Katy Independent School District Stanley … Independent School District Stanley Elementary ......

Katy Independent School District

Stanley Elementary

2017-2018 Campus Improvement Plan

Stanley ElementaryGenerated by Plan4Learning.com 1 of 24 Campus #101914132

February 8, 2018 10:49 am

Mission StatementWe promise to value who you are, where you have been, and where you are going.

We promise to serve as an advocate and build meaningful relationships with each of our students.

We promise to engage, inspire, and challenge all students.

We promise to cultivate students' passion and celebrate individuality.

We promise to provide a safe learning environment which fosters academic and social growth.

We promise to learn and grow with you.

VisionWhat starts here changes the world.



Comprehensive Needs Assessment

Demographics

Demographics Summary

Stanley Elementary is an eight-year-old, K-5th grade campus in Katy ISD. Although this improvement plan focuses on the 2016-2017 school year, the demographic information comes from the PEIMSsnapshot data dated October 2015. Student enrollment at Stanley Elementary is beginning to level and stay steady in the range of 1,050 - 1,100 students. Due to the construction of new elementaryschools and subsequent rezoning our enrollment was reduced by approximately 200 students in the last two years. October 2015 enrollment data reveals that 1,092 students were enrolled and thatthe white student population continues to be the largest group. The campus has two student groups that are almost equal in size: 25.9% Asian and 20% Hispanic. Black or African American studentsmake up 4.4% of the population and Two or More Races represents 1.8%.

Stanley Elementary’s attendance rate is 97.7%, which is one of the highest attendance rates in the district. The campus attributes this achievement to a strong partnership with parents.

One of the most important decisions made at Stanley Elementary School is the hiring of the teachers and staff. We continue to place a high priority on seeking the most highly-qualified and talentedstaff for all vacant positions. We believe in a culture of continuous improvement for all staff members at Stanley and have high expectations for professional learning and development.

Demographics Strengths

The rich cultural diversity of our school is what sets us apart from other schools. Our students have lived and traveled throughout the world and their worldly knowledge is seen as a strength indaily classroom discussions. Many of our students are bilingual or even trilingual with English ranking as the second or third acquired language. Our ESOL students continue to be served using theschool-wide Collaborative Teaching Model. We utilize our extended learning time to focus on specific academic areas of improvement. Currently, 98% of our teachers are ESL Certified. Parentconferences are scheduled throughout the year to discuss student progress. Translators are provided as needed for our families. We currently have 28 languages spoken in our school and a totalof 178 ESOL students. With the increase of ESOL students this year, we added an ESOL teacher position to our staff to better meet the needs of this growing population.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Only 98% of teachers at Stanley Elementary are ESL certified. The campus has identified 100% as the target for teachers to be ESLcertified. Root Cause: When hiring teachers, we look for highly qualified teachers who are ESL certified. However, not all applicants and current staff havean ESL certification. The campus encourages and supports new hires and current staff to complete their ESL certification. We will continue to emphasize theimportance the certification has on impacting student achievement and strive to achieve 100% in two years.



Student Academic Achievement

Student Academic Achievement Summary

All schools in Texas must meet standards set in four state accountability areas. For the 2016-2017 school year, Stanley Elementary successfully exceeded all four targets.

Index 1: Student Achievement- Stanley Elementary Score: 97 (target score = 60)

Index 2: Student Progress- Stanley Elementary Score: 57 (target score = 32) (increase of six points from 2015-2016)

Index 3: Closing the Performance Gaps- Stanley Elementary Score: 67 (target score 28) (increase of one point from 2015-2016)

Index 4: Postsecondary Readiness- Stanley Elementary Score: 83 (target score 12)

The above scores resulted in Stanley Elementary receiving a 2017 Texas Accountability Met Standard Rating. Our exemplary scores were the result of a collaborative effort by all Stanley stakeholders.

On the 2017 STAAR, the following scores for all grades show the percentage for Satisfactory Standard or Above:

Reading- 97%

Math- 97%

Writing- 96%

Science- 94%

Stanley Elementary met all of the State and Federal System Safe Guards.

Student Academic Achievement Strengths

Stanley Elementary continues to target the growth of all students. When comparing the data from the 2016 STAAR to the 2017 STAAR, the followingincreases were noted:

3rd grade students demonstrated gains in Level III in math from 48.62% in 2016 to 62.03% in 2017.3rd grade students maintained the percent met standard in reading at 97% for 2017.4th grade students demonstrated gains in Level III in reading from 58% in 2016 to 63.49% in 2017 and in math from 57% in 2016 to 62.37% in 2017.4th grade students demonstrated gains in percent met standard in math from 96% in 2016 to 98% in 2017.5th grade students demonstrated gains in Level III in science from 24% in 2016 to 39% in 2017.



Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Last year, the percentage of SSE students achieving Masters Grade Level in 4th Grade Writing went from 46% in 2016 to 22% in2017. In comparison, statewide percentages for Masters Grade Level went from 15% in 2016 to 10% in 2017. Root Cause: As a campus, SSE will work tobalance writing instruction across all genres and pay careful attention to the curriculum-at-a-glance.



School Processes & Programs

School Processes & Programs Summary

The curriculum, instruction, and assessment focus at Stanley Elementary is guided by the TEKS, STAAR, Common Assessments, and other forms of formative and summative assessment data toeffectively address the needs of all learners. Critical thinking, problem solving, communication skills, creative learning, collaboration, rich literature reading, hands-on science labs and purposefulresponses are the mainstays of our educational practices while using district-created unit plans. Stanley Elementary utilizes an instructional model that includes mini-lessons, strategy groups, guidedreading and math groups, conferring with individual students as the foundation of their instructional practice. Every 4-6 weeks, grade level teams meet to roadmap daily mini-lessons which target theinstructional standards in upcoming units. The planning process responds to the TEKS (identified in the Unit Plans) that will be taught, and also addresses gaps in student learning. Inaddition, teachers discuss extensions for students who have already demonstrated mastery of certain identified TEKS or concepts.

Assessments play a pivotal role in all learning outcomes at Stanley. Assessments vary from formative to summative. These assessment options include multiple choice, open-ended, student response,student production, turn and talk, conferring, tickets out, and rubrics. It is the belief of Stanley Elementary staff members that students who can apply their learning in a variety of ways rise to higherlevels of thinking and academic success. Teachers work diligently to ask questions in multiple ways during instruction and the assessment process so that students are able to apply their thinkingregardless of which type of assessment is used. Common assessments are used across grades 3-5, twice each 9 weeks, to help track alignment from instruction to applied learning. Summativeassessments such as multiple choice tests (common assessments and STAAR) are just one form of data collection. Campus data includes tracking performance of TEKS mastery and growth using avariety of assessment methods. In grades 3-5, teachers continually monitor student responses to open-ended questions, discussions, and other forms of formative assessments (running records, pre-assessments, Think Through Math, FASTT Math, Stemscopes, DLA's) to track student understanding and mastery. Teachers respond to student learning needs through the use of flexible small groupsand quality differentiation.

Data in grades K-2 include formative assessments, students' responses and rubrics to track reading level and growth. In mathematics, similar data are collected, analyzed and used to track studentprogress and growth. Additionally, students in K-2 take mCLASS, Math Inventory, and ISIP to help set benchmarks for learning. Teachers respond to student learning needs through the use offlexible small groups and quality differentiation.

Vertical meetings are held 6 times a year with the campus instructional coaches. Additionally, K-2 and 3-5 PLCs are held 5 times a year with campus administration and instructional coaches. Duringthese meetings data are reviewed and best practices are discussed in an effort to target and grow all learners. Teachers work collaboratively to plan for successful student learning.

Grade levels have a daily common planning time where the details of not just “what” will be taught are discussed, but also include “how” the content will be delivered during whole-group and targetedsmall group instruction.

As part of the RtI process, student progress is reviewed at Kid Chat meetings 4-5 times a year. These meetings are attended by all campus administration, instructional coaches, grade level, SPED,ESOL and intervention teachers. Campus leadership sets minimum criteria to help target student interventions while using a strengths model. All stakeholders discuss the data presented to createan action plan for students whose data fall below the minimum criteria.

When students are identified as needing support beyond RtI Tier 1, they then move to RtI Tier 2. RtI Tier 2 intervention is a 4-day a week service with 30 minutes of reading intervention and/or 30minutes of math intervention. RtI Tier 3 intervention utilizes a 5 day a week model. The aforementioned stakeholders discuss the progress students are making and areas of need. Groups are thenformed by combining needs, strengths, and objectives. Parents are an integral part of the RtI process. Parents of students’ receiving Tier II RtI services will be notified by a phone conference from theteacher to discuss targeted areas of intervention.

One of the most important decisions made at Stanley Elementary School is the hiring of the teachers and staff. We continue to place a high priority on seeking the most highly-qualified and talentedstaff for all vacant positions. We believe in a culture of continuous improvement for all staff members at Stanley and have high expectations for professional learning and development.

All new staff members attended multi-day, summer trainings in the areas of math and reading provided by the Katy ISD Curriculum and Instruction Department. These trainings laidthe foundation for reading/writing workshop, as well as a balanced math approach. As a school we will continue to support and build on teacher knowledge throughout the school year via professionaldevelopment by guest presenters, vertical team meetings, weekly in-depth planning sessions, and PLC's. Throughout the year, various teacher-led book studies will occur, and teachers will have theopportunity to observe other teachers as a means of refining their craft. We want to continue to offer high quality, on-going, targeted, job-embedded professional learning.

Teachers, students, and parents at Stanley Elementary take pride in the academic success and safety of our school community. Stanley Elementary has a safe and positive environment with a strongfocus on academic excellence. We teach life-long skills that build social character for students to ensure their successful futures. Our commitment is to keep our students at the center of all decisionsand actions. We make learning our top priority for students and staff. Data are utilized to identify areas of deficiency and strength and is then used to guide instructional decision-making. Instructionis adjusted to meet the needs of all learners, including staff. We work hard to guarantee that our instructional time is protected and maximized. Our school community values collaborative planning



through the development and use of strong Professional Learning Communities (PLCs) practices.

In January 2016, Stanley Elementary was retrofitted with new desktop computers in all classrooms and both computer labs. New mini iPads for academic support and special education teachers wereacquired. In addition, all classrooms now have 3 to 4 iPads which allow students to use a variety of tools and apps to promote student learning through exploration, research, and discussion. Thecampus is also equipped with 6 mobile laptop carts and crates of iPads to serve as instructional resources for teachers. The art, music, and media center teachers utilize the Front Row speaker systemwhen teaching to large groups of students. Our teachers collaborate with a district classroom technology designer to integrate technology into their lesson plans and co-teach lessons. Teachers arealso provided opportunities to learn about new tools which can be used to enhance their instruction and student learning.

We have a number of teachers who have participated in the Connected Learner initiative. Those teachers are required to take an online course in which they learn various ways to integrate technologyinto their instruction. Three times during the academic school year, the teachers meet with the district classroom technology designer to learn about various apps and how to effectively usetechnology to improve instructional delivery. Throughout the year, teachers will continue to design and implement lessons involving the use of technology and then evaluate the effectiveness of thoselessons.

School Processes & Programs Strengths

Continue the RtI process that identifies and targets the needs of all students. This process provides support and intervention for identified students withthe greatest academic and behavioral needs. Utilize a common assessment process that values student responses and the alignment with TEKS while using a variety of methods to assessinstruction or demonstrate learning.Maintain and modify (when necessary) a strong planning process that uses a collaborative model to align instruction across grade level teams andvertically within the building.Instruct students using flexible, small group structures across all core content areas. Continue to maintain ESL academic gains in 3rd Grade Reading/Math, 4th Grade Math/Writing, and 5th Grade Science.

Seek input from current staff members regarding the screening of potential new staff members in order to identify highly qualified candidates.Involve veteran staff members in the interviewing and selection process.Involve campus administrators and teacher leaders in the annual Katy ISD Job Fair.Publicly acknowledge on a monthly basis staff members who have made positive contributions and who have gone above and beyond expectations.Seek weekly input from staff for the Stanley Statement (staff newsletter) so that thank yous and celebrations can be recognized. Participate, when possible, in district recruiting trips/events.

Provide all staff members with the necessary resources to maintain a safe environment for all. Included are: safety “Go” bags in every classroom;walkie talkies in every classroom; KISD identification badges worn by all staff; use of Raptor System to safeguard our students, faculty, staff andparents; provide Allergy Awareness folders for each teacher; share REACH TV videos with students every Wednesday emphasizing the core essentialskills and anti-bullying; share and use Safety Net; and provide a school-wide Emergency Response Plan coordinated by an assistant principal and theSafety Committee.Provide all staff members with the necessary skills to maintain a safe environment for all. Included are: training for all staff on the district's emergency



response procedures; monthly fire drills and disaster drills to prepare staff and students in the event of an emergency; training for administrators,key general and special education teachers in CPI techniques; teach Core Essentials each month emphasizing one characteristic andrewarding/recognizing students exhibiting these characteristics; teach anti-bullying activities and guidance lessons emphasizing positive charactertraits and making great decisions; teach digital citizenship, cyber safety, and anti-cyber bullying lessons throughout the year; train Safety Teammembers and necessary teachers to use EpiPen and AED.Utilizing PBIS school-wide expectations matrix to positively support student behavior.Continue “Trail Guides” to assist with new student integration.Participate in Red Ribbon Week activities highlighting how to stay safe and make healthy and drug free choices. Utilize remote access in front office to unlock doors to approved visitors.Hold regular meetings with our Stanley Safety Team to plan and practice emergency procedures (AED Team, Allergy Awareness Team).Continue to keep all doors locked throughout the building and in the Learning Cottages.

Utilize the Seesaw app so that students can digitally capture and showcase their learning activities through the creation of individual portfolios whichcan be evaluated by teachers and subsequently shared with parents.Equip all classrooms with a variety of technological resources including: a SMARTBoard, desktop computers, iPads, a document camera, and avariety of instructional programs and apps.Utilize MyKaty Cloud to provide parents with resources to use at home when supporting their child(ren)'s learning.Encourage students in grades 2-5 to bring their own mobile learning devices to support learning in the classroom and to reduce the ratio of students todevises.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Based on writing STAAR scores from the 2016 and 2017 school years, Stanley Elementary will focus on writing instruction acrossall grade levels. Root Cause: The complexity of both state assessment expectations and our curriculum at-a-glance posed a challenge in teaching the TEKSto the depth required.

Problem Statement 2: Improve upon the use of the Collaborative Teaching Model to ensure students benefit from the collaboration of both generalclassroom teachers and ESL/SPED teachers.

Problem Statement 3: To better support teachers and students a school-wide system for addressing student behavior needs should be developed and utilized.Root Cause: Unclear expectations for school-wide behavior management.



Perceptions

Perceptions Summary

At Stanley Elementary we strive to maintain a strong connection with our parents and community stakeholders. We are honored and privileged to participate in carrying on Stan Stanley’s legacy ofservice and kindness through "How Can I Help You Day?" on November 3, 2016. We are coordinating several Pay-It-Forward projects benefiting our Stanley community, the Katy ISD community, andthe greater Houston community. It is our goal to teach all Stanley students that an act of kindness can make a difference in the world around them. We hope our students, together with theirfamilies and the community, are inspired to continue to serve others in the future.

At Stanley Elementary, we feel extremely fortunate to have a very active and supportive PTA. We work collaboratively on a continuous basis to hold family and community events throughout theyear.

At Stanley Elementary, we demonstrate Purpose, Respect, Integrity, Dependability and Effort (PRIDE) by 1.) coming to school prepared to learn 2.) respecting ourselves and others 3.) beingresponsible for our actions. These are the three main expectations that we are emphasizing this year. PRIDE and Positive Behavior Intervention Supports (PBIS) are the focuses for our campus as westrive to ensure a positive learning environment for all.

PRIDE expectations and behavior matrices are taught, reviewed, and consistently reinforced throughout the year. Social skills lessons are taught school-wide on a weekly basis and includes suchtopics as acceptance, friendship, and good decision-making. Character traits are introduced and reviewed through the Core Essentials Program. We reinforce the behaviors of students who arefollowing school expectations and provide support in a positive manner to students who may need additional guidance. For instance, SSE staff re-teach behavior expectations as necessary throughoutthe school year. At SSE, we believe that through the implementation of positive behavioral supports, we can inspire students to conduct themselves in a responsible and respectful manner.

Our motto is, “What Starts Here Changes The World!” We believe that the skills students are learning through these efforts are essential for life-long success.

Perceptions Strengths

Provide multiple opportunities to involve families and the Stanley community in a variety of events: Meet the Teacher Night, Curriculum Night,STEAM-L Night, Block Party, Carnival, Veteran's Day Program, Grandparent's Day, 2nd and 5th Grade Musical Performances, Field Day, RedRibbon Week, end of the year Celebration of Learning for each grade level, 5th Grade Clap Out, Mother-Son Event, Father-Daughter Dance, Fall andSpring Parties.Communicate consistently through weekly campus E-newsletter, e-mail, website, Twitter, daily school blog, PTA Facebook page, phone calls, andconferences.Encourage Stanley fathers to participate in the Watch DOGS program.Provide opportunities for parents to share their expertise and teach students about various science concepts via the hands-on K-5 Eureka science labprogram.Partner with local businesses to hold Spirit Nights.Honor one volunteer with a Stampede Star winner every month.

School culture/climate initiatives for staff (birthday lunch bunch, planned staff activities & treats).Mentoring and support programs such as Watch DOGS, PALS, KEYS, Special Buddies, and peer reading.Availability of extracurricular activities such as DI, SPACE, Choir, Bricks for Kids, Abrakadoodle Art, Math Olympiad, Student Council, 5th GradeChoir, Safety Patrol, & Maker Space.



Recognizing students, staff, business partner, and volunteers once a month as a Stampede Star.Open house opportunities (Meet the Teacher, Curriculum Night, STEAM-L Night, Block Party, Carnival, Reflections, Veteran's Day Program, Jr.Achievement, 2nd and 5th Grade Musical Performance, Mother/Son Event, and Father/Daughter Dance).

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Stanley Elementary would like to have 100% staff/parent PTA membership and increase the level of parent involvement incommunity events. Root Cause: Lack of awareness of how PTA supports students at Stanley Elementary.



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary Readiness

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.



Section 504 dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline records

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactPDAS and/or T-TESS

Parent/Community Data

Parent Involvement Rate

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices



Goals

Goal 1: Student Growth and SuccessEach student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of theKISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, informationliteracy, problem solving and social contribution) that lead to student success.

Performance Objective 1: Stanley Elementary School will exceed all state and federal standards on all 2018 STAAR tested areas.

Evaluation Data Source(s) 1: The percentage of Stanley Elementary students meeting expectations of Level II Satisfactory AcademicPerformance for all students and for all student groups/program groups on all areas of STAAR will increase from:

Reading- 97% in 2017 to 100% in 2018Math- 98% in 2017 to 100% in 2018Writing- 91% in 2017 to 100% in 2018Science- 96% in 2017 to 100% in 2018

Performance Level III Advanced scores on Math and Reading STAAR at all grade levels will increase a minimum of 5% points.

Performance Level III Advanced scores on 5th grade Science STAAR will increase a minimum of 5% points.

Performance Level III Advanced scores on 4th grade Writing STAAR will increase a minimum of 10% points.

All 4th and 5th grade students will increase or maintain growth on STAAR math and reading tests as measured by STAAR Progress Measure(met or exceeded).

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Apr June



1) Encourage Stanley Elementary staff members to workcollaboratively using a strength model framework to targetsmall group instruction in order to address the changingstudent population in the areas of special education and theEnglish as a Second Language.

Campus AdministrationInstructional CoachesScience FacilitatorSpecial EducationTeachersESOL TeachersGeneral EducationTeachers

1. Implementation- measured by direct observation, studentartifacts, DLA and common assessment scores and Kid ChatSpreadsheets.

2. Impact: Teachers will effectively address the learning needsof our special education and ESOL students.

Problem Statements: Demographics 1Funding Sources: 199 - General Fund - $0.00

2) Provide professional learning for staff members in the areasof: Collaborative Teaching Model, Strategy vs. Skills training,Conferring in math and reading, effective use of differentiatedguided math groups, use of 5E model in science planning anddelivery, Hands-On Science experiences to addressmisconceptions, attributes of effective team planning, refinedepth and complexity of common assessments, and strategiesthat undo students' math misconceptions to solidify conceptualunderstanding.

Campus AdministrationInstructional CoachesScience FacilitatorGeneral EducationTeachersESOL TeachersSpecial EducationTeachersAcademic SupportTeachers

1. Implementation- measured by direct observation, studentartifacts, DLA and common assessment scores and Kid ChatSpreadsheets.

2. Impact: Teachers will effectively address the learning needsof all students through implementation of new knowledgegained from professional learning.

Funding Sources: 199 - General Fund - $3,500.00

3) Stanley Elementary teachers will work to analyze andimplement district writing guidance in our instructionalpractice.

General EducationTeachersInstructional Coaches

1. Implementation- measured by common assessments, studentartifacts, and direct observation.

2. Impact- Increased student performance on state writingassessment.

Problem Statements: Student Academic Achievement 1

4) Stanley Elementary teachers will reflect on releasedSTAAR writing data and identify specific aspects of the testthat we need to target and enhance in our instructionalpractices.

General EducationTeachersInstructional Coaches

1. Implementation- measured by staff planning sessions,reflection on data, and direct observation of enhancements ofour instructional practices.

2. Impact- Increased student performance on state writingassessment.

Problem Statements: School Processes & Programs 1

5) Support better understanding of the social and emotionalneeds of gifted students through professional development.

GT TeachersGeneral EducationTeachers

1. Implementation- measured by completion of campus staffdevelopment centered on an article study led by SSE teachers.

2. Impact- Gifted and talented students social and emotionalneeds will be highlighted and discussed.

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



Performance Objective 1 Problem Statements:

DemographicsProblem Statement 1: Only 98% of teachers at Stanley Elementary are ESL certified. The campus has identified 100% as the target for teachers to be ESL certified. Root Cause 1: Whenhiring teachers, we look for highly qualified teachers who are ESL certified. However, not all applicants and current staff have an ESL certification. The campus encourages and supports newhires and current staff to complete their ESL certification. We will continue to emphasize the importance the certification has on impacting student achievement and strive to achieve 100% intwo years.

Student Academic AchievementProblem Statement 1: Last year, the percentage of SSE students achieving Masters Grade Level in 4th Grade Writing went from 46% in 2016 to 22% in 2017. In comparison, statewidepercentages for Masters Grade Level went from 15% in 2016 to 10% in 2017. Root Cause 1: As a campus, SSE will work to balance writing instruction across all genres and pay carefulattention to the curriculum-at-a-glance.

School Processes & ProgramsProblem Statement 1: Based on writing STAAR scores from the 2016 and 2017 school years, Stanley Elementary will focus on writing instruction across all grade levels. Root Cause 1: Thecomplexity of both state assessment expectations and our curriculum at-a-glance posed a challenge in teaching the TEKS to the depth required.



Goal 2: Safe and Orderly Learning and Working EnvironmentA safe, orderly, positive and quality learning and working environment will be provided for students and staff.

Performance Objective 1: Stanley Elementary students will exhibit behaviors and attitudes that contribute to an engaging and caring learning environmentthrough the use of Positive Behavior Intervention and Supports.

Evaluation Data Source(s) 1: Stanley Elementary staff will decrease the number of office referrals from 70.




1) Stanley Elementary will create a PBIS matrix flip-chart forteachers and staff to teach and review behavior expectationsthroughout the year. Each tab of the flip-chart will feature adifferent area of the school and the expectations associatedwith our PRIDE matrix in that area of the school.

TeachersCampus Administration

Implementation-measured by direct observation, effectivemanagement of student behavior issues, and decreased officereferrals.

Impact- A more positive environment for both students andstaff.


2) Stanley Elementary will create a common behaviorflowchart to assist teachers and staff in addressing behaviorissues in their classrooms, and identifying those behaviorswhich require additional support from administration.

TeachersCampus Administration

Implementation- measured by number of office referrals, typeof office of office referrals.

Impact- Increasing positive interactions between students andstaff.




School Processes & ProgramsProblem Statement 3: To better support teachers and students a school-wide system for addressing student behavior needs should be developed and utilized. Root Cause 3: Unclearexpectations for school-wide behavior management.



Goal 3: Community EngagementParents and Community members are provided with a variety of opportunities for active, collaborative involvement whichsupports student success.

Performance Objective 1: Stanley Elementary will promote parent and community involvement that supports student learning.

Evaluation Data Source(s) 1: Participation of parents and community members in school activities will average 50% of the school population.

Increase annual volunteers by 5% as measured by Raptor.

Organize at least two activities/events in which parents and students learn cooperatively with a goal of 50% participation.




1) Continue to offer opportunities to involve families and theStanley community in a variety of events: Meet the TeacherNight, Curriculum Night, STEAM-L Night, Carnival,International Festival, Veteran's Day Program, Grandparent'sDay, 2nd and 5th Grade Musical Performances, Field Day,Red Ribbon Week, end of the year Celebration of Learning foreach grade level, 5th Grade Clap Out, Mother-Son Event, andFather-Daughter Dance.

SSE Teachers and Staff 1. Implementation- measured by number of familiesparticipating and volunteering in each event, and feedback fromstaff, students, and parents.

2. Impact- parents and community involvement in events thatsupport and honor student learning.

Problem Statements: Perceptions 1Funding Sources: 199 - General Fund - $0.00



PerceptionsProblem Statement 1: Stanley Elementary would like to have 100% staff/parent PTA membership and increase the level of parent involvement in community events. Root Cause 1: Lack ofawareness of how PTA supports students at Stanley Elementary.



Goal 4: Effective and Efficient OperationsResources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective workenvironment.

Performance Objective 1: Stanley Elementary School will effectively and efficiently utilizes its' people, facility, and financial resources to provide a qualitylearning environment for all students and staff.

Evaluation Data Source(s) 1: Financial decisions are based on the school's targets performance goals as evidence by budget allocations.Staffing decisions, including hiring and training, are based on targeted performance goals.




1) Provide professional learning for staff members in the areasof: Collaborative Teaching Model, Strategy vs. Skills training,conferring in math and reading, effective use of differentiatedguided math and reading groups, use of 5E model in scienceplanning and delivery, Hands-On Science experiences toaddress misconceptions, attributes of effective team planning,refine depth and complexity of common assessments, andstrategies that undo students' math misconceptions to solidifyconceptual understanding.

SSE teachers and staffInstructional CoachesScience FacilitatorAdministrators

1. Implementation- measured by direct observation,participation and implementation of newly acquired learning.

2. Impact- student growth in targeted areas across grade levels.

Problem Statements: School Processes & Programs 2Funding Sources: 199 - General Fund - $0.00



School Processes & ProgramsProblem Statement 2: Improve upon the use of the Collaborative Teaching Model to ensure students benefit from the collaboration of both general classroom teachers and ESL/SPEDteachers.



Goal 5: Organizational ImprovementStrategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performanceneeds.

Performance Objective 1: Stanley Elementary will use a collaborative and data-driven approach in planning and performance decisions.

Evaluation Data Source(s) 1: Stanley teachers and staff will improve progress monitoring through use of a grade-level spreadsheet todetermine individual student strength and needs. Teachers will use the information to inform instructional decisions and ensure students aremaking academic progress.

Stanley teachers and staff will participate in teacher-led Professional Learning Communities within their individual content areas in order toincrease student learning as measured by a common, balanced assessment approach.




1) Encourage Stanley Elementary staff members workcollaboratively using a strengths model framework to targetsmall group instruction in order to address the changingstudent population in the areas of special education and theEnglish as a Second Language.

SSE teachers and staffInstructional CoachesScience FacilitatorAdministrators

1. Implementation- measured by direct observation, reviewingmultiple types of formative and summative data to determinegrowth, and review IEPs/Accommodations.

2. Impact- student growth in all areas for all identified specialeducation and ESOL students.

Problem Statements: Demographics 1

2) Continue collaboration between science facilitator andteachers to develop additional hands-on science labs and refinescience common assessments.

SSE teachers and staffScience FacilitatorAdministrators

1. Implementation- measured by direct observation, reviewingmultiple types of formative and summative data to determinegrowth, and review IEPs/Accommodations.

2. Impact- student growth in all areas for all students.



Demographics



Problem Statement 1: Only 98% of teachers at Stanley Elementary are ESL certified. The campus has identified 100% as the target for teachers to be ESL certified. Root Cause 1: Whenhiring teachers, we look for highly qualified teachers who are ESL certified. However, not all applicants and current staff have an ESL certification. The campus encourages and supports newhires and current staff to complete their ESL certification. We will continue to emphasize the importance the certification has on impacting student achievement and strive to achieve 100% intwo years.



State Compensatory

Personnel for Stanley Elementary:

Name Position Program FTE

Billie Pullin Teacher Academic Support 1Kellie Little Teacher Academic Support 1



Campus Advisory Team

Committee Role Name PositionAdministrator Rebecca Wingfield PrincipalClassroom Teacher Janel Pullin Intervention TeacherDistrict-level Professional Rami Tulp Office of InterventionsClassroom Teacher Hillary Wayne Kindergarten TeacherClassroom Teacher Heidi Cain 1st Grade TeacherClassroom Teacher Sarah Lee 2nd GradeClassroom Teacher Ashley Abramson 3rd Grade TeacherClassroom Teacher Karen Walcher 4th GradeClassroom Teacher Leanna Foley 5th Grade TeacherClassroom Teacher Monica Gerard Specials TeacherParent Brett Carson ParentParent Kami Huyse ParentParent Christie Luis ParentParent Michael Matthews ParentParent Bing Liu ParentBusiness Representative James Blackburn Business PartnerCommunity Representative Genny Hull Community Representative



Campus Funding Summary

199 - General FundGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 $0.001 1 2 $3,500.003 1 1 $0.004 1 1 $0.00

Sub-Total $3,500.00Grand Total $3,500.00



Addendums



TEXAS EDUCATION AGENCY2017 Accountability Summary

STANLEY C STANLEY EL (101914132) - KATY ISD

Accountability Rating

Met Standard

Met Standards on Did Not Meet Standards on

- Student Achievement - NONE

- Student Progress

- Closing Performance Gaps

- Postsecondary Readiness

In 2017, to receive a Met Standard or Met Alternative Standard rating, districts and campusesmust meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.

Performance Index Report

0

25

50

75

100

Index 1

StudentAchievement

(Target Score=60)

Index 2

StudentProgress

(Target Score=32)

Index 3

ClosingPerformance Gaps(Target Score=28)

Index 4

PostsecondaryReadiness

(Target Score=12)

97 58 64 83

Performance Index Summary

IndexPoints

EarnedMaximum

PointsIndexScore

1 - Student Achievement 1,316 1,361 97

2 - Student Progress 805 1,400 58

3 - Closing Performance Gaps 1,153 1,800 64

4 - Postsecondary Readiness

STAAR Score 83.2

Graduation Rate Score N/A

Graduation Plan Score N/A

Postsecondary Component Score N/A 83

Distinction Designation

Academic Achievement in ELA/Reading

NO DISTINCTION EARNED

Academic Achievement in Mathematics


Academic Achievement in Science


Academic Achievement in Social Studies

NOT ELIGIBLE

Top 25 Percent Student Progress


Top 25 Percent Closing Performance Gaps


Postsecondary Readiness

DISTINCTION EARNED

Campus Demographics

Campus Type Elementary

Campus Size 1,055 Students

Grade Span EE - 05

Percent EconomicallyDisadvantaged 3.1

Percent English Language Learners 18.0

Mobility Rate 5.4

Percent Served by SpecialEducation 9.0

Percent Enrolled in an Early CollegeHigh School Program 0.0

System Safeguards

Number and Percentage of Indicators Met

Performance Rates 22 out of 22 = 100%

Participation Rates 14 out of 14 = 100%

Graduation Rates N/A

Total 36 out of 36 = 100%

For further information about this report, please see the Performance Reporting website at https://rptsvr1.tea.texas.gov/perfreport/account/2017/index.html

TEA | Academics | Performance Reporting Page 56 August 15, 2017

2014 2015 2016 2017

Reading

Math

Writing

Science 165

194

514

517

172

172

548

549

198

163

530

530

208

234

646

645

Overall

2014 2015 2016 2017

3

Reading

Math

4

Reading

Math

Writing

5

Reading

Math

Science

160

160

204

204

166

166

205

205

194

188

191

172

170

171

163

166

166

234

233

232

165

166

166

172

174

174

198

198

198

208

208

208

By Grade

2014 2015 2016 2017

AfricanAmerican

Reading

Math

Writing

Science

AmericanIndian

Reading

Math

Science

Asian Reading

Math

Writing

Science

Hispanic Reading

Math

Writing

Science

PacificIslander

Reading

Math

Science

Two or More Reading

Math

Writing

Science

White Reading

Math

Writing

Science

9

10

26

27

8

8

25

25

12

6

27

27

12

14

42

42

1

2

2

53

47

145

145

41

53

136

136

53

31

135

135

37

53

132

132

27

32

92

93

30

33

103

103

41

31

100

100

54

53

143

143

1

1

1

3

4

4

3

1

8

8

7

4

12

12

8

8

21

21

76

102

247

248

90

77

276

277

85

91

256

256

95

106

305

304

By Ethnicity

Test AdministrationFirst and Second Admini..

CampusStanley

Measure# Tested

Accountability SubsetAll Students

YearMultiple values

GradeAll

GenderAll

Test VersionAll

Test LanguageAll

Small Number Cutoff10

Text highlighted in redwhere the number oftesters or studentsreceiving progress isless than this threshold.You can change this bytyping in a differentnumber above.

2014 2015 2016 2017

Reading

Math

Writing

Science 6

8

21

22

4

1

11

11

4

1

8

8

13

15

40

40

Economically Disadvantaged

2014 2015 2016 2017

Reading

Math

Writing

Science 14

15

48

48

16

13

45

45

15

15

41

41

13

15

42

42

Special Ed

2014 2015 2016 2017

Reading

Math

Writing

Science 9

14

65

66

9

7

56

56

16

13

55

55

8

23

50

50

LEP

2014 2015 2016 2017

Reading

Math

Writing

Science 8

14

60

61

9

7

52

52

16

11

51

51

8

21

48

48

ESL

2014

Reading

Math

Writing 1

1

1

Bilingual

2014 2015 2016 2017

Reading

Math

Writing

Science 32

30

85

85

17

29

72

72

28

14

71

71

16

18

51

51

GT

Stanley Elementary - STAAR Longitudinal# Tested

All Students, No Alt

Prepared by the Department of Research, Assessment, and Accountability

Data is not maskedfor small numbers.

For internal use only.

8/15/2017

2014 2015 2016 2017

Reading

Math

Writing

Science 96%

91%

98%

97%

94%

96%

97%

97%

96%

95%

98%

96%

95%

95%

97%

98%

Overall

2014 2015 2016 2017

3

Reading

Math

4

Reading

Math

Writing

5

Reading

Math

Science

98%

97%

97%

97%

97%

96%

96%

98%

91%

98%

97%

96%

96%

97%

95%

97%

95%

95%

95%

96%

96%

98%

99%

94%

99%

97%

96%

98%

97%

95%

100%

99%

By Grade

2014 2015 2016 2017

AfricanAmerican

Reading

Math

Writing

Science

AmericanIndian

Reading

Math

Science

Asian Reading

Math

Writing

Science

Hispanic Reading

Math

Writing

Science

PacificIslander

Reading

Math

Science

Two or More Reading

Math

Writing

Science

White Reading

Math

Writing

Science

89%

100%

92%

93%

100%

88%

96%

96%

100%

83%

96%

96%

92%

100%

90%

95%

0%

100%

100%

94%

98%

99%

97%

93%

98%

98%

96%

98%

97%

99%

97%

97%

98%

99%

97%

100%

91%

97%

97%

100%

94%

97%

96%

98%

94%

97%

96%

96%

96%

94%

94%

100%

100%

100%

67%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

95%

100%

96%

87%

98%

98%

91%

96%

97%

97%

94%

96%

97%

96%

95%

92%

98%

99%

By Ethnicity


CampusStanley

Measure% Approaches


YearMultiple values

GradeAll

GenderAll

Test VersionAll

Test LanguageAll



2014 2015 2016 2017

Reading

Math

Writing

Science 67%

75%

81%

82%

75%

0%

73%

73%

100%

100%

88%

88%

85%

93%

95%

98%


2014 2015 2016 2017

Reading

Math

Writing

Science 57%

73%

90%

92%

81%

69%

84%

78%

60%

80%

93%

78%

69%

80%

88%

86%

Special Ed

2014 2015 2016 2017

Reading

Math

Writing

Science 89%

93%

97%

91%

78%

86%

91%

88%

88%

85%

95%

85%

75%

83%

92%

92%

LEP

2014 2015 2016 2017

Reading

Math

Writing

Science 88%

93%

97%

90%

78%

86%

90%

88%

88%

91%

96%

86%

75%

81%

92%

92%

ESL

2014

Reading

Math

Writing 100%

100%

100%

Bilingual

2014 2015 2016 2017

Reading

Math

Writing

Science 100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

GT

Stanley Elementary - STAAR Longitudinal% Approaches





8/15/2017

2014 2015 2016 2017

Reading

Math

Writing

Science 71%

61%

83%

85%

69%

77%

84%

83%

77%

69%

80%

81%

68%

67%

74%

76%

Overall

2014 2015 2016 2017

3

Reading

Math

4

Reading

Math

Writing

5

Reading

Math

Science

84%

81%

85%

85%

84%

82%

65%

83%

61%

84%

87%

77%

83%

80%

69%

77%

82%

67%

77%

70%

71%

81%

86%

69%

85%

85%

77%

78%

78%

68%

78%

75%

By Grade

2014 2015 2016 2017

AfricanAmerican

Reading

Math

Writing

Science

AmericanIndian

Reading

Math

Science

Asian Reading

Math

Writing

Science

Hispanic Reading

Math

Writing

Science

PacificIslander

Reading

Math

Science

Two or More Reading

Math

Writing

Science

White Reading

Math

Writing

Science

89%

60%

69%

78%

75%

75%

76%

88%

75%

83%

85%

89%

58%

57%

67%

79%

0%

50%

50%

75%

79%

91%

88%

71%

85%

93%

88%

81%

84%

89%

83%

81%

75%

86%

82%

85%

53%

80%

81%

67%

76%

84%

86%

71%

55%

72%

78%

48%

68%

65%

67%

100%

100%

100%

67%

75%

100%

67%

100%

88%

88%

57%

100%

58%

67%

100%

50%

86%

62%

61%

56%

81%

85%

69%

73%

81%

79%

79%

66%

78%

80%

74%

64%

72%

78%

By Ethnicity


CampusStanley

Measure% Meets


YearMultiple values

GradeAll

GenderAll

Test VersionAll

Test LanguageAll



2014 2015 2016 2017

Reading

Math

Writing

Science 33%

25%

48%

59%

50%

0%

64%

64%

75%

0%

38%

63%

38%

60%

60%

60%


2014 2015 2016 2017

Reading

Math

Writing

Science 29%

20%

50%

54%

25%

23%

58%

38%

33%

47%

46%

49%

23%

40%

48%

57%

Special Ed

2014 2015 2016 2017

Reading

Math

Writing

Science 44%

43%

74%

65%

22%

57%

70%

68%

56%

46%

64%

67%

38%

26%

64%

54%

LEP

2014 2015 2016 2017

Reading

Math

Writing

Science 38%

43%

73%

64%

22%

57%

71%

69%

56%

45%

65%

67%

38%

24%

63%

52%

ESL

2014

Reading

Math

Writing 100%

100%

100%

Bilingual

2014 2015 2016 2017

Reading

Math

Writing

Science 94%

93%

100%

100%

94%

97%

100%

100%

100%

79%

99%

99%

100%

89%

98%

96%

GT

Stanley Elementary - STAAR Longitudinal% Meets





8/15/2017

2014 2015 2016 2017

Reading

Math

Writing

Science 39%

22%

61%

60%

24%

46%

55%

58%

35%

30%

50%

55%

32%

14%

48%

46%

Overall

2014 2015 2016 2017

3

Reading

Math

4

Reading

Math

Writing

5

Reading

Math

Science

63%

60%

49%

60%

45%

58%

39%

53%

22%

62%

64%

46%

57%

58%

30%

58%

54%

14%

53%

40%

39%

59%

56%

24%

60%

56%

35%

47%

54%

32%

52%

46%

By Grade

2014 2015 2016 2017

AfricanAmerican

Reading

Math

Writing

Science

AmericanIndian

Reading

Math

Science

Asian Reading

Math

Writing

Science

Hispanic Reading

Math

Writing

Science

PacificIslander

Reading

Math

Science

Two or More Reading

Math

Writing

Science

White Reading

Math

Writing

Science

22%

10%

50%

52%

13%

25%

32%

64%

33%

50%

52%

59%

25%

14%

45%

48%

0%

50%

0%

47%

32%

79%

70%

17%

58%

68%

67%

51%

39%

66%

65%

49%

17%

70%

55%

41%

13%

57%

53%

30%

39%

54%

54%

27%

26%

39%

51%

24%

13%

37%

38%

0%

100%

0%

33%

75%

75%

0%

100%

50%

75%

29%

75%

50%

58%

0%

0%

33%

48%

36%

21%

54%

58%

27%

42%

51%

55%

29%

25%

46%

51%

34%

13%

45%

46%

By Ethnicity


CampusStanley

Measure% Masters


YearMultiple values

GradeAll

GenderAll

Test VersionAll

Test LanguageAll



2014 2015 2016 2017

Reading

Math

Writing

Science 0%

13%

29%

23%

0%

0%

18%

27%

25%

0%

25%

38%

15%

13%

40%

35%


2014 2015 2016 2017

Reading

Math

Writing

Science 7%

0%

27%

31%

13%

8%

29%

20%

7%

27%

27%

24%

8%

0%

24%

24%

Special Ed

2014 2015 2016 2017

Reading

Math

Writing

Science 11%

0%

55%

45%

11%

14%

38%

38%

19%

0%

31%

47%

13%

0%

30%

12%

LEP

2014 2015 2016 2017

Reading

Math

Writing

Science 13%

0%

55%

43%

11%

14%

37%

37%

19%

0%

31%

45%

13%

0%

31%

13%

ESL

2014

Reading

Math

Writing 100%

100%

100%

Bilingual

2014 2015 2016 2017

Reading

Math

Writing

Science 75%

47%

93%

91%

53%

79%

90%

89%

82%

57%

85%

90%

81%

44%

78%

76%

GT

Stanley Elementary - STAAR Longitudinal% Masters





8/15/2017

Discipline ActionRate

Absence Rate

Grade Distribution

Report TypeNone

Set Building District

38 MET 38 Adv 38 MET 38 Adv 38 MET 38 Adv

20.00%

40.00%

60.00%

80.00%

Met Standard

Met Standard StatusPassed

Test SubjectAll

Program

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% 55.0% 60.0% 65.0% 70.0% 75.0% 80.0% 85.0% 90.0% 95.0% 100.0%

At Risk

Bilingual

Career & Technology

Eco Dis

ESL

Gifted & Talented

Limited English Proficiency

Special Education

Measure Names

05

04

03

02

01

KG

Set Filters

ProgramAll Students

Apply Filters to DistrictNo

Set EnrollmentBuilding EnrollmentDistrict Enrollment 78,811

1,2081,208

Enrollment

EthnicityAm Indian/Alaskan..

Asian

Black/African Ame..

Hispanic

Native Hawaiian P..

Two or More Races

White

Grade01

02

03

04

05

KG

Katy Independent School District Stanley … Independent School District Stanley Elementary ......

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