, Campus RtI teams

Eduphoria - RtI Documentation

4. Embed ELPS strategies in stage 3 of the curriculum PK-12

ELPS Resources; Training; Title I; Title II; Title III

Director of Language and Literacy, Director of Mathematics, Director of Science, Director of Social Studies

Stage 3 in units with ELPS included

5. Create and implement an action plan for an initiative for every learner who enters CISD to read

Consultants; Coordinator of Research and Evaluation; Director of Data Systems

Asst. Supt. of C & I; Executive Director of C & I; Director of

At-Risk Data; STAAR results

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within three years of being in our district

and Program Evaluation; Literacy resources; Title I, Title II, Title III; SCE

Language and Literacy; Administrators; Educators

Math Strategies Resources Staff Responsible Evaluation

1. Develop Mathematics Curriculum Documents for AP and IB courses, including Course-Level Scope and Sequence, Year-at-a-Glance, Unit Plans in Understanding by Design model, Develop model lessons for PK-12 Mathematics courses

PK Guidelines, Mathematics TEKS, Mathematics TEKS Supporting Information, AP & IB Standards, NCTM Resources

Director of Mathematics Curriculum Documents

2. Support educators’ implementation of CISD Mathematics Curriculum Documents through professional learning

CISD Mathematics Curriculum Documents

Director of Mathematics; Mathematics

Curriculum Walkthrough Data

3. Continue to Develop tools and provide professional learning for Response to Intervention in K-5 Mathematics

CISD RtI Documents (universal screeners, progress monitoring tools, intervention resources)

Director of Mathematics RtI Documents, Feedback on Implementation, Universal Screening Data, Progress Monitoring Data

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Science

Strategies Resources Staff Responsible Evaluation 1. Continue to support inquiry-based

instruction within K-12 science classrooms with a balance among physical, life, and earth sciences to mirror TEKS

FOSS Kits, STC Kits, and Inquiry-Based Instruction Training (ADI); TEKS required hands-on-time

Director of Science; Campus Administration

STAAR Data; Classroom Walkthrough Data, and Learning Design Units; Elementary schedules of time for science; Lesson Plans

2. Train all new 4th-12th grade science educators in Argument Driven Inquiry and Science Academic Vocabulary Strategies. Provide ADI training refresher for all returning 6th-12th grade science educators

Professional Learning, Title I, & Title II

Director of Science; Elementary Science Content Specialists; Secondary Science Instructional Coaches

Eduphoria Records, Classroom Walkthrough Data, Learner Products, and Learning Design Units; STAAR data

3. Train all 3rd grade science educators in Argument Driven Inquiry and support implementation

Professional Learning, Title I & Title II

Director of Science Eduphoria Records, Classroom Walkthrough Data, Learner Products and Learning Design Units

4. Train all K-3 science educators in the use of Exemplars as a performance assessment in science

Professional Learning, Title I & Title II

Director of Science Eduphoria Records, Classroom Walkthrough Data, District Assessment Data, Learning Design Units

5. Implement district performance based science assessments at the end of the 1st & 3rd grading periods to monitor student performance on the K-12 Science program transfer goals

ADI Training and Rubrics, Exemplars Training and Rubrics, District Data Management Process

Director of Science; Director of Assessment, District Data Specialists Science Educators

Data reports and analysis

6. Utilize unit-aligned TEKS-based item banks to develop formative and summative assessments to monitor and adjust instruction based on learner performance

Item banks within Curriculum Documents in Schoology

Classroom Educators; Campus Administrators

Student performance; student growth; T-TESS; T-PESS (campus administrators monitoring the PLC process)

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Social Studies Strategies Resources Staff Responsible Evaluation

1. Administer assessments with Test Bank Items to monitor learner acquisition of content and the district curriculum

Funds for Test Bank Items; Funds to develop additional test items; Coordinator of Research and Evaluation; Director of Data Systems and Program Evaluation

Director of Social Studies Pre and Post Assessments

2. Continue to target economically disadvantaged learners for performance improvement in social studies through reading in the content

Nonfiction leveled reading materials; Title I, Title II, Title III; Coordinator of Research and Evaluation; Director of Data Systems and Program Evaluation

Director of Social Studies; Educators

STAAR Social Studies Data

3. Develop IB, AP, and Social Studies curriculum and CTE curriculum

CTE resources; Course appropriate resources; Funds to write curriculum

Director of Social Studies Curriculum Documents

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CISD DISTRICT IMPROVEMENT PLAN 2017-2018 APPENDIX C: COMPONENTS OF A SCHOOL WIDE TITLE I PROGRAM

Components of a Schoolwide Plan

Standard Evidence of Standard Completion and/or Progress Toward Completion

Comprehensive Needs Assessment

Includes a variety of data gathered from multiple sources. Examines student, teacher, school and community strengths and needs.

CNA included: *STAAR 2017 and previous years as comparisons *TELPAS 2017 and previous years as comparisons *RtI Data *Campus Demographics *Systems Safeguards Data *Complete list is on page 5

Schoolwide reform strategies Opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement Use effective methods and instructional strategies that are based on scientifically based research:

i. Strengthen core academic programs ii. Increase amount and quality of learning

time iii. Strategies for meeting educational needs

of underserved populations

*Inquiry based lesson designs *Understanding by Design for learning design in which learning experiences follow a constructivist model *Professional Learning Communities *Targeted “just in time” tutoring during the school day/classrooms *RtI procedures for monitoring and providing early interventions *Professional Learning to build best practice strategies *Maximized Master Schedule *School wide implementation of Great Expectation strategies to promote and build positive school climate *Training and implementation to support writing skills *Robotics and Coding implementation *Multiple opportunities for learners to explore interests and practice leadership skills

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Instruction by Highly Qualified Professional Staff

Teachers and paraprofessionals meet the highly qualified requirements; parents are aware of the highly qualified status of all teachers. All teachers are assigned to the areas in which they are certified to teach.

All staff (educators and paraprofessionals) are highly qualified in the areas assigned. This is communicated to parents during Curriculum Night, in the school compact letter, at the Annual Title 1 Parent Meeting, on our campus website, and throughout the year during informational parent meetings.

Highly-qualified and Ongoing Professional Development

All staff is trained to meet individual needs of all students, but particularly the lowest achieving students of any program that is included in the school wide program. All staff receives ongoing sustained professional development that is aligned with the goals of the new vision plan.

*Ongoing professional development for implementing inquiry based learning especially in the areas of science and math *beGLAD training to provide best practice strategies for second language learners *Integrated inquiry based training for effective use of the outdoor learning space to address targeted TEKS in all content areas *Differentiated Professional Learning using the Instructional Coaching model *Participation in district professional developments in the areas of math and science *Participation in District Math Academy *Ongoing professional development in implementing Great Expectation strategies *Ongoing professional development in effective implementation of writing strategies (WFB&B and Lucy Calkins and Jeff Anderson) *Training for effective implementation of robotics and coding resources *Real School Gardens training

Strategies to Attract Highly Qualified Staff

The school is allowed to provide incentives for highly qualified teachers to teach in high need schools.

*Campus Lead Mentor *Participation in District BEAM Program for beginning educators in first 2 years of profession *”Buddy” educators assigned to new staff

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Only teachers who are highly qualified are assigned to low achieving students and this is the policy throughout the district.

*Reimbursement for educators pursuing a Masters *New Hire Induction Week

Strategies to Increase Parental Involvement

Specific strategies to increase parental involvement, based upon results of the needs assessment have been identified and implemented. Strong collaboration with community resources is evident. Parents are included as decision makers in a broad spectrum of school decisions.

*Monthly newsletters from principal to parents *Use of social media (Twitter, website, ParentLink) *Weekly PTO newsletters *Campus and PTO sponsored events for learners and families *Parent Learning Walks *SBDM *Curriculum Night and Open House *Volunteer Trainings to help connect Parents

Preschool Transitional Strategies

Collaboration is evident between the elementary school and preschool programs (Head Start, Even Start, etc.) Specific strategies for helping students’ transition into the elementary setting have been identified and implemented.

*Kindergarten Round Up *Curriculum Night *Kinder Parent Learning Walk *Meet the Teacher Night *Work with District personnel in partnership with Child Find to ensure incoming learners are identified if needed *Provide the least restrictive environment while working to support young learners in inclusion *PTO Sponsored “Boo Hoo/Yahoo Breakfast”

Timely and additional Assistance to Students Having Difficulty Mastering the Standards

The school has a well-defined process that is currently being implemented to identify students experiencing difficulty mastering the State’s standards. Timely, effective and additional assistance is provided for students experiencing difficulty mastering the state’s standards. Thematic, integrated instruction, designed to accommodate the needs of various learning styles is provided.

*RtI process for monitoring and determining early intervention to ensure learners are successful in making progress, and if needed, work with district personnel to have additional assessments completed to determine needed interventions *Grade Level Data Analysis Planning Days *PLC’s to analyze data and design learning based on areas of need

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*Targeted “just in time” tutoring for at risk learners that is differentiated occurring during the school day in classrooms *Flexible grouping/small group instruction

Coordination and Integration of Federal, State and Local Programs and Resources

The school has established its new vision plan based on need, and is knowledgeable about and uses all resources available to the school to meet its goals.

*Site Based Decision Making Team *Coordination of all campus funds are used to meet the goals as outlined in the Campus Improvement Plan (CIP) *Professional Learning is aligned with campus goals outlined in the CIP

Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments

Classroom teachers developed the assessment rubric. *Monthly Vertical Team Meetings *Monthly RtI Meetings *PLC planning days to design and create pre and post assessments that are aligned

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CISD DISTRICT IMPROVEMENT PLAN 2017-2018 ACRONYM INDEX

AEIS Academic Excellence Indicator System IT Informational Technology AP Advanced Placement iTeam Integration Specialist Team BEST Business Education Success Team LSSP Licensed Specialist in School Psychology BTIM Beginning Teacher Induction and Mentors OSS Out of school suspension BYOD Bring Your Own Device PBMAS Performance Based Monitoring Assessment C.A.R.E. Chemical Awareness Resources & Education System CISD Coppell Independent School District PBS Positive Behavior Supports Comp Ed Compensatory Education PEIMS Public Education Information CTE Career and Technical Education PST Promoting Success Team EC Early Childhood RtI Response to Intervention EOC End of Course SCE State Comprehensive Education D.A.T.E. District Award of Teacher Excellence SHAC School Health Advisory Council DIBS Dream, Imagine, Believe and Succeed SPED Special Education (Elementary Student Advisory Committee) SRO Security Resource Officer DOI District of Innovation TAKS Texas Assessment of Knowledge & Skills GT Gifted and Talented TEA Texas Education Agency HR Human Resources TEC Texas Education Code IB International Baccalaureate TEKS Texas Essential Knowledge & Skills ICLE International Center for Leadership in Education x2VOL Data Warehouse for Service Learning IDEA Individuals with Disabilities Act IAP Individual Acceleration Plan IEP Individual Education Plan ISS In School Suspension

Coppell Independent School District Denton Creek Elementary Campus Improvement Plan ... · 2019. 2....

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Transcript of Coppell Independent School District Denton Creek Elementary Campus Improvement Plan ... · 2019. 2....