CARROLLTON-FARMERS BRANCH ISD

Central Elementary
CAMPUS IMPROVEMENT PLAN 2010-2011

Becky Taylor, Principal

Vision Statement: All students shall meet or exceed the states standards to successfully transition to middle school.

October 1, 2010

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

CIC MEMBERS
Name Becky Taylor Diane Fulcher Kim Chow Misty White Lori Canales Antonio Flores Norma Melvin Haylene Plotnik Assia Houston Kari Winchester Alexis McKeever Shashawn Campbell Dale White Emma Hageman Maria Uvaldo Position Principal Assistant Principal Assistant Principal ESL/Math Instructional Facilitator Reading Instructional Facilitator Pre-K/Kinder Representative First Grade Representative Second/Third Grade Representative Fourth/Fifth Grade Representative Activities/Support Team Representative Communities in School District Representative Business Partner Community Representative Parent Representative Years Served 3 1 0 4 3 0 2 2 0 0 0 1 1 0 1 Signature

Campus Improvement Plan 2010-2011

PLANNING PROCESS

Needs Assessment
The Campus Improvement Council is composed of representative professional staff, parents of students enrolled at the campus, business representatives and community members. The Campus Improvement Council establishes and reviews campus educational plans, goals, performance objectives, and major classroom instructional programs. An annual Campus Improvement Plan guides this work. The Campus Improvement Plan is based on a comprehensive needs assessment which includes student achievement indicators, disaggregated by all student groups served by the campus. Additional factors such as school processes (e.g., attendance, graduation, tardies, discipline referrals, teacher absences), perception (e.g., staff, parent and community surveys), and demographics (e.g., enrollment trends, staff turnover) are to be considered. The Campus Improvement Plan is to include (TEC Chapter 11, subchapter F, section 11.253): 1. Assessment of academic achievement for each student using the student achievement indicator system. 2. Set campus performance objectives based on the student achievement indicator system, including objectives for special needs populations, including students in special education. 3. Identification of how campus goals will be met for each student. 4. Identification of resources needed to implement the plan. 5. Identification of staff needed to implement the plan. 6. Timelines for reaching goals. 7. Periodic, measureable progress toward the performance objectives. 8. Goals and methods for violence prevention and intervention on campus. 9. Program for encouraging parental involvement. 10. Goals and objectives for a coordinated health program (elementary and middle schools) which is based on student fitness data, student academic performance data, student attendance rates, percentage of students who are educationally disadvantaged that ensures that students participate in moderate to vigorous physical activity. Annual analysis of the plan and review of various assessment data are used to determine objectives that address campus goals. Specific strategies and action steps are developed to address these objectives. This process ensures a commitment to excellence and a resolve to provide the best instructional plan for every student.

Campus Improvement Plan 2010-2011

Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1 funds will be spent.

Title I --Targeted Assisted (TA)

Must address the 8 components of a Targeted Assisted Program TA 1. Resources used to help children meet state academic achievement standards TA 2. Planning for identified students incorporated into existing school planning TA 3. Methods and strategies based on scientifically based research TA 4. TA program is coordinated with and supports regular educational programs TA 5. Highly qualified teachers TA 6. Professional Development TA 7. Increase Parental Involvement TA 8. Coordination of federal, state, and local services

Title I -- School-wide Components (TS)

TS 1. Comprehensive needs assessment TS 2. School-wide reform strategies TS 3. Highly qualified teachers TS 4. Professional development TS 5. Strategies to attract high-quality highly qualified teachers to high need schools TS 6. Parental involvement TS 7. Assisting preschool children in the transition from early childhood programs TS 8. Measures to include teachers in the decisions regarding use of academic assessments TS 9. Students difficulties identified on a timely basis TS10.Coordination and integration between federal, state, and local services

Campus Improvement Plan 2010-2011

The Goal of C-FB ISD is high achievement for all students.

Supporting Objective 1: Continuously increase student achievement A. TEA Recognized/Exemplary District B. Recognized/Exemplary Schools C. Adequate Yearly Progress (AYP) D. Achievement Gap E. Special Populations F. TAKS Commended Scores (all students) G. Higher Education Readiness Component (TSI) (EXIT Scores) H. SAT I. PSAT/NMSQT J. Advanced Placement K. Graduation Data Supporting Objective 2: Continuously improve the learning environment for students and staff A. Out of School Suspensions B. DAEP Placements C. Attendance Rate Supporting Objective 3: Continuously increase operational effectiveness A. Financial Integrity Rating System in Texas (School FIRST) B. Increase percentage of operating expenditures expended for instruction C. Fund balance as a percentage of the total expenditure budget excluding TIF and Chapter 41 payments D. Kilowatt hour per sq. ft. usage E. Overtime hours F. Highly Qualified Teachers G. Teacher Classroom Attendance Rate H. All Staff Attendance Rate I. Teacher Turnover Rate J. Availability of Critical Technology Systems Supporting Objective 4: Continuously increase stakeholder confidence and support of our school system A. Parent Survey - Achieving Quality Together B. Stakeholder Survey (to be developed) C. Staff Survey (to be developed)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)
3.1B use place value to compare and order whole numbers through 9,999. 3.11B use standard units to find the perimeter of a shape 3.14B solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. 4.14B Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 4.14C select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. 4,15B relate informal language to mathematical language and symbols. 4.16A make generalizations from patterns or sets of examples and nonexamples.

MEASURES
Tools well use to determine where students are now and whether they are improving.
Campus common assessments, TAKS charts, math journals, Investigation assessments

TARGETS
The attainable performance level we would like to see.
Increase SE performances on TAKS 3.1B from 64.7% to 90% 3.11B from 61.3% to 90% 3.14B from 67.05% to 90% 3.14C from 67.61% to 90%

Improve TAKS scores on the math subtest by improving student performance in understanding of numbers, operations and quantitative reasoning (Obj.1) and mathematical processes and tools (Obj.6)

All subgroups will score 90% or better on the math TAKS subtest and increase commended performance by 10%.

Campus common assessments, TAKS Math journals, Investigation assessments

Increase SE performance on TAKS 4.14B from 70.48% to 90% 4.14C from 66.87% to 90% 4.15B from 67.47% to 90% 4.16A from 69.28% to 90%

Campus Improvement Plan 2010-2011

RESULTS GOAL Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes. Improve TAKS scores for all students on the reading subtest by improving critical thinking and reading skills.

SMART GOAL Goal should be Strategic and specific, Measurable Attainable, Resultsbased, and
Time-bound.
All subgroups will score 90% or better on the reading TAKS subtest and increase commended performance by 10%.

INDICATOR
Standards and objectives (weak areas
3.14A Students analyze, make inferences, and draw conclusions about persuasive texts and provide evidence from texts to support their analysis. Students are expected to identify what the author is trying to persuade the reader to do or think.

MEASURES Tools we will use to determine where students are now and whether they are improving.
Fountas-Pinnell running records, rubric for written summaries, anchor lessonsobservation. Reading benchmarks, Readers Response rubric, Rubrics for character motivation Common assessments, browsing box challenge, open ended test

TARGETS
The attainable performance level we would like to see.

3.14A from 57.83% to 90%

3.13B Students are expected to draw conclusions from the facts presented in text and support those assertions with textual evidence.

3.13B from 71.69% to 90%

4.11A Students are expected to summarize the main idea and supporting details in texts in ways that maintain meaning.

4.11A from 70.78% to 90%

4.6B Students are expected to describe the interaction of characters including their relationships and the changes they undergo. 4.2B Students are expected to use the context of the sentence to determine the meaning of unfamiliar words or multi-meaning words.

Readers response journal rubric, Oral think-aloud

4.6B from 72.48% to 90% 4.2B from 75.30% to 90%

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)
4.22B Students are expected to spell base words and roots with affixes.

MEASURES
Tools well use to determine where students are now and whether they are improving.
C-FB ISD Spelling program Daily reading/writing enrichment lessons Word work study

TARGETS
The attainable performance level we would like to see.
4.22B from 71.43% to 90%

Improve TAKS scores on the writing subtest by increasing student understanding of the nature of science and earth sciences.

All subgroups will score 90% or better on the writing TAKS subtest and increase commended performance by 10%.

4.22D Students are expected to use spelling patterns, rules, print, and electronic resources to determine and check correct spellings.

Word wall activities Weekly Spelling Tests CFBISD Spelling program Teacher observation Daily quick write Weekly quizzes Composition lessons/samples Daily reading/writing connection lessons Teacher conferencing Peer conferencing Anecdotal records

4.22D from 80.52% to 90%

4.15D Students are expected to edit drafts for grammar, mechanics, and spelling using a teacher developed rubric.

4.15D from 83.12% to 90%

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)
5.7A Explore the processes that lead to the formation of sedimentary rocks and fossil fuels 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information

MEASURES
Tools well use to determine where students are now and whether they are improving.
Common assessments based on Simple Science Solutions CPS MAP FOSS labs PLCs

TARGETS
The attainable performance level we would like to see.

5.7A from 54.55% to 90% 5.2G from 81% to 90%

Improve TAKS scores on the science subtest by increasing student understanding of the nature of science and earth sciences.

All subgroups will score 90% or better on the science TAKS subtest and increase commended performance by 10%.

5.8C Demonstrate that Earth rotates on its axis once approximately every 24 hrs causing the day/night cycle and the apparent movement of the sun across the sky 5.8D Identify and compare the physical characteristics of the sun, Earth and moon

Analyzing student work/science journals Performance based assessment rubric Common assessments based on Simple Science Solutions CPS PLCs

5.8C from 63.64% to 90% 5.8D from 67.53% to 90%

4.6A Differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal

Science journal Student work Common assessments Simple Science Solutions MAP PLCs

4.6A from 61.04% to 90%

Campus Improvement Plan 2010-2011

Activities Team Goals for 2010-2011 In grades 3 5, we will support the homeroom teachers by reinforcing the following math, reading and writing TAKS Objectives in these grades. Objective 2: Reading: Apply knowledge of literary elements to understand culturally diverse written texts Action Plan: Use of song repertoires in two languages Use of texts during PE classes about different sports, different players and their customs & cultures Use of art forms from various cultures and the making of art objects from different genres, eras, and cultures

Objective 2: Math Demonstrate an understanding of patterns, relationships, and algebraic reasoning Action Plan: Use of movement and patterns in games and rhythms (dance) Use of musical icons (beats per measure/sounds on a beat) Use of game patterns and sequencing (games with numbers) Pattern creation and identification (color mixing) Objective 3 Writing Recognize appropriate organization of ideas in texts

Action Plan: Writing of letters to various athletes, artists, musicians Writing of song lyrics, game rules, critiquing of art work

Within our own disciplines: Physical Education: As defined by the CIP, we will show a 2% improvement in the push up portion of the Fitnessgram test and a 3% improvement in the sit n reach portion of the Fitnessgram test scores. 3rd grade students will create the baseline for their test data for the years to come as they take the test for the first time. Art & Music: Grade levels 3 5 will continue to establish baseline test scores and/or project success rate.

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Campus Improvement Plan 2010-2011

Central Elementary
Campus Goals & Objectives

2010 TAKS, PARTICIPATION, & ATTENDANCE DATA 2011 GOALS

All Students INDICATOR 2010 Data Reading/English Language Arts Mathematics Writing Science Social Studies All Tests Graduation 2009 Graduation 2010 Goal Participation: Reading/Language Arts Participation: Math Attendance 100% 100% 97.36 100% 100% 100% 87% 90% 93% 80% 2011 Goal 90% 95% 95% 90%

African American 2010 Data 100% 100% 100% * 2011 Goal 100% 100% 100% 100%

Hispanic 2010 Data 87% 90% 95% 80% 2011 Goal 90% 95% 95% 90% 2010 Data

White 2011 Goal 100% 100% 100% 100%

Special Ed 2010 Data 61% 91% 100% 100% 2011 Goal 90% 95% 100% 100%

Economically Disadvantaged 2010 Data 86% 90% 92% 81% 2011 Goal 90% 95% 95% 90% 2010 Data 85% 88% 90% 63%

LEP 2011 Goal 90% 90% 95% 90%

100% 100% * 100%

100% 100% 97.9

100% 100% 100%

100% 100% 97.6

100% 100% 100%

100% 100% 95.4

100% 100% 100%

100% 100% 97.8

100% 100% 100%

100% 100% 97.8

100% 100% 100%

100% 100% 97.7

100% 100% 100%

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Campus Improvement Plan 2010-2011

Central Elementary Campus Goals

2010 Percentage of Commended Students 2011 Goals
All Students INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 29% 35% 21% 33% State 35% 37% 30% 44%
Diff. from state

African American 2011 Goal 39% 45% 31% 43% Campus 75% 75% 33% * State 25% 23% 21% 28%
Diff. from state

Hispanic 2011 Goal 85% 85% 43% 10% Campus 28% 35% 22% 32% State 28% 31% 25% 36%
Diff. from state

White 2011 Goal 38% 45% 32% 42% Campus 50% 0% * 100% State 48% 47% 38% 59%
Diff. from state

2011 Goal 60% 10% 10% 100%

-6% -2% -9% -11%

+50% +52% +8% N/A

= +4% -3% -4%

+2% -47% N/A +41%

Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 23% 20% 0% 0% State 17% 17% 11% 24%
Diff. from state

Economically Disadvantaged 2011 Goal 33% 30% 10% 10% Campus 27% 34% 21% 33% State 26% 28% 22% 33%
Diff. from state

LEP Campus 17% 24% 9% 13% State 23% 25% 20% 20%
Diff. from state

2011 Goal 37% 34% 32% 43%

2011 Goal 27% 34% 19% 23%

+6% +3% -11% -24%

+1% +6% -1% =

-6% -1% -11% -7%

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Campus Improvement Plan 2010-2011

Central Elementary 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1
Improve student achievement

Criteria for Success

Minimum of 90% of all students will pass the reading, math, writing and science subtests on TAKS Minimum of 25% commended for all subpops Campus rating of Exemplary from TEA in 2011

Performance Measure
D, E F B

Campus Focus # 2
Increase number of students reading on grade level

Criteria for Success

Minimum of 50% of students will meet target growth in reading as measured by spring 2011 MAP Students not meeting target growth in reading as measured by spring 2011 MAP will miss their target by no more than 2 RITs

Performance Measure
B, C B, C

Campus Focus # 3
Increase student fitness

Criteria for Success

Using 09-10 as a baseline, increase the Healthy Fitness Zone for the Push Ups to 75% and the Sit N Reach to 70% (10-11 third grade students will establish their baseline testing).

Performance Measure

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Campus Improvement Plan 2010-2011

Central Elementary 2010-11 Campus Focus District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus #4
Increase staff and student safety.

Criteria for Success

Decrease office referrals by 10% Decrease incidents of alleged sexual harassment and pre-gang association by 10%

Performance Measure
A, B A, B

Campus Focus #?

Criteria for Success

Performance Measure

Campus Focus #?

Criteria for Success

Performance Measure

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Campus Improvement Plan 2010-2011

Central Elementary 2010-11 Campus Focus District Supporting Objective #3: Continuously increase operational effectiveness
Campus Focus #5 Criteria for Success Performance Measure
D Decrease energy consumption. 3% reduction in electricity usage per month.

Campus Focus #?

Criteria for Success

Performance Measure

Campus Focus #?

Criteria for Success

Performance Measure

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Campus Improvement Plan 2010-2011

Central Elementary 2010-11 Campus Focus District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus # 6
Increase parent involvement

Criteria for Success

10% increase in PTA membership 10% increase in parent volunteers 10% increase in parent attendance in curriculum/parent ed events

Performance Measure
A A A

Campus Focus #?

Criteria for Success

Performance Measure

Campus Focus #?

Criteria for Success

Performance Measure

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CAMPUS IMPROVEMENT PLAN 2010-2011

Campus Focus
1 2 3 4 5 6 7
X X TS1 Analyze 2009 - 2010 and current data to determine targeted campus SEs and to create school SMART Goals and grade level/program action plans Campus SMART Goals, team/grade level meeting action plans, disaggregated data, PLCs August-September 2010 Becky Taylor TEA Data Title Target Area

ACTION STRATEGY

FORMATIVE MEASURE

ASSESSMENT TIMELINE

RESPONSIBLE PERSON(S)

COST/RESOURCES

X X TS 4, 8 X X TS1, 2, 8 TS1, 8, 9 Cub Team Time IIP & Increased understanding and utilization of Understanding By Design (UBD) SNAP Meetings and RTI Student achievement data

September 2010-May 2011

Becky Taylor

No cost

Student achievement data

September 2010-May 2011 Quarterly

Instructional Team

No cost

X X

Student achievement data Evidence of Marzanos 9, content literacy strategies, and Principles of Best Practices in staff development agendas, lesson plans, walkthrough observations, benchmark campus assessment results, teacher effectiveness surveys, teacher retention data. Increased awareness of The Principles of Learning, Teaching, and Curriculum. Formative and summative assessments to identify students needing science instruction. Science after school tutorials. Benchmark, TAKS, MAP, Common Assessments Meeting dates on calendar; study questions compiled; sign-in list for each meeting Meeting dates on calendar; study questions compiled; sign-in list for each meeting

Becky Taylor

No cost

X X TS 2, 4, 5, 7 Continue and strengthen the systematic modeling and coaching plan for building math/literacy experiences in a Standards Based Instructional System.

Quarterly trainings per year August 2010 June 2011

Misty White Lori Canales

No cost

X TS 5, 9

Provide flexible grouping and extended learning opportunities to meet the needs of at-risk and advanced students

January 2011 March 2011

Eleanor Tumminello

Title I $1000

X TS 2, 3, 4, 9 X TS 1, 2, 3, 4, 8, 9 TS 1, 2, 3, 4, 8, 9 Simple Science Solutions Conduct campus wide book study on A Repair Kit for Grading: 15 Fixes for Broken Grades Conduct campus wide book study on Classroom Discussions

September 30, 2010May 2011 Beginning Sept. through Oct 2010

Becky Taylor Eleanor Tumminello

Contract with Simple Science Solutions $6,518 Title I Stimulus Funds 55 copies of book; reserve dates on calendar; Provided by Educational Services 27 copies of book; reserve dates on calendar; $873 from Campus Funds

Becky Taylor

Dec 2010-March 2011

Misty White Kim Chow

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

District/campus benchmarks, at-risk student performance data: ESL, Homework Club, literacy and writing groups, after school and Saturday tutorials, student portfolios Advanced student data: ARE meetings, participation in competitions, extension projects, independent contracts Common assessments and rubrics for low SEs objectives submitted to principal Attendance at meetings, crisis drill dates and evaluations Reduction in office referrals Announcement scripts; R Time Retired teacher tutors and Central Staff End of year report Parent sign-in sheets, class agendas, Parent Self Serve communication data

TS9 X X

Provide flexible grouping and extended learning opportunities to meet the needs of at-risk and advanced students

September 2010 -May 2011

Becky Taylor

No cost

TS 1, 2, 8, 9

Implement a grade level accountability system to monitor student progress

October 2010-May 2011

Instructional Team

Teacher

TS 4

TS 2, 7

X X

TS 6, 7, 10

X X

Provide safety training to staff in the following areas: gang awareness, crisis procedures, and non-violence interventions, sexual harassment Continue and strengthen the school wide discipline program and integrate character development into the morning announcements and curriculum Hire additional qualified personnel to accelerate the learning of At-risk students Watt Watcher Program and Green Team Increase parental involvement by offering parent classes, communicating through Parent Self Serve and newsletters, and conducting parent teacher conferences Elem: Homeroom teachers will incorporate portions of the Fitnessgram in daily CATCH Elem: All PE Classes will incorporate Fitnessgram into warm up activities Elem: All Health Classes will correlate the importance of fitness to students health, nutrition, and improved standardized test scores.

September 2010- June 2011

Becky Taylor Stacey Rodriquez

No cost

August 2010-May 2011

Stacey Rodriguez Campus Budget $300

September 2010 May 2011 August 2010-May 2011 August 2010-2011

Becky Taylor

Title I and Stimulus funds $54,074 No cost Title I funds CIS $30,000 Parent Involvement $1,554-Title 1 and Stimulus CATCH Activity Boxes $1000 Fitnessgram Guidelines

Cassaundra Turner

Alexis McKeever (CIS) Lucy Cantu-Out of District Consultant On- going On-going Homeroom Teachers Physical Education Teachers Health/Homeroom Teachers

Teacher Lesson Plans and CATCH Documentation Teacher Lesson Plans

Teacher Lesson Plans

On-going

Health Textbooks no cost

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