Generated by Plan4Learning Improvement Plans/20192020/Row… · students) in reading and 81% in...

Victoria Independent School District

Rowland Elementary

2019-2020 Campus Improvement Plan

Rowland ElementaryGenerated by Plan4Learning.com 1 of 23 October 14, 2019 1:30 pm

Table of Contents

Comprehensive Needs Assessment 3Demographics 3Student Academic Achievement 4School Processes & Programs 6Perceptions 7

Priority Problem Statements 8Comprehensive Needs Assessment Data Documentation 10Goals 11

Goal 1: Develop campus instructional leaders (administration, instructional coaches, counselors, and lead teachers) by establishing clear roles andresponsibilities and providing job-embedded professional development using observation and feedback cycles. 11Goal 2: Teacher placements will be strategic based on student need and teacher strengths. 13Goal 3: Staff members share a common understanding of the mission, vision, and values in practice and can explain how they are present in the dailylife of the school. 15Goal 4: A strong foundation of reading and math skills will be developed in grades PK-2. 17Goal 5: Teachers will create and submit daily lesson plans that include clear objectives and formative assessments that yield the data necessary forteachers to reflect, adjust and deliver instruction that meets the needs of each student. 19

Campus Funding Summary 23


Comprehensive Needs Assessment

Demographics

Demographics Summary

Rowland serves 469 students EE-5th grade. 77.4% of our students are economically disadvantaged. Our student mobility rate is 18% and11.3% of our students our served by special education. Our attendance rate for 2018-19 was 95.99%.

Demographics Strengths

Through careful study and tracking of student data, students are being properly identified for special programs such as special education,dyslexia and gift and talented. We have seen a steady increase in all programs over the last 5 years. We increased our retention rate ofprofessional staff this year, with 87% returning in 2019-20. 82% of paraprofessional staff returned this year. The annual attendance rateincreased by .69%.

Problem Statements Identifying Demographics Needs

Problem Statement 1: The attendance rate for 2018-19 was 95.99%. Root Cause: Sufficient measures have not been put in place to educate and/ormotivate parents regarding the importance of good attendance.


Student Academic Achievement

Student Academic Achievement Summary

On the first administration of the 5th grade STAAR, our campus had a 69% pass rate at the approaches level on the Reading STAAR, 28%at the meets level, and 8% at the masters level, compared to 69%, 30%, and 6% on the first administration in 2017-18. 65% of students in5th grade met or exceeded the progress measure in reading. In Math, 69% of students met standard at the approaches level, 26% at themeets level, and 15% at the masters level, compared to 63%, 22%, and 9% in 2017-18. 59% of students met or exceeded the progressmeasure in math. On the 2nd administration of the 5th grade STAAR, we were able to increase our approaches percentage to 73% (3students) in reading and 81% in math (10 students with 2 students performing at the meets level).

Overall, our campus had a 68% pass rate at the approaches level on the Reading STAAR, 36% at the meets level, and 15% at the masterslevel. In Math, 71% of students met standard at the approaches level, 31% at the meets level, 18% at the masters level. On the writingSTAAR, 59% of students met standard at the approaches level which is a 10% increase from last year. 61% of students met standard at theapproaches level on the Science STAAR, which is a 15% decrease, but we showed 5% gains in students performing at the meets level and10% gains in those performing at the masters level.

According to State accountability measures our campus is rated as a "C" campus. We showed gains in all areas, but Domain 1: StudentAchievement, scored as a "D" and continues to be the area we need to improve in to improve our overall accountability score.

Student Academic Achievement Strengths

According to ISIP, we increased the percentage of PK-5th grade students reading on Tier I by 12%, from 49% in September, to 61% inMay. 72% of students met their personal aim line in May, which was a 5% gain from September. According to the Reading STAAR, weincreased the percent of students performing at approaches by 5%, meets by 9%, and 5% masters.

According to Imagine Math, we have increased the percent of students performing at the "basic" or "proficient" level by 28%, ending theyear with 70% performing at basic or above compared to 42% at the beginning of the year. According to the Math STAAR, we increasedthe percent of students performing at approaches by 13%, meets by 5%, and 7% masters.

Our overall accountability score increased 17 points this year, from 59 to 76, giving us a "C" rating. We improved in all 3 domains:Student Achievement- 64 (increase of 8 points), School Progress- 77 (increase of 15 points), Closing the Gap 72 (increase of 13 points).


Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: 61% of students ended the year reading on grade level according to ISIP. Root Cause: Lack of sight word knowledge and fluency atthe foundational level is impacting comprehension across all levels.

Problem Statement 2: 31% of students performed at the Meets grade level according to the 2019 Math STAAR. Root Cause: Lack of routines andaccountability in stations cause inefficient use of instructional time.

Problem Statement 3: 18% of 4th grade students performed at the Meets grade level according to the 2019 Writing STAAR. Root Cause: Teachers needmore training and resources on how to teach writing structures, including the grammar component.

Problem Statement 4: 36% of students performed at the Meets grade level according to the 2019 Reading STAAR. Root Cause: Students in the uppergrades are not motivated to read daily for independent practice and often do not meet grade level reading goals.

Problem Statement 5: 30% of students in grade 5 performed at the Meets level according to the 2018-19 Science STAAR. Root Cause: Not enoughemphasis is placed on science before 5th grade.

Problem Statement 6: Our campus scored a D in Domain 1- Student Achievement. Root Cause: While students showed growth in all areas, we have notmoved enough students into the Meets and Masters performance levels.


School Processes & Programs

School Processes & Programs Summary

We have created a master schedule that allows time for student intervention, teacher collaboration, and mentor coaching. An additionalstaff member is assigned to assist teachers 30 minutes daily during the designated intervention time. Instructional coaches facilitate PLCsweekly during scheduled grade level meetings. There is a lead teacher in every grade level who observes, models, and provides feedbackduring weekly scheduled coaching times. Every student in grades K-5 tracks their own learning using Quality Tools. Teachers andstudents set goals for student learning and monitor progress monthly through conferencing. Students track data on reading, math, andattendance goals, and share data at Student-Led Conferences with their parents. All campus initiatives are systematically analyzed todetermine professional development needed, support required, and method of monitoring. School wide behavior systems have beenestablished, maintained and reinforced.

School Processes & Programs Strengths

Implementing a coaching model has added a layer of support for new teachers and new to campus/grade level teachers. This acceleratesteacher growth which prevents us from losing instructional momentum. The model fosters peer collaboration and support and teachersgrowing professionally with one another. When students set goals and monitor their growth towards that goal it empowers them to beleaders of their learning. The culture at Rowland is such that students know what the expectations are and that they will be heldaccountable for both behavior and academics.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: 26 students visited the office for a discipline incident three or more times throughout the year. Root Cause: Teachers are lacking thetools to build relationships with difficult students and meet their social-emotional needs.


Perceptions

Perceptions Summary

We believe that our students deserve our best every day. School should be a place that is welcoming and safe. Students are greeted themoment they step foot on the campus. Staff opens the car doors for students upon arrival, greets them with a handshake or a hug as theyenter the building, and then again at their classroom door. Parents have multiple opportunites to engage with the school, both socially andacademically. Socially, we invite parents to come celebrate events such as Grandparents Day, Thanksgiving, Pumpkin Blaze, MovieNight, etc. Academically, parents are encouraged to attend informational events which equip them with strategies for helping their childrensucceed at school. Examples of these events are Science Night, Reading Night, and Spectacular Race. We are a data driven campus whereinstruction is individualized to meet students where they are and push them to reach their potential.

Perceptions Strengths

Rowland has historically been a low performing campus, but with systems in place, parents have confidence that the staff is highlyqualified and that their children are receiving a quality education. Visitors, new staff, and parents have complimented Rowland on itswelcoming atmosphere. High expectations are set for students, and students are willing to rise to the occasion because of the relationshipsthey have with adults in the building.


Priority Problem Statements

Problem Statement 1: The attendance rate for 2018-19 was 95.99%.Root Cause 1: Sufficient measures have not been put in place to educate and/or motivate parents regarding the importance of good attendance.Problem Statement 1 Areas: Demographics

Problem Statement 2: 61% of students ended the year reading on grade level according to ISIP.Root Cause 2: Lack of sight word knowledge and fluency at the foundational level is impacting comprehension across all levels.Problem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: 31% of students performed at the Meets grade level according to the 2019 Math STAAR.Root Cause 3: Lack of routines and accountability in stations cause inefficient use of instructional time.Problem Statement 3 Areas: Student Academic Achievement

Problem Statement 4: 18% of 4th grade students performed at the Meets grade level according to the 2019 Writing STAAR.Root Cause 4: Teachers need more training and resources on how to teach writing structures, including the grammar component.Problem Statement 4 Areas: Student Academic Achievement

Problem Statement 5: 36% of students performed at the Meets grade level according to the 2019 Reading STAAR.Root Cause 5: Students in the upper grades are not motivated to read daily for independent practice and often do not meet grade level reading goals.Problem Statement 5 Areas: Student Academic Achievement


Problem Statement 6: 26 students visited the office for a discipline incident three or more times throughout the year.Root Cause 6: Teachers are lacking the tools to build relationships with difficult students and meet their social-emotional needs.Problem Statement 6 Areas: School Processes & Programs

Problem Statement 7: Our campus scored a D in Domain 1- Student Achievement.Root Cause 7: While students showed growth in all areas, we have not moved enough students into the Meets and Masters performance levels.Problem Statement 7 Areas: Student Academic Achievement

Problem Statement 8: 30% of students in grade 5 performed at the Meets level according to the 2018-19 Science STAAR.Root Cause 8: Not enough emphasis is placed on science before 5th grade.Problem Statement 8 Areas: Student Academic Achievement


Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent 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) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataFederal Report Card Data


Goals

Goal 1: Develop campus instructional leaders (administration, instructional coaches, counselors, and leadteachers) by establishing clear roles and responsibilities and providing job-embedded professionaldevelopment using observation and feedback cycles.

Performance Objective 1: 100% of classroom teachers will observe a minimum of 4 teachers and have a reflective coaching conversation about theobservation.

Evaluation Data Source(s) 1: Coaching logsLibrarian logs

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesRecruit, support, retain teachers and principals

Improve low-performing schoolsESF Levers

Lever 1: Strong School Leadership and PlanningStrategy AimsAIM 5 AIM 6

1) Establish clear, written, transparent roles andresponsibilities for Principal, AP, ICs,Counselors, and Teacher leaders.

2.5 Principal Having clearly defined roles and responsibilitieswill strengthen performance expectations andprovide open communication.

Problem Statements: Student Academic Achievement 6





Strategy AimsAIM 5 AIM 6

2) Create a schedule that provides teachersmultiple opportunities to observe other teachersduring the day and debrief with their grade levelcoach about the observation.

2.5 Principal Providing job-embedded professionaldevelopment and coaching opportunities willpromote collaboration and help teachers andteacher leaders to grow professionally.


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 6: Our campus scored a D in Domain 1- Student Achievement. Root Cause 6: While students showed growth in all areas, we have not moved enough students intothe Meets and Masters performance levels.


Goal 2: Teacher placements will be strategic based on student need and teacher strengths.

Performance Objective 1: 31% of students in 4th grade will perform at Meets Grade Level on the 2019 Writing STAAR.

Evaluation Data Source(s) 1: CBAsBenchmarksSTAAR





ESF LeversLever 2: Effective, Well-Supported Teachers

Strategy AimsAIM 1 AIM 3 AIM 5

1) Implement the HMH curriculum with fidelityincorporating daily writer's workshop.

2.4 Administrators,ICs

Incorporating daily writing routines whichincorporate grammar skills will build a betterfoundation for writing at each grade level.




Student Academic AchievementProblem Statement 3: 18% of 4th grade students performed at the Meets grade level according to the 2019 Writing STAAR. Root Cause 3: Teachers need more training and resourceson how to teach writing structures, including the grammar component.


Goal 2: Teacher placements will be strategic based on student need and teacher strengths.

Performance Objective 2: 40% of 5th grade students will perform at the Meets level on the 2020 Science STAAR.

Evaluation Data Source(s) 2: Sign in sheets from LabLesson Plans




TEA PrioritiesConnect high school to career and college

ESF LeversLever 2: Effective, Well-Supported Teachers


1) Create a schedule that allows classes to havehands on experiences in the Science Lab aminimum of one time per week.

2.4, 2.5, 2.6 AP Requiring students to participate in weekly handson learning experiments/investigations willincrease content knowledge and help studentsmake connections.




Student Academic AchievementProblem Statement 5: 30% of students in grade 5 performed at the Meets level according to the 2018-19 Science STAAR. Root Cause 5: Not enough emphasis is placed on sciencebefore 5th grade.


Goal 3: Staff members share a common understanding of the mission, vision, and values in practice andcan explain how they are present in the daily life of the school.

Performance Objective 1: We will identify the needs of students with chronic absences and/or misbehavior and respond to the whole child by providingappropriate interventions, services and/or referrals to outside agencies to meet our attendance goal of 96.2%

Evaluation Data Source(s) 1: Written Mission and Vision StatementDiscipline ReportsAttendance ReportsReferrals to VISD programs and services and/or outside agencies.





ESF LeversLever 3: Positive School Culture

Strategy AimsAIM 2 AIM 4 AIM 6 AIM 7

1) Activities will be planned that involve thewhole staff and the Site Based Decision MakingCommittee to write and refine the Mission andVision statement.

2.6 Administration Having an aligned vision and mission statementthat all staff members understand and canarticulate will improve school culture.

Problem Statements: School Processes & Programs 1

TEA PrioritiesBuild a foundation of reading and math


Lever 3: Positive School CultureStrategy Aims

AIM 2 AIM 4 AIM 6

2) Teachers will implement restorativecommunity circles weekly in their classrooms.

2.5, 2.6 Admin. Community circles will help build teacher tostudent and student to student relationships toserve as a proactive measure to decreasediscipline.

Problem Statements: School Processes & Programs 1




TEA PrioritiesImprove low-performing schools

ESF LeversLever 3: Positive School Culture


3) Students with chronic absenteeism will beidentified and placed on a positive incentiveplan that offers weekly rewards.

2.5, 2.6 Parent Liaison Providing motivation and education on theimportance of good attendance will result inimproved attendance and student achievement.

Problem Statements: Demographics 1Funding Sources: 211 - Title I, Part A - 11110.00



DemographicsProblem Statement 1: The attendance rate for 2018-19 was 95.99%. Root Cause 1: Sufficient measures have not been put in place to educate and/or motivate parents regarding theimportance of good attendance.

School Processes & ProgramsProblem Statement 1: 26 students visited the office for a discipline incident three or more times throughout the year. Root Cause 1: Teachers are lacking the tools to build relationshipswith difficult students and meet their social-emotional needs.


Goal 4: A strong foundation of reading and math skills will be developed in grades PK-2.

Performance Objective 1: 70% of students in PK-2nd grade will achieve their reading fluency SLO goal by the end of the year.

Evaluation Data Source(s) 1: aimsWebs dataCLI Engage dataSight word datafluency data





ESF LeversLever 4: High-Quality Curriculum


1) Develop grade level SLOs that arevertically aligned and focused on improvingreading fluency.

2.4, 2.5, 2.6 TeachersICsAdmin.

Developing a strong foundation in reading willimprove comprehension across all contentareas.

Problem Statements: Student Academic Achievement 4Funding Sources: 211 - Title I, Part A - 11135.00


ESF LeversLever 4: High-Quality Curriculum


2) Work with teachers in PLC to develop andembed formative and summative assessmentswhen designing lessons.

2.4, 2.6 Admin.ICs

Planning with backward design, allows teachers informed instructional decision throughout theunit.





Student Academic AchievementProblem Statement 1: 61% of students ended the year reading on grade level according to ISIP. Root Cause 1: Lack of sight word knowledge and fluency at the foundational level isimpacting comprehension across all levels.

Problem Statement 4: 36% of students performed at the Meets grade level according to the 2019 Reading STAAR. Root Cause 4: Students in the upper grades are not motivated to readdaily for independent practice and often do not meet grade level reading goals.


Goal 5: Teachers will create and submit daily lesson plans that include clear objectives and formativeassessments that yield the data necessary for teachers to reflect, adjust and deliver instruction that meetsthe needs of each student.

Performance Objective 1: 44% of students in grades 3-5 will perform at the Meets level on the 2020 Reading STAAR.

Evaluation Data Source(s) 1: CBA dataBenchmark dataFormative assessmentsImagine Literacy data






Lever 5: Effective InstructionStrategy Aims

AIM 1 AIM 3 AIM 4

1) Students will set and track personal growthgoals in Imagine Language and Literacy.Incentives will be given when students meettheir goals each nine weeks.

2.4, 2.5, 2.6 TeachersICsAdmin

Students who spend at least 20 hours per year onImagine Learning will show one year's growth inreading.



ESF LeversLever 5: Effective Instruction


2) Teachers will implement the new HMHtextbook resources with fidelity includingdifferentiated instruction in small groups.


Providing instruction at students' instructionallevel will close reading gaps.







Student Academic AchievementProblem Statement 4: 36% of students performed at the Meets grade level according to the 2019 Reading STAAR. Root Cause 4: Students in the upper grades are not motivated to readdaily for independent practice and often do not meet grade level reading goals.


Goal 5: Teachers will create and submit daily lesson plans that include clear objectives and formative assessments that yield the data necessary for teachersto reflect, adjust and deliver instruction that meets the needs of each student.

Performance Objective 2: 46% of 3-5 grade students will perform at the Meets level on the 2020 Math STAAR.

Evaluation Data Source(s) 2: CBAsBenchmarksFormative AssessmentsImagine Math data







1) Students will set and track personal growthgoals in Imagine Math. Incentives will be givenwhen students meet their goals each nine weeks.


Students who complete a minimum of 30 lessonsin Imagine Learning will be successful on theMath STAAR.





2) Teachers use a variety of data sources toprovide differentiated math instruction in smallgroups.


Providing instruction at the appropriate studentlevel will close math gaps and improve studentachievement.

Funding Sources: 211 - Title I, Part A - 61999.00




Student Academic AchievementProblem Statement 2: 31% of students performed at the Meets grade level according to the 2019 Math STAAR. Root Cause 2: Lack of routines and accountability in stations causeinefficient use of instructional time.


Campus Funding Summary

211 - Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

3 1 3 Parent Liaison $11,110.004 1 1 3 hour teacher $11,135.004 1 2 Instructional Coach $22,893.004 1 2 Instructional Coach $25,521.005 1 2 Instructional Coach $22,893.005 1 2 Instructional Coach $25,521.005 2 2 3 hour teacher $11,135.005 2 2 Instructional Coach $22,893.005 2 2 Instructional Coach $25,521.005 2 2 Formative Loop $2,450.00

Sub-Total $181,072.00Grand Total $181,072.00


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