Killeen Independent School District West Ward Elementary School Campus … · 2020. 10. 21. ·...

Killeen Independent School District

West Ward Elementary School

Campus Improvement Plan

2020-2021

West Ward Elementary SchoolGenerated by Plan4Learning.com 1 of 61

Campus #014906112October 21, 2020 4:06 PM

Mission Statement

The mission of West Ward Elementary School is to promote a positive school environment that expects academic excellence fromevery child so they can thrive and learn in a collaborative atmosphere that offers the maximum opportunity for developing

individual greatness, respect for others, and preparation for living in an inclusive and culturally sound society.

VisionEvery Child...Educational Excellence!

Value Statement



Table of Contents

Comprehensive Needs Assessment 4Needs Assessment Overview 4Demographics 5Student Learning 8School Processes & Programs 13Perceptions 15

Priority Problem Statements 18Comprehensive Needs Assessment Data Documentation 20Goals 22

Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting in future ready students.22

Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize student achievement. 30Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships and meaningful communication.

32Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social, emotional, and behavioral distractors; thereby improving studentachievement. 34Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students and staff. 37

Comprehensive Support Strategies 40RDA Strategies 43Targeted Support Strategies 44Additional Targeted Support Strategies 45Title I Schoolwide Elements 47

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 471.1: Comprehensive Needs Assessment 47ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 472.1: Campus Improvement Plan developed with appropriate stakeholders 472.2: Regular monitoring and revision 472.3: Available to parents and community in an understandable format and language 472.4: Opportunities for all children to meet State standards 472.5: Increased learning time and well-rounded education 472.6: Address needs of all students, particularly at-risk 48ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 483.1: Develop and distribute Parent and Family Engagement Policy 483.2: Offer flexible number of parent involvement meetings 48

Title I Personnel 49Addendums 50



Comprehensive Needs Assessment

Needs Assessment Overview

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s)campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirementsAccountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index FrameworkData: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - PostsecondaryReadiness System Safeguards and Texas Accountability Intervention System (TAIS) data Federal Report Card Data Community and student engagement rating data AnnualMeasurable Achievement Objectives (AMAO) data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards,accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Coursecurrent and longitudinal results, including all versions Progress of prior year STAAR failers STAAR Released Test Questions STAAR ELL Progress Measure data Texas EnglishLanguage Proficiency Assessment System (TELPAS) results Student Success Initiative (SSI) data for Grade 3- 5 I Local diagnostic reading assessment data Local diagnosticmath assessment data Local benchmark or common assessments data Student failure and/or retention rates : Student Groups Race and ethnicity data, including number ofstudents, academic achievement, discipline, attendance, and rates of progress between groups, number of students assigned to each special programs.



Demographics

Demographics Summary

West Ward is the hidden gem that sits in the heart of one of the oldest neighborhoods in Killeen. Furthermore, it is the oldest elementary school still in existence in the KilleenIndependent School District. Due to the high percentage of low SES students that attend this campus, much of the school supplies are donated at the beginning of the year, andthose supplies are not always sufficient to make it through the end of the year. Our campus receives many generous donations of food, coats, shoes, and supplies for our families.The population of West Ward is a mobile and fluid one resulting in a 48.1% mobility rate which is double the district's average mobility rate and triples the state's averagemobility rate.

West Ward Elementary School is comprised of students in pre-kindergarten through fifth grade. Our motto,”Every Child...Educational Excellence”, keeps our focus on the mostimportant piece of our mission here at West Ward which is our students. West Ward has a diverse student population. Many of our students are considered at-risk for variousreasons such as homelessness, readiness, and a limited English language proficiency. The school had two Positive Behavior Support Classrooms to support our special educationstudents with emotional and/or behavioral needs. For the 2020-2021 school years, we will transition from having Positive Behavior Support Classrooms into have two Castle 2classrooms; one will be grades K-2, and one will be grades 3-5.

Campus Profile Data 2019-2020

Total Population Ethnic Breakdown Student GroupDistribution

Population # of Students Population by Ethnicity % of Students Student Groups % of Students

PBS 17 African American 45% Economically

Disadvantaged91%

Prekindergarten 56 Asian <1% At-Risk 62% Kindergarten 82 Hispanic 37% ELL 9% 1st grade 74 Native American <1% LEP 14% 2nd grade 75 Pacific Islander 2% Military 3% 3rd grade 72 White 9% Special Ed 15% 4th grade 53 Two or more 7% Dyslexia 10% 5th grade 80 Gifted/Talented <1%Total 509 504 12%

Our attendance rate for the 2019-2020 school year was 95.3%.

Staff Ethnic Breakdown:



Staff Members byEthnicity Number Percentage

Black 8 23%White 24 69%

Hispanic 2 6%Asian 1 3%

Islanders 0 0%

Professional Staff Breakdown:

Grade Level # of Teachers Support Staff # of TeachersPBS 2 PE 2Pre-Kindergarten 3 Music 1Kindergarten 4 Instructional Coach 01st Grade 4 SPED 22nd Grade 4 Dyslexia 1.53rd Grade 4 ESL 14th Grade 3 5th Grade 4

Discipline

Data analysis based on the tabulation of the 2019/2020 school year for office referrals: The most common referrals were for assault (28%), disruption (18%), school bus violations(19%), and defiance (10%). With a campus enrollment that averages about 500 students, there were 634 total discipline referrals processed.

The administration and teachers worked very hard to make certain students had ample opportunities to correct behaviors prior to writing a referral. Mid-way through the year,teachers and administrators were trained on Restorative Discipline and began implementing "Restorative Circles" and "Respect Agreements." Furthermore, campus administratorsdecided to bring Capturing Kids'Hearts to West Ward and use components of both Restorative Discipline and Capturing Kids' Hearts as a way to keep discipline referrals to aminimum.

Campus administrators referred and adhered to the District's Discipline Rubric with consistency and fidelity.

A campus-wide discipline plan was developed and implemented to help teachers establish consistency when working with students on behavior. Part of the discipline plan was fora student to visit with a counselor prior to a referral being written.



Demographics Strengths

Our GT identified students have increased. West Ward has a very diverse student population, and our instructional focus is reaching all learners. All staff members are highly qualified. Our faculty and staff build quality relationships and provide outreach to students' families in times of need. Administrators, faculty, and staff are able to identify and anticipate potential concerns or needs of families and provide intervention when appropriate.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): There were 634 discipline referrals issued for the 2019-2020 school year. Root Cause: With new campus administration, students haddifficulty in changing behaviors to meet new expectations.

Problem Statement 2 (Prioritized): The attendance rate for all students was 95%. Root Cause: Lack of relationships and engagement of students in some classrooms.

Problem Statement 3 (Prioritized): Students do not often have the supplies needed to learn. Root Cause: Community donations of school supplies occur at the beginning of theyear.



Student Learning

Student Learning Summary

As a result of COVID 19, KISD closed all campuses and district offices for the final nine-week grading period of the '19-'20 school year. To support students through this time,District Leadership and the Curriculum and Instruction Department developed procedures, processes, and platforms to provide students with continued learning opportunitiesfrom home, particularly in the areas of math and reading. All continued learning was monitored and supported by our classroom teachers. Approximately 65 % of our studentsparticipated in distance learning. There is a need to address the gaps in learning and the social-emotional impact stemming from the extended school closure.

State Assessment Data

According to TEA 2019 Domain 1 Student Achievement Data Table:

Important Note: 197 students took the STAAR test at West Ward in 2019. Of those students 51 students did not count (26%) due to mobility after the official PIEMSdate.

Student Scores - 2019 STAAR, Grade 5

Math Reading Science5th Grade # of Students % Approaches % Meets % Masters # of Students % Approaches % Meets % Masters # of Students % Approaches % Meets % Masters

All Students 65 68 65 55 61 44 18 07Eco. Dis. 63 68 63 57 59 46 19 07

Black/African American 25 68 25 52 23 39 13 04Hispanic 22 68 22 56 22 41 23 05

White 11 73 11 45 09 56 22 11ESL 08 50 08 63 07 29 14 0SpEd 09 56 09 33 08 38 0 0

At-Risk 42 62 42 45 37 35 5 0

STAAR 2019 All Students Reading Math Writing Science Approaches Grade Level Standard 54% 67% 48% 46%




Math Reading Writing4th Grade # of Students % Approaches % Meets % Masters # of Students % Approaches % Meets % Masters # of Students % Approaches % Meets % Masters

All Students 66 58 23 15 66 44 18 05 66 41 14 03Eco. Dis. 59 58 22 15 59 44 17 03 60 43 13 02

Black/African American 22 50 09 05 22 36 14 0 23 26 17 0Hispanic 29 69 31 24 29 55 21 03 29 45 10 0

White 08 63 38 13 08 38 13 13 07 43 14 14ESL 16 75 31 25 17 47 12 0 16 38 06 0SpEd 15 13 07 0 15 07 0 0 15 13 0 0

At-Risk 42 55 17 10 42 33 07 0 42 36 07 0


Math Reading3rd Grade # of Students % Approaches % Meets % Masters # of Students % Approaches % Meets % Masters

All Students 64 64 25 09 64 56 22 11Eco. Dis. 61 66 25 08 61 57 21 10

Black/African American 24 46 08 08 24 42 21 13Hispanic 20 75 35 10 20 70 25 15

White 15 73 40 13 15 67 27 07ESL 10 80 40 0 10 70 20 10SpEd 10 40 10 0 10 50 10 10

At-Risk 43 56 16 02 43 44 12 07

CIRCLE (PK) for MOY 2020

Overall Math Measure: 67% of students are on track Phonological Awareness: 35% of students are on track Rapid Vocabulary: 73% of students are on track

MAP for Winter of 2020

Kindergarten

MOY Math RIT 145.2 (DM 152.2) **DM=District Mean RIT



MOY Reading RIT 148.7 (DM 151.7)At or above grade level Math: 35% Reading: 42%

First Grade

MOY Math RIT 163.5 (DM 171.2)MOY Reading RIT 161.8 (DM 168.2)At or above grade level Math: 31% Reading: 31%

Second Grade

MOY Math RIT 177.9 (DM 183.7)MOY Reading RIT 172.9 (DM 182.1)At or above grade level Math: 28% Reading:24%

Third Grade

MOY Math RIT 192.4 (DM 197.9)MOY Reading RIT 186 (DM 194)At or above grade level Math: 39% Reading: 36%

Fourth Grade

MOY Math RIT 203.2 (DM 208.4)MOY Reading RIT 195.2 (DM 202.1)At or above grade level Math: 35% Reading: 33%

Fifth Grade

MOY Math RIT 207.1 (DM 215)MOY Reading RIT 199.6 (DM 208.3)At or above grade level Math: 31% Reading: 32%

Telpas

*Scores not available until July.

The Texas Education Agency (TEA) works to improve outcomes for all public school students in the state by providing leadership, guidance, and support to school systems,working towards the vision that every child in Texas is an independent thinker who graduates as an engaged, productive citizen prepared for success in college, a career, or themilitary. The Effective Schools Framework (ESF) is a tool created by the TEA to assist campuses not meeting the state accountability standard in one or more Domain. The ESFTargeted Improvement Plan process assists campus leadership by providing a clear vision for what schools across the state do to ensure an excellent education for all TexasWest Ward Elementary SchoolGenerated by Plan4Learning.com 10 of 61


students. The ESF provides the basis for school diagnostics and for aligning resources and support to the needs of each school (see addendum).

Student Learning Strengths

STAAR

The students showed growth in every tested subject at each grade level.

Greatest strengths are:

3rd grade Math: Reporting Category- Data Analysis and Personal Financial Literacy; Student Group- ESL -80% Approaches.

3rd grade Reading: Reporting Category-Understanding of Literary Text; Student Group-ESL -70% Approaches with 10% Masters.

4th grade Math: Numerical Representations and Relationships; Student Group-ESL - 74% Approaches with 25% Masters.

4th grade Reading: Understanding/Analysis Across Genres; Student Group-Hispanic-55% Approaches with 3% Masters

4th grade Writing: Editing; Student Group-Two or More Races-67% with 17% Masters.

5th grade Math: Computations and Algebraic Relationships

5th grade Reading: Understanding Literary Texts

5th grade Science: Organisms and Environments; Student Group-Two or More Races and White with 57/56% Approaches with 14/11% Masters.

CIRCLE

Strengths on the CIRCLE are Shape Naming (86% On Track) Shape Discrimination (84% On Track), Rapid Vocabulary (81% On Track) and Number Discrimination (81% OnTrack). Pre-kindergarten students scored higher in each measure as compared to last school year 92018-19)

MAP MOY

Kindergarten Strengths Computations and Algebraic Relationships and Multiple Genres, Author's Purpose and Craft

1st Grade Strengths Data Analysis and Money and Multiple Genres, Author's Purpose and Craft

2nd Grade Strengths Geometry and Measurement and Author's Purpose and Craft

3rd Grade Strengths Numerical Representations and Relationships and Multiple Genres

4th Grade Strengths Numerical Representations & Relationships and Multiple GenresWest Ward Elementary SchoolGenerated by Plan4Learning.com 11 of 61


5th Grade Strengths Computations and Algebraic Relationships and Foundational Language Skills: Vocabulary

With new campus leadership, there is an increase of focus on Tier 1 instruction, coaching and feedback, and building teacher efficacy.

PLC time is used for planning using district-level documents.

West Ward uses the RtI process to provide interventions that are student-specific. Furthermore, there is a 90-minute block of time allotted for teachers, students, andinterventionists to work on remediation each day. This time will be targeted with specific interventions for each student.

Tutoring groups will begin in September based on the need identified on the most recent STAAR scores and CUA data.

To continuously monitor progress, teachers, and students will create goals that will be monitored and tracked using CUA data.

Students who fail one or more core subjects for the year are invited to summer school. Promotion decisions are made based on many factors including growth during the schoolyear and summer school, previous retentions, SPED, LPAC or 504 recommendations, and teacher recommendations. There are weekly meetings to review data, look at studentperformance, and discuss ways of improving specific student achievement.

The administration team worked closely with David Hamilton from Region 12 to address Targeted Improvement Plan regarding instruction and student achievement. Suggestionswere considered and acted upon in a timely manner with reflectivity and fidelity.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): All students have experienced gaps in learning as a result of COVID-19 and the extended school closure. Root Cause: The COVID-19pandemic resulted in a loss of 51 school days in KISD.

Problem Statement 2 (Prioritized): The percentage of students achieving Approaches Grade level in STAAR Reading was 64%. Root Cause: There was a lack of consistencyin the teaching of reading comprehension.

Problem Statement 3 (Prioritized): The percentage of students achieving Approaches Grade Level in STAAR Math was 76%. Root Cause: There was a lack of consistency inthe teaching of problem solving and numeric literacy.

Problem Statement 4 (Prioritized): The percentage of students achieving Approaches Grade Level on STAAR Writing was 55%. Root Cause: There was a lack of consistencyin editing and rewriting instruction.

Problem Statement 5 (Prioritized): The percentage of students achieving Approaches Grade Level on STAAR Science was 50%. Root Cause: There was a lack of continuityin the teaching of the scientific process and integration of vocabulary.

Problem Statement 6 (Prioritized): The percentage of ELL students achieving Approaches Grade Level in STAAR reading was 3rd grade 70%, 4th grade 47%, and 5th grade63%. Root Cause: There was a lack of consistency in the teaching of reading comprehension.



School Processes & Programs

School Processes & Programs Summary

As a result of COVID 19, KISD closed all campuses and district offices for the final nine-week grading period of the '19-'20 school year. To support students through this time,District Leadership and the Curriculum and Instruction Department developed procedures, processes, and platforms to provide students with continued learning opportunitiesfrom home, particularly in the areas of math and reading. All continued learning was monitored and supported by our classroom teachers. Approximately 65 % of our studentsparticipated in distance learning. There is a need to address the gaps in learning and the social-emotional impact stemming from the extended school closure.

Student success is celebrated in a variety of ways at West Ward. Students are nominated by their classroom teacher for the character trait of the month in which parents wereinvited to have lunch with their students. West Ward will have semester award ceremonies in which students are recognized for perfect attendance and honor roll. West Wardalso has an active Student Council involving students in grades third-fifth. Student Council members serve as ambassadors when guests are in the building, do community serviceprojects, and receive leadership training.

The staff and faculty are consistently meeting and refining the processes at West Ward. There is a faculty meeting held once per month with campus faculty and staff. EveryTuesday, there is a "triage" meeting held to discuss students in RTI, 504 or Special Education. The campus leadership team meets every Friday with fidelity using an agenda andminutes are kept. There is a meeting held once per month with the lead teachers from each grade level for the CIS(s) to discuss upcoming curriculum changes and or challenges.Weekly PLC meetings led by administration are held every Wednesday where notes are kept by each participant and uploaded for future reference. PLC meetings was also a timewhere the grade levels disseminated CUA and MAP data to make instructional adjustments with students. Monthly RTI meetings were held to monitor student progression withinterventions discussed. Para-professional training and meetings will be held quarterly, and they will report directly to an Assistant Principal.

The safety of West Ward is important to all stakeholders and as such, new processes were created to make the campus safe. The dismissal points of the various grade levels werechanged to accommodate over-crowding for safe dismissal opportunities for students, parents, and teachers. The campus also implemented a 100% ID check of any adult pickingup students after-school or picking up a student during the school day. The campus safety officer ensures that West Ward is compliant with monthly drills and faculty and stafftraining. All district employees are required to wear badges each day in school; substitutes and visitors are required to sign in and wear appropriate visitor badges. The campus iscurrently working on gathering supplies to create safety bins for each room on the campus.

Curriculum and Instruction

West Ward is committed to all students' academic achievement and excellence. The campus implements, with fidelity, the district aligned "3 Essentials +1" which include:implementing standards-based, aligned instruction, monitoring and coaching the implementation and delivery of the standards-based aligned instruction through the GradualRelease of Responsibility Instructional Model, and leaders and teachers monitoring student progress and students monitoring their own progress. Furthermore, West Ward leadersand teachers follow, with fidelity, the implementation of the district's: Unit Planning Process, Unit Pacing Calendars, Unit Progression Charts, and the CUA Protocol. It is anexpectation that all teachers follow the TEKS Resource System documents to insure a guaranteed viable curriculum. Teachers are also given multiple opportunities to attenddistrict professional development. Students were given the opportunity to create goals and then monitor their own progress on the Common Unit Assessments.

Walk-throughs and coaching feedback opportunities were given to teachers to improve instruction and increase student achievement. It became apparent in those walk-throughsand coaching opportunities that there was a lack of strong, high quality engaged TEKS based instruction happening in most classrooms. Furthermore, the low CUA scores wereanother strong indication there was a lack of focus on quality, first-tier instruction and instructional practices. Administrators calibrated with each other to provide sound andconsistent coaching feedback to teachers.

With students missing 51 instructional days due to COVID-19 school closure, instructions and remediation by teachers will be crucial for students to be on grade level by the endof the 2020-2021 school year. It became apparent during the Covid-19 campus closure that students had not been able to access technology on a regular basis which accounted forthe low engagement percentage the campus maintained. The belief is that if students had been able to use technology throughout the year, digital learning would not be a



challenge. The campus will fund an additional Curriculum Instructional Specialist.

School Processes & Programs Strengths

*All teachers and administrators stay on Wednesday until 5:00 to plan using district-level resources. *Campus leadership leads all PLCs each Wednesday for all grade levels. *Availability of campus leadership to teachers, paraprofessionals, students, and parents during and after school. *Transparency of leadership to teachers, paraprofessionals, students, and parents to create trusting, valued relationships. *Campus leadership is strong in the understanding and development of instruction, instructional documents, GRR, and the RTI implementation. *Targeted and specific support of new teachers or new hires to West Ward Elementary School. *Very capable, skilled technologist who is eager to assist administrators and teachers in implementing technology in the classroom.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1 (Prioritized): Implementation of first time, high quality, engaging TEKS-based instruction using the gradual release model, visible thinking strategies, andbuilding vocabulary within all curricular areas is lacking. Root Cause: The perception was built over time with teachers and administrators that interventions became more of apriority rather than Tier 1 instruction.

Problem Statement 2 (Prioritized): Teachers using technology seamlessly with alignment of TEKS. Root Cause: Lack of viable, working technology for teachers or students toaccess.



Perceptions

Perceptions Summary

Over the course of the last year, community and district perceptions of West Ward have rapidly changed for the better. With new administration, new focus, new energies andnew hires, the trajectory of West Ward is moving in a positive direction. This new direction did not happen by accident; it required building relationships, focusing on studentgrowth and achievement, and a deliberate re-branding effort for our new direction. Due to this new direction, there has been a reduction in parent complaints, greater teacherefficacy, and student growth and achievement data improved. Although we have made great strides in building relationships with our parents and family members, there continuesto be low attendance at parent conferences and events focused on improving student achievement.

Per the ESF Survey completed in November 2019, the highest favorability rating from teachers and staff was "How optimistic are you that your school will improve in thefuture" at 74%. The morale of teachers and staff has improved as evidenced by increased participation in school activities and reduced teacher absences. Furthermore, West Wardwon first place participation in the district's 5k, won Most Improved in giving to the Education Foundation, and ended up being in 4th place for the district in the Superintendent'sCup. Most recently, our campus received an award from Fort Hood in regards to our partnership with our Adopt-A-School unit.

School safety procedures have been developed that ensure the safety of students throughout the school day. West Ward has a well thought out plan for arrival and dismissal ofstudents. Emergency drills are practiced each month.

West Ward counselors conduct guidance lessons around various skills and concerns students encounter in the educational setting. The counselors focus on positive interactionswith their peers and teachers.

In implementing Restorative Discipline, discipline referrals decreased from 1556 to 634 or reduced by 59% for the 2019 school year. The campus will be implementingcomponents of Restorative Discipline along with components of Capturing Kids' Hearts for the 2020-2021 school year. The teachers also followed a newly formed campus-widediscipline plan prior to writing a discipline referral.

With input from the staff and parents, the campus has re-written the vision and mission statement of the campus.

West Ward is fortunate to have a Parent Liasion who works tirelessly for our parents, students, and staff. The Parent Liasion has the opportunity for a unique relationship withparents and community members which helps create opportunities for partnerships and relationships. With our current demographics, the Parent Liasion matches families with theappropriate social services or community resources. He spends time with parents reassuring and explaining policies and procedures with parents to ensure a symbiotic relationshipbetween parent and school. Each Friday, our Parent Liasion facilitates a Wee Reader (early literacy club) session for upcoming students and their parents in creating a love forliteracy. West Ward will continue funding a full-time Parent Liasion for the 2020-2021 school year.

Perceptions Strengths

West Ward Elementary School, under new leadership, has worked hard to create new perceptions (internally and externally) of our school, teachers, student learning and studentlearning expectations, community involvement, school safety, and parental engagement. There were monthly SBDM meetings held which included community, parental, andteacher input. For the first time in many years, there was an Open House held in the fall for students to show parents to see all of their current learning.



Communication amongst all stake-holders has been and will continue to be a priority for West Ward Elementary School. There has been an increase in Connect-Ed messagesdelivered to parents; however, the creation of the campus FaceBook page has generated opportunities for engagement and transparency amongst staff, parents, and community.Furthermore, a monthly faculty meeting (held the first Wednesday of every month) insures that every faculty member receives the same information at the same time in a timelymanner. A monthly calendar is prepared for all staff each month for upcoming events (potlucks, testing, birthdays, etc.).

West Ward is fortunate to have a Parent Liasion who works tirelessly for our parents, students, and staff. The Parent Liasion has the opportunity for a unique relationship withparents and community members which helps create opportunities for partnerships and relationships. With our current demographics, the Parent Liasion matches families with theappropriate social services or community resources. He spends time with parents reassuring and explaining policies and procedures with parents to ensure a symbiotic relationshipbetween parent and school. Each Friday, our Parent Liasion facilitates a Wee Reader (early literacy club) session for upcoming students and their parents in creating a love forliteracy.

Various community organizations support West Ward with resources and volunteers for parents and children:

Killeen/Heights Rotary Club

Killeen Food Care Center and School Health Advisory Council (S.H.A.C.)

Exchange Club of Killeen

Sunset Community Baptist Church

Lions Club

1-44 ADA Battalion, 69th ADA Brigade, Ft. Hood

AKA’s, Delta’s, Sigma’s, and the Panhellenic Council

First National Bank

Killeen High School (various clubs and organizations)

H.E.B.

Whitis Foundation

Salas Group Realtors

Problem Statements Identifying Perceptions Needs



Problem Statement 1 (Prioritized): Lack of favorable interactions and respectfulness between students and teachers. Root Cause: Teachers' expectations and relationships withstudents not established or communicated.

Problem Statement 2 (Prioritized): There was a lack of parental involvement. Root Cause: Campus believes that limited opportunities, lack of clarity on opportunities, andpoorly communicated expectations contributed to the lack of parental involvement.

Problem Statement 3 (Prioritized): The social-emotional well being of staff, students, and families has been negatively impacted as a result of COVID 19 and extended periodof social distancing distances. Root Cause: The COVID-19 pandemic resulted in a loss of 51 schools days in KISD.



Priority Problem Statements

Problem Statement 1: All students have experienced gaps in learning as a result of COVID-19 and the extended school closure.Root Cause 1: The COVID-19 pandemic resulted in a loss of 51 school days in KISD.Problem Statement 1 Areas: Student Learning

Problem Statement 3: There was a lack of parental involvement.Root Cause 3: Campus believes that limited opportunities, lack of clarity on opportunities, and poorly communicated expectations contributed to the lack of parentalinvolvement.Problem Statement 3 Areas: Perceptions

Problem Statement 4: The attendance rate for all students was 95%.Root Cause 4: Lack of relationships and engagement of students in some classrooms.Problem Statement 4 Areas: Demographics

Problem Statement 5: There were 634 discipline referrals issued for the 2019-2020 school year.Root Cause 5: With new campus administration, students had difficulty in changing behaviors to meet new expectations.Problem Statement 5 Areas: Demographics

Problem Statement 6: Implementation of first time, high quality, engaging TEKS-based instruction using the gradual release model, visible thinking strategies, and buildingvocabulary within all curricular areas is lacking.Root Cause 6: The perception was built over time with teachers and administrators that interventions became more of a priority rather than Tier 1 instruction.Problem Statement 6 Areas: School Processes & Programs

Problem Statement 7: Lack of favorable interactions and respectfulness between students and teachers.Root Cause 7: Teachers' expectations and relationships with students not established or communicated.Problem Statement 7 Areas: Perceptions

Problem Statement 8: The percentage of students achieving Approaches Grade level in STAAR Reading was 64%.Root Cause 8: There was a lack of consistency in the teaching of reading comprehension.Problem Statement 8 Areas: Student Learning



Problem Statement 9: The percentage of students achieving Approaches Grade Level on STAAR Writing was 55%.Root Cause 9: There was a lack of consistency in editing and rewriting instruction.Problem Statement 9 Areas: Student Learning

Problem Statement 10: The percentage of students achieving Approaches Grade Level in STAAR Math was 76%.Root Cause 10: There was a lack of consistency in the teaching of problem solving and numeric literacy.Problem Statement 10 Areas: Student Learning

Problem Statement 11: The percentage of students achieving Approaches Grade Level on STAAR Science was 50%.Root Cause 11: There was a lack of continuity in the teaching of the scientific process and integration of vocabulary.Problem Statement 11 Areas: Student Learning

Problem Statement 12: The percentage of ELL students achieving Approaches Grade Level in STAAR reading was 3rd grade 70%, 4th grade 47%, and 5th grade 63%.Root Cause 12: There was a lack of consistency in the teaching of reading comprehension.Problem Statement 12 Areas: Student Learning

Problem Statement 13: Students do not often have the supplies needed to learn.Root Cause 13: Community donations of school supplies occur at the beginning of the year.Problem Statement 13 Areas: Demographics

Problem Statement 14: Teachers using technology seamlessly with alignment of TEKS.Root Cause 14: Lack of viable, working technology for teachers or students to access.Problem Statement 14 Areas: School Processes & Programs

Problem Statement 15: The social-emotional well being of staff, students, and families has been negatively impacted as a result of COVID 19 and extended period of socialdistancing distances.Root Cause 15: The COVID-19 pandemic resulted in a loss of 51 schools days in KISD.Problem Statement 15 Areas: Perceptions



Comprehensive Needs Assessment Data Documentation

The 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

Effective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataFederal Report Card Data

Student Data: Assessments

Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataObservation Survey resultsTexas approved Prekindergarten and Kindergarten assessment data

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataSection 504 dataHomeless dataGifted and talented dataDyslexia 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 feedback



Teacher/Student RatioState certified and high quality staff dataCampus leadership data

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications data



Goals

Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting in futureready students.

Performance Objective 1: By the end of the 20-21 school year, STAAR reading scores will improve from 51% approaches grade level to 65% approachesgrade level.

Evaluation Data Sources: STAAR, MAP, CIRCLE, F&P, and CUAs

Summative Evaluation: None

Strategy 1: Teachers will provide skills based and/or leveled guided reading in grades K-5 on a daily basis.Strategy's Expected Result/Impact: Increased student performance on STAAR, F&P, CUAs, and benchmarks.Staff Responsible for Monitoring: Administration, TeachersTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Connect highschool to career and college, Improve low-performing schools - Comprehensive Support Strategy - AdditionalTargeted Support StrategyProblem Statements: Student Learning 2

ReviewsFormative Summative

Nov Jan Mar June

Strategy 2: Teachers will utilize LLI for instruction during the intervention block with struggling readers. Instructional Aideswill be used to provide LLI instruction during intervention blocks for all grade levels.

Strategy's Expected Result/Impact: By implementing daily LLI instruction/remediation, there will be an improvementin student growth/achievement evidenced by CUA, MAP, and STAAR data.Staff Responsible for Monitoring: Teachers and AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Connect highschool to career and college, Improve low-performing schools - Comprehensive Support Strategy - AdditionalTargeted Support StrategyProblem Statements: Student Learning 2


Nov Jan Mar June

Strategy 3: The campus will provide small group after school and during school tutoring by professional staff to provideadditional targeted support for groups in need of assistance (SPED, African American, Hispanic, and Economic Dis.) .

Strategy's Expected Result/Impact: Increase in student achievement as measure by local and state testing.Staff Responsible for Monitoring: Administration/ Professional StaffTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Connect highschool to career and college, Improve low-performing schools - Comprehensive Support Strategy - AdditionalTargeted Support StrategyProblem Statements: Student Learning 2


Nov Jan Mar June



Strategy 4: Staff members will travel to professional literacy conferences as deemed appropriate.Strategy's Expected Result/Impact: Conference attendance and evidence of implementation of ideas gained fromconferences. Increased student performance on assessments.Staff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math, Connect high school to career and college, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 2


Nov Jan Mar June

Strategy 5: The Campus Instructional Specialist will continually coach staff members in the implementation of CFA 2.0 andguided reading.

Strategy's Expected Result/Impact: Increased student performance on CUAS and F&P.Staff Responsible for Monitoring: Administration, CISTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - AdditionalTargeted Support StrategyProblem Statements: Student Learning 2


Nov Jan Mar June

Strategy 6: Teachers will utilize F&P assessments in grades K-3 to form guided reading groups. F&P assessments will beadministered to new students by the CIS immediately upon enrollment to identify struggling readers.

Strategy's Expected Result/Impact: This will enable teachers and interventionists to properly fill reading gaps forstudents. Furthermore, it is another layer of documentation if Tier 2, Tier 3, or SPED referral needed.Staff Responsible for Monitoring: Teachers, Administration, and CISTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 2


Nov Jan Mar June

Strategy 7: In order to increase achievement in reading, teachers will teach a daily GRR lesson derived from CFA 2.0 designprocess in grades K-5. Reteach will be taught on bridge days.

Strategy's Expected Result/Impact: Increased student performance on assessments as indicated on weekly assessments,unit assessments and students artifacts.

Lesson plans/unit mapping documentation.Staff Responsible for Monitoring: Administration, Campus Instructional SpecialistTitle I Schoolwide Elements: 2.5, 2.6 - Additional Targeted Support StrategyProblem Statements: Student Learning 2


Nov Jan Mar June



Strategy 8: Administration will monitor fidelity of reading instruction through reading focused walk-throughs weekly.Strategy's Expected Result/Impact: Fidelity of implementationStaff Responsible for Monitoring: Administration and CISTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 2


Nov Jan Mar June

Strategy 9: ELL teachers will provide small group intervention lessons for ELL students that target vocabulary developmentand literacy skills. ELL specific tutoring will be offered after school.

Strategy's Expected Result/Impact: The result will be an increase of TELPAS ratings, STAAR scores, and CUA's.Staff Responsible for Monitoring: ELL teachers, CISTitle I Schoolwide Elements: 2.4, 2.5 - TEA Priorities: Build a foundation of reading and math - ComprehensiveSupport StrategyProblem Statements: Student Learning 6


Nov Jan Mar June

Strategy 10: To increase reading achievement for at-risk students in grades PK-5, teachers will provide intensive small groupinstruction.

Strategy's Expected Result/Impact: Additional targeted support will be provided to increase the grade-level standard forSTAAR and increase the average growth of MAP RIT.Staff Responsible for Monitoring: Classroom teachers, CISTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 5: Effective Instruction - Comprehensive Support Strategy - TargetedSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 1


Nov Jan Mar June

No Progress Accomplished Continue/Modify Discontinue

Performance Objective 1 Problem Statements:

Student LearningProblem Statement 1: All students have experienced gaps in learning as a result of COVID-19 and the extended school closure. Root Cause: The COVID-19 pandemicresulted in a loss of 51 school days in KISD.Problem Statement 2: The percentage of students achieving Approaches Grade level in STAAR Reading was 64%. Root Cause: There was a lack of consistency in theteaching of reading comprehension.Problem Statement 6: The percentage of ELL students achieving Approaches Grade Level in STAAR reading was 3rd grade 70%, 4th grade 47%, and 5th grade 63%. RootCause: There was a lack of consistency in the teaching of reading comprehension.




Performance Objective 2: By the end of the 20-21 school year, STAAR writing scores will increase from 53% approaches to 65% approaches.

Evaluation Data Sources: STAAR, CUAs, and Authentic Writing Samples


Strategy 1: Campus leadership will provide learning in PLCsin preparation for the implementation of "Next GenerationBalanced Writing" in grades K-5, during the 20-21 school year.

Strategy's Expected Result/Impact: Sign-in SheetsStaff Responsible for Monitoring: Administration and CiSTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 4


Nov Jan Mar June

Strategy 2: Teachers will provide revising and editing instruction that will be taught in grades K-5. In kindergarten, teacherswill model and share revising and editing. In first and second grades, students will revise and edit sentences. In grades 2-5,Empowering Writer's revising and editing curriculum will be implemented.

Strategy's Expected Result/Impact: CUAs and BenchmarksStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 4


Nov Jan Mar June

Strategy 3: Campus administrators will conduct weekly walkthroughs to monitor the fidelity of implementation of the writingcurriculum.

Strategy's Expected Result/Impact: Increased achievement in writingStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 4


Nov Jan Mar June



Strategy 4: Teachers will teach a daily G.R.R. lesson derived from the CFA 2.0 design process will be taught daily in all gradelevels with a focused emphasis in fourth grade. Reteach will be done during the bridge days. Real world experiences will be used as a catalyst for expository writing.

Strategy's Expected Result/Impact: Increased student achievement in writingStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 4


Nov Jan Mar June

Strategy 5: Teachers will implement the Empowering Writer's resource with fidelity in grades K-5. K-5 teachers will submitwriting samples to be turned in every nine weeks beginning the second 9 weeks.

Strategy's Expected Result/Impact: Improved writing performance on state and local testsStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 4


Nov Jan Mar June



Student LearningProblem Statement 4: The percentage of students achieving Approaches Grade Level on STAAR Writing was 55%. Root Cause: There was a lack of consistency in editingand rewriting instruction.




Performance Objective 3: By the end of the 20-21 school year, STAAR math scores will increase from 66% approaches to 75% approaches.

Evaluation Data Sources: STAAR, MAP, CUAs , and Benchmarks.


Strategy 1: Teachers will teach a G.R.R. math lesson, derived from the 2.0 design process, will be taught daily in grades K-5. Bridge days will be utilized to reteach math concepts.

Strategy's Expected Result/Impact: Improved STAAR and CUA dataStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 3


Nov Jan Mar June

Strategy 2: Teachers will use guided math strategies daily in response to teacher monitoring instruction daily.Strategy's Expected Result/Impact: Improved STAAR and CUA dataStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 3


Nov Jan Mar June

Strategy 3: Teachers will provide math fact or numeric fluency-building multiple times in grades K-5 throughout the year.Strategy's Expected Result/Impact: Increased fluencyStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 3


Nov Jan Mar June

Strategy 4: In order to increase achievement in math, teachers will provide opportunities for critical thinking will be taughtthrough a problem a day approach in grades K-5.

Strategy's Expected Result/Impact: Increased critical thinking skillsStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 3


Nov Jan Mar June



Strategy 5: Teachers will spiral previous math instruction daily in the form of a bell ringer.Strategy's Expected Result/Impact: Increased math scoresStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 3


Nov Jan Mar June



Student LearningProblem Statement 3: The percentage of students achieving Approaches Grade Level in STAAR Math was 76%. Root Cause: There was a lack of consistency in the teachingof problem solving and numeric literacy.




Performance Objective 4: By the end of the 20-21 school year, STAAR science scores will increase from 47% approaches to 65% approaches.

Evaluation Data Sources: STAAR, MAP, and CUAs


Strategy 1: Students in grades K-4 will participate in hands-on science experiments a minimum of once per week. Fifth gradestudents will participate in hands-on science experiments multiple times per week. Fieled based instructional experiences inscience will be provided to teach and reinforce concepts that are difficult to duplicate in the classroom setting. Field basedinstruction will include the following: zoos, museums, planetariums, and Inner Space Caverns.

Strategy's Expected Result/Impact: STAAR, CUAs , and Benchmarks.Reports generated from GZIMO the interactive science computer program.Staff Responsible for Monitoring: Administration, Science AideTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 5


Nov Jan Mar June

Strategy 2: Teachers will provide the required number of minutes of science instruction in grades K-4.Strategy's Expected Result/Impact: STAAR, Benchmarks, and CUAsStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 5


Nov Jan Mar June

Strategy 3: Teachers will teach a daily G.R.R. lesson derived from the CFA 2.0 lesson design process in the fifth grade. Reteaching will be done during bridge days.

Strategy's Expected Result/Impact: STAAR, CUAs, and BenchmarksStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 5


Nov Jan Mar June

Strategy 4: Teachers will spiral Science TEKS from K-4 in fifth grade.Strategy's Expected Result/Impact: AdministrationStaff Responsible for Monitoring: NoneTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 5


Nov Jan Mar June





Student LearningProblem Statement 5: The percentage of students achieving Approaches Grade Level on STAAR Science was 50%. Root Cause: There was a lack of continuity in theteaching of the scientific process and integration of vocabulary.



Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize student achievement.

Performance Objective 1: During the 19-20 school year, all professional staff members will participate in PLCs and on and/or off campus-based learning.

Evaluation Data Sources: Sign-In Sheets and Agendas


Strategy 1: Teachers will participate in a 50 minute PLC each week. The focus of PLCs will be the "Three Essentials".Strategy's Expected Result/Impact: Improved STAAR and CUA data.Staff Responsible for Monitoring: Administration and CISTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - AdditionalTargeted Support StrategyProblem Statements: School Processes & Programs 1


Nov Jan Mar June

Strategy 2: Special Education teachers will provide inclusion support and attend grade level PLCs on a monthly basis to workwith teachers on further customizing student IEPs to meet student needs.

Strategy's Expected Result/Impact: Increased SPED student performance on Benchmarks, CUAs, and STAAR.Staff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 1


Nov Jan Mar June

Strategy 3: Campus leadership will provide training to staff on "Next Generation Reading and Writing".Strategy's Expected Result/Impact: Improved reading and writing instruction.Staff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - AdditionalTargeted Support StrategyProblem Statements: School Processes & Programs 1


Nov Jan Mar June

Strategy 4: Administrative Staff and Teacher Leaders will attend the Lead4Ward Conference. Upon return, the participantswill share the learning with others and implement effective PLC practices and strategies.

Strategy's Expected Result/Impact: The expected result is a more productive and streamlined PLC process used by thecampus to increase student achievement.Staff Responsible for Monitoring: Principal, AP's, and CISTitle I Schoolwide Elements: 2.5 - TEA Priorities: Recruit, support, retain teachers and principalsProblem Statements: Student Learning 1


Nov Jan Mar June



Strategy 5: Administration Team (Principal, 2 Assistant Principals, and 2 CISs) will participate with leadership coaching withRegion 12.

Strategy's Expected Result/Impact: It will build the efficacy of the leadership to coach and monitor teachers in aproductive way.Staff Responsible for Monitoring: PrincipalTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership andPlanning - Comprehensive Support StrategyProblem Statements: School Processes & Programs 1


Nov Jan Mar June



Student LearningProblem Statement 1: All students have experienced gaps in learning as a result of COVID-19 and the extended school closure. Root Cause: The COVID-19 pandemicresulted in a loss of 51 school days in KISD.

School Processes & ProgramsProblem Statement 1: Implementation of first time, high quality, engaging TEKS-based instruction using the gradual release model, visible thinking strategies, and buildingvocabulary within all curricular areas is lacking. Root Cause: The perception was built over time with teachers and administrators that interventions became more of a priorityrather than Tier 1 instruction.



Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships and meaningfulcommunication.

Performance Objective 1: West Ward Elementary School will experience a 3% increase in the participation of parents in school-sponsored parentinvolvement activities (volunteering, parent learning opportunities, student events).

Evaluation Data Sources: Sign-In Sheets


Strategy 1: The parent liaison will conduct bi-monthly parental activities scheduled at different times of day with subjectsrelated to parenting, STAAR, literacy, and a Wee Readers program. Additionally the parent liaison will ensure parents are informed and involved as per Title 1 requirements.

Strategy's Expected Result/Impact: Increased parent participation in parenting activities as measured by sign-in sheets.Staff Responsible for Monitoring: Administration, Parent LiaisonTitle I Schoolwide Elements: 2.6, 3.1, 3.2 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Perceptions 2


Nov Jan Mar June

Strategy 2: The campus will use the ConnectEd system to alert parents to upcoming or late-breaking events.Strategy's Expected Result/Impact: ConnectEd reports.Staff Responsible for Monitoring: Administration, Parent LiaisonTitle I Schoolwide Elements: 2.5, 3.2 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schoolsProblem Statements: Perceptions 2


Nov Jan Mar June

Strategy 3: School will host an ELL Family Literacy Night to provide parents and families of ELL students with strategies tosupport Language Arts/Reading achievement.

Strategy's Expected Result/Impact: Sign-in sheetsStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 3.2 - TEA Priorities: Build a foundation of reading and mathProblem Statements: Student Learning 6


Nov Jan Mar June



Strategy 4: Campus leadership will host parents and family members to review/revise the Parent and Family EngagementPolicy and the Home-School Compact. These meetings will be held bi-annually in the fall and early spring. The Parent andFamily Engagement Policy will be included in the Parent Handbook, posted on the campus web-site, and hard copies will beavailable upon request. The Home-School Compact will be discussed and signed at a parent-teacher conference held each fall.

Strategy's Expected Result/Impact: Parents and family members will have a role in developing, reviewing/revisingPAFE & Home-School Compact.Staff Responsible for Monitoring: PrincipalTitle I Schoolwide Elements: 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support StrategyProblem Statements: Perceptions 2


Nov Jan Mar June

Strategy 5: Campus leadership will host the annual Title I meeting each fall and will be offered at various times and dates.Parents will be notified in advance of the meetings so that they are able to attend at the time that is most convenient for them.The agenda for the meetings will include information about Title I programs, a description/explanation of the curriculum, andan opportunity for parents to provide suggestions relating to the education of their children.

Strategy's Expected Result/Impact: Parents and family members will have a better understanding of Title I and willprovide feedback about Title I programs.Staff Responsible for Monitoring: PrincipalTitle I Schoolwide Elements: 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Perceptions 2


Nov Jan Mar June



Student LearningProblem Statement 6: The percentage of ELL students achieving Approaches Grade Level in STAAR reading was 3rd grade 70%, 4th grade 47%, and 5th grade 63%. RootCause: There was a lack of consistency in the teaching of reading comprehension.

PerceptionsProblem Statement 2: There was a lack of parental involvement. Root Cause: Campus believes that limited opportunities, lack of clarity on opportunities, and poorlycommunicated expectations contributed to the lack of parental involvement.



Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social, emotional, and behavioral distractors; therebyimproving student achievement.

Performance Objective 1: By the end of the 19-20 school year, the number of discipline referrals will decrease by 20%.

Evaluation Data Sources: Discipline Data


Strategy 1: The campus will maintain crisis kits will be maintained in each classroom and with an updated copy of the campuscrisis plan each semester.

Strategy's Expected Result/Impact: Safety drill dates and timesStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Improve low-performing schools


Nov Jan Mar June

Strategy 2: Campus administration will tabulate referral data each month to identify trends in student behavior.Strategy's Expected Result/Impact: Discipline referral dataStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Improve low-performing schools - Comprehensive SupportStrategy - Additional Targeted Support StrategyProblem Statements: Demographics 1


Nov Jan Mar June

Strategy 3: The campus will hold Campus Conduct Committee meetings each month.Strategy's Expected Result/Impact: Campus Conduct Meeting dates and minutes.Staff Responsible for Monitoring: Administration. CCC representativeTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Improve low-performing schools - Comprehensive SupportStrategyProblem Statements: Demographics 1


Nov Jan Mar June

Strategy 4: Students with perfect attendance will be recognized each semester at an award ceremony. Perfect attendance forthe semester and year will be recognized at the end of the 1st semester and at the end of the second semester ceremonies.

Strategy's Expected Result/Impact: Improved student achievementStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support StrategyProblem Statements: Demographics 2


Nov Jan Mar June



Strategy 5: The campus DEAC representative will conduct informative monthly Campus Employee Advocacy Committeemeetings.

Strategy's Expected Result/Impact: DEAC meeting dates and minutesStaff Responsible for Monitoring: Administration, DEAC representativeTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Improve low-performing schools - Comprehensive SupportStrategy - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 6: All members of the campus crisis team will receive annual CPI training.Strategy's Expected Result/Impact: CPI trainingStaff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Improve low-performing schools - Comprehensive SupportStrategy - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 7: SBDM will meet the last Wednesday of every month to monitor progress on the CIP and review discipline data.Strategy's Expected Result/Impact: SBDM minutesStaff Responsible for Monitoring: SBDM members and AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6, 3.2 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Demographics 1 - Perceptions 2


Nov Jan Mar June

Strategy 8: The PE staff will ensure that all students will actively participate in the Presidential Fitness program .Strategy's Expected Result/Impact: Increased fitness as documented by staff, parents, and students.Staff Responsible for Monitoring: Physical Education Teachers and AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 9: The campus will implement components of Restorative Discipline and components of Capturing Kids' Heartspractices to include respect agreements. Campus staff will follow a tiered campus-wide discipline plan.

Strategy's Expected Result/Impact: Fewer discipline referrals issued and processedStaff Responsible for Monitoring: PrincipalAssistant PrincipalsCounselorsProblem Statements: Demographics 1 - Perceptions 1


Nov Jan Mar June



Strategy 10: The campus will fund a counselor to assist students and teachers by delivering guidance lessons and providingsupport of the social well-being of students, parents and staff.

Strategy's Expected Result/Impact: An additional counselor will be able to support campus which will result in fewerdiscipline reports, a support system for parents and students, and the provision of social/emotional support to students,parents, and staff.Staff Responsible for Monitoring: Principal, Director of GuidanceResults Driven AccountabilityProblem Statements: Demographics 1 - Perceptions 3


Nov Jan Mar June



DemographicsProblem Statement 1: There were 634 discipline referrals issued for the 2019-2020 school year. Root Cause: With new campus administration, students had difficulty inchanging behaviors to meet new expectations.Problem Statement 2: The attendance rate for all students was 95%. Root Cause: Lack of relationships and engagement of students in some classrooms.

PerceptionsProblem Statement 1: Lack of favorable interactions and respectfulness between students and teachers. Root Cause: Teachers' expectations and relationships with students notestablished or communicated.Problem Statement 2: There was a lack of parental involvement. Root Cause: Campus believes that limited opportunities, lack of clarity on opportunities, and poorlycommunicated expectations contributed to the lack of parental involvement.Problem Statement 3: The social-emotional well being of staff, students, and families has been negatively impacted as a result of COVID 19 and extended period of socialdistancing distances. Root Cause: The COVID-19 pandemic resulted in a loss of 51 schools days in KISD.



Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students and staff.

Performance Objective 1: By May of 2020, all data related to management of resources will reflect 100% compliance with all state, federal, and localrequirements.

Evaluation Data Sources: Financial and Budgetary Reports.


Strategy 1: Teachers and interventionists, including the RICA teacher will work to identify and respond to the needs ofstudents in the area of English Language Arts with a focus on nonfiction reading comprehension and math . Dyslexiaintervention will be provided to students identified with dyslexia.

Strategy's Expected Result/Impact: Increased student performanceStaff Responsible for Monitoring: Administration, TeachersTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Comprehensive Support Strategy - Additional Targeted Support StrategyProblem Statements: Student Learning 2, 3


Nov Jan Mar June

Strategy 2: The campus secretary in conjunction with campus administration will complete all required paperwork to ensurecompliance with state, local, and federal guidelines.

Strategy's Expected Result/Impact: 100% complinaceStaff Responsible for Monitoring: Secretary and Campus AdministrationTitle I Schoolwide Elements: 2.5


Nov Jan Mar June

Strategy 3: Establish community resources to provide students with necessary tools to engage in completing classroomexpectations, and to limit distractions from learning as a result from students searching for missing supplies.

Strategy's Expected Result/Impact: Increase time on tasks and reduce classroom behavior issues.Staff Responsible for Monitoring: Classroom teachers, CIS, and Parent LiaisonTitle I Schoolwide Elements: 2.4Problem Statements: Demographics 3


Nov Jan Mar June



DemographicsProblem Statement 3: Students do not often have the supplies needed to learn. Root Cause: Community donations of school supplies occur at the beginning of the year.

Student LearningProblem Statement 2: The percentage of students achieving Approaches Grade level in STAAR Reading was 64%. Root Cause: There was a lack of consistency in theteaching of reading comprehension.



Problem Statement 3: The percentage of students achieving Approaches Grade Level in STAAR Math was 76%. Root Cause: There was a lack of consistency in the teachingof problem solving and numeric literacy.



Comprehensive Support Strategies

Goal Objective Strategy Description1 1 1 Teachers will provide skills based and/or leveled guided reading in grades K-5 on a daily basis.

1 1 2 Teachers will utilize LLI for instruction during the intervention block with struggling readers. Instructional Aides will beused to provide LLI instruction during intervention blocks for all grade levels.

1 1 3 The campus will provide small group after school and during school tutoring by professional staff to provide additionaltargeted support for groups in need of assistance (SPED, African American, Hispanic, and Economic Dis.) .

1 1 4 Staff members will travel to professional literacy conferences as deemed appropriate.

1 1 5 The Campus Instructional Specialist will continually coach staff members in the implementation of CFA 2.0 and guidedreading.

1 1 6 Teachers will utilize F&P assessments in grades K-3 to form guided reading groups. F&P assessments will be administeredto new students by the CIS immediately upon enrollment to identify struggling readers.

1 1 8 Administration will monitor fidelity of reading instruction through reading focused walk-throughs weekly.

1 1 9 ELL teachers will provide small group intervention lessons for ELL students that target vocabulary development andliteracy skills. ELL specific tutoring will be offered after school.

1 1 10 To increase reading achievement for at-risk students in grades PK-5, teachers will provide intensive small groupinstruction.

1 2 1 Campus leadership will provide learning in PLCsin preparation for the implementation of "Next Generation BalancedWriting" in grades K-5, during the 20-21 school year.

1 2 2Teachers will provide revising and editing instruction that will be taught in grades K-5. In kindergarten, teachers will modeland share revising and editing. In first and second grades, students will revise and edit sentences. In grades 2-5,Empowering Writer's revising and editing curriculum will be implemented.

1 2 3 Campus administrators will conduct weekly walkthroughs to monitor the fidelity of implementation of the writingcurriculum.

1 2 4Teachers will teach a daily G.R.R. lesson derived from the CFA 2.0 design process will be taught daily in all grade levelswith a focused emphasis in fourth grade. Reteach will be done during the bridge days. Real world experiences will be usedas a catalyst for expository writing.

1 2 5 Teachers will implement the Empowering Writer's resource with fidelity in grades K-5. K-5 teachers will submit writingsamples to be turned in every nine weeks beginning the second 9 weeks.

1 3 1 Teachers will teach a G.R.R. math lesson, derived from the 2.0 design process, will be taught daily in grades K-5. Bridgedays will be utilized to reteach math concepts.

1 3 2 Teachers will use guided math strategies daily in response to teacher monitoring instruction daily.

1 3 3 Teachers will provide math fact or numeric fluency-building multiple times in grades K-5 throughout the year.



Goal Objective Strategy Description

1 3 4 In order to increase achievement in math, teachers will provide opportunities for critical thinking will be taught through aproblem a day approach in grades K-5.

1 3 5 Teachers will spiral previous math instruction daily in the form of a bell ringer.

1 4 1

Students in grades K-4 will participate in hands-on science experiments a minimum of once per week. Fifth grade studentswill participate in hands-on science experiments multiple times per week. Fieled based instructional experiences in sciencewill be provided to teach and reinforce concepts that are difficult to duplicate in the classroom setting. Field basedinstruction will include the following: zoos, museums, planetariums, and Inner Space Caverns.

1 4 2 Teachers will provide the required number of minutes of science instruction in grades K-4.

1 4 3 Teachers will teach a daily G.R.R. lesson derived from the CFA 2.0 lesson design process in the fifth grade. Reteachingwill be done during bridge days.

1 4 4 Teachers will spiral Science TEKS from K-4 in fifth grade.

2 1 1 Teachers will participate in a 50 minute PLC each week. The focus of PLCs will be the "Three Essentials".

2 1 2 Special Education teachers will provide inclusion support and attend grade level PLCs on a monthly basis to work withteachers on further customizing student IEPs to meet student needs.

2 1 3 Campus leadership will provide training to staff on "Next Generation Reading and Writing".

2 1 5 Administration Team (Principal, 2 Assistant Principals, and 2 CISs) will participate with leadership coaching with Region12.

3 1 1The parent liaison will conduct bi-monthly parental activities scheduled at different times of day with subjects related toparenting, STAAR, literacy, and a Wee Readers program. Additionally the parent liaison will ensure parents are informedand involved as per Title 1 requirements.

3 1 4

Campus leadership will host parents and family members to review/revise the Parent and Family Engagement Policy andthe Home-School Compact. These meetings will be held bi-annually in the fall and early spring. The Parent and FamilyEngagement Policy will be included in the Parent Handbook, posted on the campus web-site, and hard copies will beavailable upon request. The Home-School Compact will be discussed and signed at a parent-teacher conference held eachfall.

3 1 5

Campus leadership will host the annual Title I meeting each fall and will be offered at various times and dates. Parents willbe notified in advance of the meetings so that they are able to attend at the time that is most convenient for them. Theagenda for the meetings will include information about Title I programs, a description/explanation of the curriculum, andan opportunity for parents to provide suggestions relating to the education of their children.

4 1 2 Campus administration will tabulate referral data each month to identify trends in student behavior.

4 1 3 The campus will hold Campus Conduct Committee meetings each month.

4 1 4 Students with perfect attendance will be recognized each semester at an award ceremony. Perfect attendance for thesemester and year will be recognized at the end of the 1st semester and at the end of the second semester ceremonies.

4 1 5 The campus DEAC representative will conduct informative monthly Campus Employee Advocacy Committee meetings.

4 1 6 All members of the campus crisis team will receive annual CPI training.



Goal Objective Strategy Description4 1 7 SBDM will meet the last Wednesday of every month to monitor progress on the CIP and review discipline data.

4 1 8 The PE staff will ensure that all students will actively participate in the Presidential Fitness program .

5 1 1Teachers and interventionists, including the RICA teacher will work to identify and respond to the needs of students in thearea of English Language Arts with a focus on nonfiction reading comprehension and math . Dyslexia intervention will beprovided to students identified with dyslexia.



RDA Strategies


4 1 10 The campus will fund a counselor to assist students and teachers by delivering guidance lessons and providing support ofthe social well-being of students, parents and staff.



Targeted Support Strategies





Additional Targeted Support Strategies

Goal Objective Strategy Description1 1 1 Teachers will provide skills based and/or leveled guided reading in grades K-5 on a daily basis.

1 1 2 Teachers will utilize LLI for instruction during the intervention block with struggling readers. Instructional Aides will beused to provide LLI instruction during intervention blocks for all grade levels.

1 1 3 The campus will provide small group after school and during school tutoring by professional staff to provide additionaltargeted support for groups in need of assistance (SPED, African American, Hispanic, and Economic Dis.) .

1 1 4 Staff members will travel to professional literacy conferences as deemed appropriate.

1 1 5 The Campus Instructional Specialist will continually coach staff members in the implementation of CFA 2.0 and guidedreading.

1 1 6 Teachers will utilize F&P assessments in grades K-3 to form guided reading groups. F&P assessments will be administeredto new students by the CIS immediately upon enrollment to identify struggling readers.

1 1 7 In order to increase achievement in reading, teachers will teach a daily GRR lesson derived from CFA 2.0 design process ingrades K-5. Reteach will be taught on bridge days.

1 1 8 Administration will monitor fidelity of reading instruction through reading focused walk-throughs weekly.


1 2 1 Campus leadership will provide learning in PLCsin preparation for the implementation of "Next Generation BalancedWriting" in grades K-5, during the 20-21 school year.

1 2 2Teachers will provide revising and editing instruction that will be taught in grades K-5. In kindergarten, teachers will modeland share revising and editing. In first and second grades, students will revise and edit sentences. In grades 2-5,Empowering Writer's revising and editing curriculum will be implemented.

1 2 3 Campus administrators will conduct weekly walkthroughs to monitor the fidelity of implementation of the writingcurriculum.

1 2 4Teachers will teach a daily G.R.R. lesson derived from the CFA 2.0 design process will be taught daily in all grade levelswith a focused emphasis in fourth grade. Reteach will be done during the bridge days. Real world experiences will be usedas a catalyst for expository writing.

1 2 5 Teachers will implement the Empowering Writer's resource with fidelity in grades K-5. K-5 teachers will submit writingsamples to be turned in every nine weeks beginning the second 9 weeks.

1 3 1 Teachers will teach a G.R.R. math lesson, derived from the 2.0 design process, will be taught daily in grades K-5. Bridgedays will be utilized to reteach math concepts.

1 3 2 Teachers will use guided math strategies daily in response to teacher monitoring instruction daily.

1 3 3 Teachers will provide math fact or numeric fluency-building multiple times in grades K-5 throughout the year.




1 3 4 In order to increase achievement in math, teachers will provide opportunities for critical thinking will be taught through aproblem a day approach in grades K-5.

1 3 5 Teachers will spiral previous math instruction daily in the form of a bell ringer.

1 4 1

Students in grades K-4 will participate in hands-on science experiments a minimum of once per week. Fifth grade studentswill participate in hands-on science experiments multiple times per week. Fieled based instructional experiences in sciencewill be provided to teach and reinforce concepts that are difficult to duplicate in the classroom setting. Field basedinstruction will include the following: zoos, museums, planetariums, and Inner Space Caverns.

1 4 2 Teachers will provide the required number of minutes of science instruction in grades K-4.

1 4 3 Teachers will teach a daily G.R.R. lesson derived from the CFA 2.0 lesson design process in the fifth grade. Reteachingwill be done during bridge days.

1 4 4 Teachers will spiral Science TEKS from K-4 in fifth grade.

2 1 1 Teachers will participate in a 50 minute PLC each week. The focus of PLCs will be the "Three Essentials".

2 1 2 Special Education teachers will provide inclusion support and attend grade level PLCs on a monthly basis to work withteachers on further customizing student IEPs to meet student needs.

2 1 3 Campus leadership will provide training to staff on "Next Generation Reading and Writing".

3 1 1The parent liaison will conduct bi-monthly parental activities scheduled at different times of day with subjects related toparenting, STAAR, literacy, and a Wee Readers program. Additionally the parent liaison will ensure parents are informedand involved as per Title 1 requirements.

3 1 5

Campus leadership will host the annual Title I meeting each fall and will be offered at various times and dates. Parents willbe notified in advance of the meetings so that they are able to attend at the time that is most convenient for them. Theagenda for the meetings will include information about Title I programs, a description/explanation of the curriculum, andan opportunity for parents to provide suggestions relating to the education of their children.

4 1 2 Campus administration will tabulate referral data each month to identify trends in student behavior.

4 1 4 Students with perfect attendance will be recognized each semester at an award ceremony. Perfect attendance for thesemester and year will be recognized at the end of the 1st semester and at the end of the second semester ceremonies.

4 1 5 The campus DEAC representative will conduct informative monthly Campus Employee Advocacy Committee meetings.

4 1 6 All members of the campus crisis team will receive annual CPI training.

4 1 7 SBDM will meet the last Wednesday of every month to monitor progress on the CIP and review discipline data.

4 1 8 The PE staff will ensure that all students will actively participate in the Presidential Fitness program .

5 1 1Teachers and interventionists, including the RICA teacher will work to identify and respond to the needs of students in thearea of English Language Arts with a focus on nonfiction reading comprehension and math . Dyslexia intervention will beprovided to students identified with dyslexia.



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

The comprehensive needs assessment begins during the second semester of each school year as the Site-Based Decision Making Committee begins to collect data from a widevariety of sources. However, the 2019-2020 school year presented a different assessment challenge since we didn't have EOY MAP testing or STAAR testing data. In keepingwith the rest of the district, we planned for this year using the data from the spring of 2019. As part of our Targeted Improvement Plan, a survey was completed by teachers, staff,parents, and students (grades 3-5). We used that information to monitor and adjust certain systems and planned for them. We also look at attendance rates, the number ofdiscipline referrals, teacher appraisal data, and TELPAS stores. As we perform the summative evaluation of our current CIP, more data is collected that can also be used in theCNA (CUA data), SBDM, and campus administrator reviews of the CNA and developed problem statements and root causes to address areas of concern on campus.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

Our CIP is developed by our SBDM committee and campus input. Killeen ISD School Board policies BQB Legal and BQB Local outline the stakeholders who are required to bea part of SBDM. At the elementary level, our committee is comprised of classroom teachers from each grade level, three parents of students who are currently enrolled in ourschool, a community representative, two business representatives, a teacher of students with disabilities, a district-level professional and professional non-teaching staff. This teamworks together to not only create the CNA but to also develop strategies in the CIP to address the most crucial areas of need identified in the CNA.

2.2: Regular monitoring and revision

SBDM members do a formative review of CIP strategies in November, January, and March each year. REvisions to strategies are made at any time they are needed by typicallyoccur during this process. During each review, SBDM members look at strategies in terms of what progress has been made in implementation and the impact the strategy ishaving on student achievement. Strategies can be modified, redirected, or discontinued so that the needs of students and teachers are met.

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

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

2.4: Opportunities for all children to meet State standards

See CIP strategies tagged with Title 1 element 2.4.

2.5: Increased learning time and well-rounded educationWest Ward Elementary SchoolGenerated by Plan4Learning.com 47 of 61



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


ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

Beginning this year, parents and family members will be invited to review our parent and family engagement policy and our home-school compact for the upcoming school year.This group will recommend changes that may be needed or may recommend that no changes are needed at all. This past year, parents and family members were invited to reviewthe current family engagement policy and home-school compact. As a result of this meeting, both documents are ready to be included in the parent handbook for the next schoolyear. We will also distribute the parent and family engagement policy at our Title 1 Meeting held as soon as parents are able to come onto campus or a virtual meeting can beheld. The home-school compact will be discussed and signed during parent-teacher conferences held either in person or virtually.

3.2: Offer flexible number of parent involvement meetings

To encourage as many parent and family members as possible to attend parent involvement meetings, we offer activities at a variety of times and days. We hold events in theearly afternoon, evenings, and mornings. We also survey parent and family member as to what times are most convenient for them to attend activities. Events are publicized wellin advance and, when possible, sessions of the same event are offered at two different times and/or dates.



Title I Personnel

Name Position Program FTE

Arrambide, Oscar Aide PCN 21374 Sci Lab 0.5

Brown, Trimain Aide PCN 22935 PK-5th Instructional Assistant 1.0

Jennifer Schoel CIS PCN 10313 PK-5th 1.0

Moore, Wayne C. Aide PCN 14371 Liaison PK - 5th 1.0

Vacant Counselor PCN 22137 0.5

Zimmerman, Sharon Aide PCN 22933 PK-5th Instructional Assistant 1.0



Addendums



Park Crest MS Foundations

District Name Killeen Independent School District What Year was the TAP first implemented?

2019-2020 Superintendent Dr. John Craft Principal Mrs. Tamara Thornhill

District Number 014906 Campus Number 000000112District Coordinator of School Improvement (DCSI) Mr. David Manley ESC Number 12

Is this a Turnaround Implementation Plan?

YesWhat Year was the TAP first implemented?

2019-2020Was TAP Implementation Ordered or Voluntary?

Ordered ESC Support

Board Approval Date

I, the District Coordinator of School Improvement, attest that I will provide or facilitate the provision of all the necessary district-level commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for the implementation of all intervention requirements. If I am the principal supervisor, I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

Mr. David Manley

CAMPUS INFORMATIONComplete all campus information, including all names for the roles listed. In row 6, please indicate if this Targeted Improvement Plan is the implementation of a Turnaround Plan. If so, please put the school year that the TAP was first implemented. Please indicate if you were ordered to implement the TAP or if implementation is voluntary.

ASSURANCES

Enter the name of the person in each role below and the date this tab was completed. Please update row 12 with the Board Approval Date when the TIP has been board approved.

DCSI

Principal Supervisor* Only necessary if the DCSI is NOT the Principal supervisor.

I, as supervisor of the principal for this campus, attest that I will coordinate with the DCSI to provide or facilitate the provision of all the necessary district-level commitments and support mechanisms to ensure the principal I supervise can achieve successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

Dr. Carrie Parker

Principal I, as principal for this campus, attest that I will coordinate with the DCSI (and my supervisor, if they are not the same person) to use the district-provided commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I agree to carry out the plan elements as indicated herein.

Mrs. Tamara Thornhill

What changes in student group and subject performance are included in these goals?Student performance is below the district and state expectations in several subject areas and student populations. We would like to see a 10 percent increase each STAAR tested subject areas in each grade level.

If applicable, what goals has your campus set for CCMR and Graduation Rate? N/A

DATA ANALYSIS

Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2A and 3). Include what special student groups you will be monitoring for progress. Include CCMR goals, if applicable.

https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html

Data Analysis Questions

What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the goal for each domain and how these goals will impact your overall Accountability Rating.

Domain 1: 72Rationale: By restructuring grade levels, and hiring an additional CIS, and strong Tier 1 instruction, we believe this goal is attainable.

Domain 2B: 80Rationale: We believe that by teachers and students having growth goal conversations and tracking student growth, this domain goal is achievable.

Domain 3: 66Rationale: We believe that by focusing on strong Tier 1 instruction, and with interventions completed with fidelity, this domain goal is achievable.

CAMPUS FOCUS AREAS

Use information from your Reflective Prioritization Activity and ESF Diagnostic (if available) to complete the following section.

Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)

1.1 Develop campus instructional leaders with clear roles and responsibilities. 2 - Beginning Implementation

How will the campus build capacity in this area? Who will you partner with?

Campus leaders implement targeted and personalized strategies to support and retain staff, particularly high-performing staff. Furthermore, that grade-level and content-area teams have strong, supptorted teacher leaders trained in adult learning facilitation, and team dynamics. West Ward believes that by retaining and supporting a high-quality staff, student achievement will be sustained through continual growth.

Campus practices and policies demonstrated by high expectations and shared ownership of student successes. Furthermore, it will allow for staff members to share a common understanding of the mission, vision, and values in practice and how they improve the daily life of the school.

2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation

3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 4 - Partial Implementation

4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation

3 - Planning for Implementation

Prioritized Focus Area #1 Prioritized Focus Area #2

5.1 Objective-driven daily lesson plans with formative assessments.

At this campus, there is a professional development gap in high-yield instructional practicies, backward design planning, and basic district planning processes. Since many of our students lack communication and coping tools when faced with challenges, our teachers lack the training to manage difficult behaviors.

Due to lack of parental involvement in campus due to a lack of volunteer, educational, and leadership opportunities, there is a disconnect between some of the staff and some of the parents. Also, due to Covid-19, it has created additional restrictions that will make parent involvement hard to accomplish.

Barriers to Address throughout this year

5.3 Data-driven instruction. 3 - Planning for Implementation

PRIORITIZED FOCUS AREAS

Complete each section below (please refer to your RPA):

Essential Action: From the drop-down menu, select 2-3 Essential Actions the campus has selected to prioritize in the 2020-2021 school year.

Rationale: Explain the reason(s) this campus chose to focus on these Essential Actions this year.

Capacity Building: For each prioritized focus area selected, list any internal/external capacity building efforts or cohorts in which you will participate this year. You can refer to the Vetted Improvement Programs found here: https://texasesf.org/vetted-programs/

Barriers: For each prioritized focus area selected, list the barriers to implementation the campus may face throughout the year.

Desired Annual Outcome: For each prioritized focus area selected, create your annual goal that is specific, measurable, attainable, and realistic.

District Commitment Theory of Action: For each prioritized focus area selected, list what the district will do to support the campus to achieve its desired annual outcome. Be sure to reference the District Commitments found in the ESF located here: https://texasesf.org/framework/

Prioritized Focus Area #3

The administration team has done a great deal of work in regards to building a familial atmostphere for the campus from re-branding to building faculty, student, and family activities. The campus mission and vision was recently re-vamped with input from campus stake-holders. A small but significant group of staff does not interact in a positive manner with students and there are some student to student interaction issues.

Essential Action 2.1 3.1

Rationale

West Ward is a high needs campus that has traditionally had difficutly attracting high-quality candidates. The current staff has begun receiving sustained professional development this year that is based on the needs of the students and the campus. Current leads for grade levels are based on seniority as opposed to a set of criteria, and there are no content leads for the campus. While the potential within the staff has begun to show with a new emphasis on instruction and data, there is still a great deal of opportunity available to build leaders.

Park Crest MS Foundations

How will you communicate these priorities to your stakeholders? How will create buy-in?

We have communicated these priorities to our staff and SBDM committee, and will continue to address these priorities in staff meetings and grade level PLC conversations. We have been able to create "buy-in" by improving the culture of our campus through and maintaining an expectation of excellence.

We have communicated these priorities to our staff and SBDM committee, and will continue to address these priorities in staff meetings and grade level PLC conversations. We have been able to create "buy-in" by improving the culture of our campus through and maintaining an expectation of excellence.

Desired Annual OutcomeBy continuing to support and build efficacy in our teachers, student achievement will show an increase in learning and STAAR performance.

Our desired outcome is that staff members will have a collective understanding of the campus' mission and vision which will improve the daily life at our school.

District Commitment Theory of ActionIf we continue to support, recruit, retain, and build efficacy in the teachers of West Ward, then students will achieve at higher levels, and our Domain 1, 2, and 3 goals are attainable.

If we are purposeful and reflective in our daily practices which align to our mission and vision statement, we believe there will be a shared ownership of the excellence and the areas of growth for our campus.

Park Crest MS Student Data Tab

Key: Cycle 0 Cycle 1 Cycle 2 Cycle 3

2021 Accountability Goal

Assessment Type Formative Goal Actual Result Assessment Type Formative Goal Actual Result Assessment Type Formative Goal Actual Result Summative Goal

K All Reading EOY MAP 150 MAP 40 MAP 50 MAP 60

K All Math EOY MAP 150 MAP 40 MAP 50 MAP 60

1 All Reading EOY MAP 169 MAP 40 MAP 50 MAP 60

1 All Mathematics EOY MAP 172 MAP 40 MAP 50 MAP 60

2 All Reading EOY MAP 180 MAP 40 MAP 50 MAP 60

2 All Mathematics EOY MAP 183 MAP 40 MAP 50 MAP 60

3 All Math 64/25/9 STAAR CUA 40 CUA 50 CUA 60 35

3 All Reading 56/22/11 STAAR CUA 40 CUA 50 CUA 60 32

4 All Math 58/23/15 STAAR CUA 40 CUA 50 CUA 60 33

4 All Reading 44/18/5 STAAR CUA 40 CUA 50 CUA 60 32

4 All Writing 41/14/3 STAAR CUA 40 CUA 50 CUA 60 24

5 All Reacing 25/6/0 STAAR CUA 40 CUA 50 CUA 60 28

5 All Science 44/18/7 STAAR CUA 40 CUA 50 CUA 60 32

5 All Math 33/0/0 StTAAR CUA 40 CUA 50 CUA 60 28

STAAR

STAAR

STAAR

STAAR

4. Domain 3 Focus 3 ELP Component English Learners (ELs) TELPAS All TELPAS

3. Domain 3 Focus 2Focus 2 Components

(Choose two targets in the Academic Achievement or Student Success indicators)

% of Assessments

2019 Results2020 Baseline Data

(Optional)

Cycle 1 Cycle 2Subject Tested Performance Level

1. Domain 1# of Students at

Approaches, Meets and Masters

2. Domain 3 Focus 1Focus 1 Components

(Choose two targets in the Academic Achievement or Student Success indicators)

STUDENT DATATo complete the Student Data Tab, please enter data for all STAAR tested courses.

- For Domain 1, enter the 2019 STAAR results for each tested course. You can enter the Total % of assessments at Approaches/Meets/Masters for your campus in column H in the form App/Meets/Ma (for example: 60/20/10). If you prefer to enter the data by each grade-level, you may add rows to accommodate each grade. If you administered a baseline assessment, please enter the data from that assessment in Column I. Enter the Total % of tests at each level of proficiency: Approaches, Meets, Masters. For each cycle, please select the Assessment Type from the drop-down. Remember to use comparable, STAAR-aligned assessments for each cycle. Enter the formative goal for that cycle.Once data is available, please update the Actual Result column.

- For Domain 3, you will choose two targets to track this year. You can choose two targets from the Academic Achievement Indicators OR the Student Success Indicators. You will choose which tested subjects to track for these indicators. Your TEA Specialist can support you in selecting these focus areas. Just like in Domain 1, please include the 2019 results for each selected target group. If you administered a baseline assessment, please enter the data from that assessment in Column I. Enter the Total % of tests at each level of proficiency: Approaches, Meets, Masters. For each cycle, please select the Assessment Type from the drop-down. Remember to use comparable, STAAR-aligned assessments for each cycle. Enter the formative goal for that cycle.Once data is available, please update the Actual Result column.

- You will also track your English Language Proficiency throughout the year. Just like in Domain 1, please include the 2019 TELPAS data. If you administered a baseline assessment, please enter the data from that assessment in Column I.For each cycle, please identify what assessment you are using to track the progress of students (as a proxy for TELPAS). You can adjust the data you provide, based on the data your campus collects. Enter the formative goal for that cycle. Once data is available, please update the Actual Result column.

Please communicate with your TEA School Improvement Specialist if there are challenges in completing all portions of this data at each cycle due to the disruption of the school year in regards to COVID-19.

Core Metrics Sub Metrics Grade Level Student Group Summative Assessment Cycle 3

Park Crest MS Cycle 1 (Sept-Nov)

Essential Action

Desired Annual Outcome

Desired 90-day Outcome

Barriers to Address During this Cycle

District Actions for this Cycle

District Commitment Theory of Action

Prioritized Essential Action Start Date/End Date Resources Needed Person(s) Responsible

Evidence used to Determine Progress toward Action Step

(May be requested by Specialist)

Evidence Collection Date

Progress toward Action Step

Necessary Adjustments /

Next Steps

2.1 November 30th Speaker, Location, Date, and Snacks

Principal Agenda/Calendar Invitation

2.1 November 30th Materials for assessment, time, date, and location

Administration Team/Lead Teachers

Agenda/Calendar Invitation

2.1On-Going

Scheduled on calendar, sign in sheet, and agenda

Campus Instructional Specialists

Agenda/Calendar Invitation

2.1 November 15th Calendar Invitation Administration Team Systems Worksheet

2.1 On-Going Calendar/Topic/Snacks Principal Calendar/Sign In Sheet

2.1 On-Going Snacks/Goodie BagsFront Office Staff/Administration Team

Creation of Preferred List

3.1 On-Going Entire campus; students and staff

By asking teachers and students, they will be able to know the mission statement

Review Mission and Vision Statement with SBDM 3.1 7-Oct-20

Vision and Mission Statement, SBDM Sign in sheet

Principal, SBDM Members

Minutes from SBDM Meeting

3.1 9/29/20 Campus Website Web Master When visible on campus web site

3.1 1-Nov-20 Paper, Tape, Printer AdministratorsWhen visible throughout campus

3.1/2.1 15-Nov Paper, Printer Principal When emailed and distributed

3.1 0

CYCLE 1 90-DAY OUTCOMES (September - November)Essential Action: Pre-populates from the 'Foundations' tab.

Desired Annual Outcome: Pre-populates from the 'Foundations' tab.

For each Prioritized Focus Area, please complete the following sections:

Desired 90-Day Outcome: Describe the specific, measurable goal the campus plans to achieve by the end of this cycle for each prioritized focus area.

Barriers: For each prioritized focus area selected, list the barriers to implementation the campus may face during this cycle.

District Actions for this Cycle: List what the district will do to support the campus to achieve the desired outcome during this 90-day cycle.

District Commitment Theory of Action: Pre-populates from the 'Foundations' tab.

Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3

2.1

With everything our teachers have to do and learn right now, this lever will not be deemed a top priortity that warrants their time and attention.

By continuing to support and build efficacy in our teachers, student achievement will show an increase in learning and STAAR performance.


0

Providing networking and leadership training to select staff to build leadership capacity.

Multi-Dimensional Approach to communicate the campus' Mission and Vision statement, so that all stakeholders can articulate the two statements.

Time and energy along with new learning platforms will be a barrier to this shift in the work done at WWES.

Principal supervisor will provide support to the leadership team as needed and provice any other support the principal needs in order to effectively implement this plan.

Principal supervisor will provide support to the leadership team as needed and provice any other support the principal needs in order to effectively implement this plan.

If we continue to support, recruit, retain, and build efficacy in the teachers of West Ward, then students will achieve at higher levels, and our Domain 1, 2, and 3 goals are attainable.


0

ACTION PLANIn each row below, list the actions the campus is taking during this cycle to achieve its desired outcomes and address the identified barriers to implementation.

For each action step, indicate: - the prioritized essential action it is aligned to, - the start date/end date during this specific cycle, - the resources needed to accomplish this task, - the person(s) responsible for ensuring task is accomplished, - the evidence that will be used to determine progress toward the action step, and - the date evidence will be collected.

At the end of each cycle - For each action step: (1) select the progress review status from the drop down menu, and (2) describe what next steps will be taken during the next cycle.

Action Step

Provide Lead Teachers with training in adult learning facilitation and team dynamics. Facilitate Administration Team, Lead Teachers, and Grade Level Teams using the Leadership Compass Assessment

Lead Teacher Monthly Meetings

Establish teacher recognition system (Engage2Learn)

"Tammy Time" (New Staff Co-Hort)

Goodie Bags and Support given to substitute teachers in a effort to create a preferred list.

Creates and implements campus-wide "call to attention" using mission and vision statements.

Put Mision and Vision Statement on website

Design posters with Mission and Vision to place through out the campus

Principal will publish weekly "highlights" newsletter for staff which will include Mission and Vision statements

Park Crest MS Cycle 1 (Sept-Nov)

Carryover Action Steps New Action Steps

At the end of this cycle, please reflect on the implementation of your Targeted Improvement Plan thus far by responding to the questions below. Be sure to explain whether your outcomes and student performance goals were met and why or why not. List any action steps you will carry over to the next cycle and any new action steps you have discovered necessary for the next cycle. Be sure to add these action steps into the next cycle's action plan.

For each of the Prioritized Focus Areas, did you achieve your desired 90-day outcome? Why or why not?

Did you achieve your student performance goals (see Student Data Tab)? Why or why not?

Review the necessary adjustments/next steps column above. What action steps from this cycle will you continue working on in the next cycle? What new action steps do you need to add to the next cycle?

REFLECTION and PLANNING for NEXT 90-DAY CYCLE

Park Crest MS Cycle 2 (Dec-Feb)

Essential Action






Prioritized Focus Area Start Date/End Date Resources Needed Person(s) Responsible






Next Steps

3.1 0

CYCLE 2 90-DAY OUTCOMES (December-February)Essential Action: Pre-populates from the 'Foundations' tab.





District Actions for this Cycle: List what the district will do to support the campus during this 90-day cycle to achieve the desired outcome.



2.1



0



0



At the end of each cycle - For each action step, (1) select the progress review status from the drop down menu, and (2) describe what next steps will be taken during the next cycle.

Action Step

Park Crest MS Cycle 2 (Dec-Feb)


At the end of this cycle, please reflect on the implementation of your Targeted Improvement Plan thus far by responding to the questions below. Be sure to explain whether your outcomes and student performance goals were met and why or why not. List any action steps you will carry-over to the next cycle and any new action steps you have discovered necessary for the next cycle. Be sure to add these action steps into the next cycle's action plan.



Review the necessary adjustments/next steps column above. What Action Steps from this cycle will you continue working on in the next cycle? What new Action Steps do you need to add to the next cycle?


Park Crest MS Cycle 3 (Mar-May)

Essential Action






Prioritized Focus Area Start Date/End Date Resources Needed Person(s) Responsible






Next Steps

3.1 0

CYCLE 3 90-DAY OUTCOMES (March-May)Essential Action: Pre-populates from the 'Foundations' tab.





District Actions for this Cycle: List what the district will do to support the campus during this 90-day cycle to achieve the desired outcome.



2.1



0



0



At the end of each cycle - For each action step: (1) select the progress review status from the drop down menu; and (2) describe what next steps will be taken during the next cycle.

Action Step

Park Crest MS Cycle 3 (Mar-May)

Essential Action


Did the campus achieve the desired outcome? Why or why not?


At the end of this cycle, please reflect on the implementation of your Targeted Improvement Plan thus far by responding to the questions below. Be sure to explain whether your outcomes and student performance goals were met and why or why not. List any action steps you will carry-over to the next cycle and any new action steps you have discovered necessary for the next cycle. Be sure to add these action steps into the next cycle's action plan.



Review the necessary adjustments/next steps column above. What Action Steps from this cycle will you continue working on in the next cycle? What new Action Steps do you need to add to the next cycle?

END OF YEAR REFLECTIONPlease reflect on the year's implementation of your Targeted Improvement Plan by responding to the questions below. Be sure to explain whether your campus achieved the desired annual outcome for each Prioritized Focus Area and why or why not.


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Park Crest MS Cycle 4 (Jun-Aug)

Essential Action

Rationale

How will you communicate these priorities to your stakeholders? How will you create buy-in?


Desired 90-Day Outcome

How will the campus build capacity in this area? Who will you partner with?

Barriers to Address throughout the year



Prioritized Focus Area Start Date/End Date Resources Needed Person(s) ResponsibleEvidence Used to

Determine Progress Toward Action Step




Next Steps



At the end of each cycle - For each action step, (1) select the progress review status from the drop down menu, and (2) describe what next steps will be taken during the next cycle.

Action Steps

CYCLE 4 90-DAY OUTCOMES (June-August)The purpose of this 90-Day action plan is to prepare for the upcoming school year. The essential actions the campus prioritizes may have changed based on progress made in the school year or based on ESF diagnostic results. Please complete this portion of the plan by reflecting on your campus's progress this year, and identifying your focus areas for next year. This tab serves as the foundation for next year's Targeted Improvement plan. Complete each section below:

Essential Action: From the drop-down menu, select 2-3 Essential Actions the campus has selected to prioritize in the 2021-2022 school year.

Rationale: Explain the reason(s) this campus chose to focus on these Essential Actions this year.

Communication: Describe how you will communicate your priorities to your stakeholders and how you will create buy-in from key stakeholder groups.

Desired Annual Outcome: For each prioritized focus area selected, create your annual goal that is specific, measurable, attainable, and realistic.

Desired 90-Day Outcome: Describe the specific, measurable goal the campus plans to achieve by the end of this cycle (June-August) for each prioritized focus area.

Capacity Building: For each prioritized focus area selected, list any internal/external capacity building efforts or cohorts in which you will participate this year. You can refer to the Vetted Improvement Programs found here: https://texasesf.org/vetted-programs/

Barriers: For each prioritized focus area selected, list the barriers to implementation the campus may face throughout the year.

District Actions for this Cycle: List what the district will do to support the campus to achieve the desired outcome during this 90-day cycle .

District Commitment Theory of Action: For each prioritized focus area selected, list what the district will do to support the campus to achieve its desired annual outcome. Be sure to reference the District Commitments found in the ESF located here: https://texasesf.org/framework/


Park Crest MS Cycle 4 (Jun-Aug)

Killeen Independent School District West Ward Elementary School Campus … · 2020. 10. 21. ·...

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