CAMPUS IMPROVEMENT PLAN 2010-2011

CARROLLTON-FARMERS BRANCH ISD

Davis Elementary
CAMPUS IMPROVEMENT PLAN 2010-2011

Lisa Williams, Principal

Vision Statement: All students will meet the Texas Assessment of Knowledge and Skills at the proficient or commended level in order to successfully transition to the next academic level without remediation.

October 1, 2010

CIC MEMBERS
Name Lisa Williams Maxine Reed Diane Krysl Karen Ambrose Niccole Cunningham Amy Greenway Cynthia Ozuna Joy Illingworth Dianne Martin Position Principal Assistant Principal Special Education Representative Teacher Representative Teacher Representative Teacher Representative Community Representative Para Professional Representative Library Specialist Years Served 12 7 2 1 2 2 2 2 1 Signature

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. 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.

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

The Goal of Davis Elementary is high achievement for all students.

Supporting Objective 1: Continuously increase student achievement A. TEA Recognized/Exemplary School B. Adequately Yearly Progress (AYP) C. Achievement Gap D. Special Populations E. Increase TAKS Commended Scores (all students) F. Fitness Gram G. RIT Scores H. Fountas and Pinnell Inventory

Supporting Objective 2: Continuously improve the learning environment for students and staff A. Out of School Suspensions B. ISS Placements C. DAEP Placements D. Attendance Rate E. Classroom Meeting Documentation

Supporting Objective 3: Continuously increase operational effectiveness A. Teacher Attendance Report B. Classroom Attendance Report C. All Staff Attendance Report D. Watt Watcher Ticket Report E. Budget Report

Supporting Objective 4: Continuously increase stakeholder confidence and support of our school system A. Parent Survey - Achieving Quality Together B. Attendance Records from program nights C. Parent Attendance record at Teacher conferences

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.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

90% of students will meet or exceed the state passing standard on the TAKS reading subtest.

All subgroups will score 95% or higher on the reading test with 50% commended performance

Objective 4 Critical thinking Objective 2 Literary elements

TPRI, DRA, Fountas & Pinnell, informal running records

90% of K-2 students reading on grade level according to district guidelines Increase Obj. 2 performance from 87% on TAKS to 90%

Reading Benchmarks TAKS Practice

Paraphrase, revoice, turn and talk consistently

Readers response journal Oral think-aloud

Increase Obj. 4 performance from 83% on TAKS to 86%

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

llffdd SMART GOALS (Example) 90% of all subgroups will meet or exceed the standard for passing TAKS Reading Obj. 1 Basic Understanding 85% of all subgroups will meet or exceed the standard for passing TAKS Math Obj. 1 Numbers, Operations, and Quantitative Reasoning Obj. 6 Mathematical Processes and Tools

Davis 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 97.5 100 199 97.5 95 94 94 96 2011 Goal 95 95 95 96

African American 2010 Data 90 90 90 91 2011 Goal 91 90 92 92

Hispanic 2010 Data 95 93 92 94 2011 Goal 95 94 93 95 2010 Data 100 98 100 100

White 2011 Goal 100 98 100 100

Special Ed 2010 Data 93 81 80 * 2011 Goal 94 83 83

Economically Disadvantaged 2010 Data 93 91 91 93 2011 Goal 93 92 92 94 2010 Data 90.4 90.4 84.6 85.7

LEP 2011 Goal 91 91 86 87

97.4

97.5

97.7

97.8

96.8

96.9

96.6

96.7

97.6

97.7

97.7

98

Davis Elementary Campus Goals

2010 Percentage of Commended Students 2011 Goals
All Students INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 40.7 49 40.5 57.3 State 35 37 30 44
Diff. from state

African American 2011 Goal Campus 30 27.6 50 54.5 State 25 23 21 28

Diff. from state

Hispanic 2011 Goal Campus 39 45.7 40 51.4 State 28 31 25 36

Diff. from state

White 2011 Goal Campus 38 59.5 37.5 60 State 48 47 38 59

Diff. from state

2011 Goal

+5.7 +12 +10.5 +13.3

+5 +4.6 +29 +26.5

+11 +14.7 +15 +15.4

-10 +12.5 -.5 +1

Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 13.3 18.5 0 * State 17 17 11 24
Diff. from state

Economically Disadvantaged 2011 Goal Campus 37 44.2 37.5 46.5 State 26 28 22 33

Diff. from state

LEP Campus 39.7 35.9 23.1 28.6 State 23 25 20 20

Diff. from state

2011 Goal

2011 Goal

-4.3 +1.5 -11

+11 +16.2 +15.5 +13.5

+16.7 +10.9 +3.1 +8.6

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

Criteria for Success

Performance Measure

90% or higher of all subpops will pass all TAKS reading and math tests in 2010 A, C, D, E Increase overall number of fitness tests passed by 3% F Increase LEP scores in writing by 2% C Increase writing scores by 1% for AA, H, E.D., and LEP pops D Campus rating of Exemplary from TEA without the TPM measure E

Increase AA % passing TAKS math by 1%

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 in spring 2011 by MAP Students not meeting target growth in reading as measured by MAP will miss their target by no more than 2 RITs 90% of K-2 students will read on grade level

Performance Measure
G G H

District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus #3
Improve school climate

Criteria for Success

10% reduction in office suspensions DAEP reduction of 1%

Performance Measure
B C

Campus Focus #4
Improve attendance

Criteria for Success

97% attendance for students

Performance Measure
D

District Supporting Objective #3: Continuously increase operational effectiveness

Campus Focus #5
Decrease energy consumption Utilize resources strategically

Criteria for Success

Decrease tickets issued by the Watt Watcher team to classrooms by 5% Purchases will be driven by needs assessment, primarily student achievement

Performance Measure
D E

District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus #6
Increase parental involvement

Criteria for Success

Increase parent community survey effectiveness rating by 2% Increase percentage of participants in the community survey by 20% Increase parent attendance to 25% at school functions Parent Teacher conferences for 100% of students will occur in the fall semester

Performance Measure
A A B C

Campus Focus
1 2 3 4 5 6 7

Title Target Area

ACTION STRATEGY
Create SMART Goals with grade level action plans Implement focused tutoring using research based strategies Ex: Origo Progress monitor Instruction Improvement Process IIP Continue building leadership capacity for teachers to differentiate instruction for GT, ESL, ELL, and S.E. Use benchmark data to inform and differentiate instruction Conduct instructional observations and support teachers with feedback Continue coaching opportunities teacher to teacher GT certified teachers will provide C-FB and state GT curriculum, and performance measures to identified and provisional students Implement observation opportunities among teachers, continue IIP meetings, walk throughs with specific feedback and coaching, reading assignments

FORMATIVE MEASURE SMART Goals Benchmark exams Practice TAKS exam

Attendance Rosters Lesson Plans Progress Monitoring Feedback dialogue Benchmark exams, progress monitoring work samples TAKS TAKS, unit exams

ASSESSMENT TIMELINE
August June 2011

RESPONSIBLE PERSON(S)
Lisa Williams

COST/RESOURCES
Local and Title I funds

X X

1, 8

X X

October May

Lisa Williams

Local and Title I

X X X 4

September May September - May

Lisa Williams Lisa Williams

Local and Title I Local and Title I

X X

September May

Lisa Williams

Local and Title I

X X X X

4 4

TAKS, unit exams Documentation of observations and feedback Lesson Plans documented with GT differentiation, ex. William and Mary; Jr. Great Books Attendance and agenda rosters Written feedback from observations Book study notes Evidence of Marzanos 9 Principles of Learning and Teaching ex. We learn with and through other/discourse

October - May September - May

Lisa Williams Lisa Williams

Local and Title I Local and Title I

Ongoing

Lisa Williams Amy Greenway

Local and Title I

X X

Ongoing

Lisa Williams

Local and Title I

X X X

2,8,9

X X

X X

6,9,2

X X

X X

1, 2

Provide flexible grouping and extended learning opportunities for below level students and advanced students. Monitor progress. Monitor vertical teams as they implement strategies that align instruction and assessments within the grade level and across grade levels, evaluate work samples for evidence of learning and progress. Provide ELL students with remediation and extension as determined by the LPAC and data. Provide parents and students with assessment data in order to progress monitor. Provide parent training in curriculum, drug awareness, fitness and nutrition, and bullying and provide materials for parents as appropriate. Teacher and principal review unit and benchmark exam data to set instructional goals; progress monitor Observable evidence of established learning goals during classroom observations Students will use technology as a learning tool Students will engage in leadership training Provide safety training to students, parents and staff in: crisis procedures, drug awareness, bullying, decision making, CPR, NVCI Host speakers who encourage students to value education develop positive citizenship skills and a strong work ethic. Provide learning based field trips for students

Portfolios Lesson Plans Benchmark and unit exams Vertical Team minutes Lesson Plans PLCs by subject Faculty Meeting Agendas LPAC minutes Diagnostic test results Guiding instruction Results reports

Ongoing

Lisa Williams Grade Level Chairs

Local and Title I

September to May

Lisa Williams

Local and Title I

Ongoing

Lisa Williams Sue Thompson Lisa Williams

Local and Title I

September May

Local and Title I

Attendance Rosters Agendas Presentation Notes

September - April

Lisa Williams

Local and Title I

4, 2

X X

X X

2, 6

Instructional changes Evidence of improvement in student work samples; ex. writing Students will be able to explain the learning goals and their progress toward meeting them. Student products Lesson Plans Reduced office referrals Attendance records for leadership seminars Attendance Rosters

August June

Lisa Williams

Local and Title I

September June

Lisa Williams

Local and Title I

September June September - June

Lisa Williams Lisa Williams Debbie Moss Maxine Reed Lisa Williams Debbie Wise Maxine Reed Debbie Moss Lisa Williams Debbie Moss Maxine Reed Lisa Williams

Local and Title I Local and Title I

September June

Local and Title I

1, 2

Attendance logs Agendas Handouts Lesson Plans Student Work

September, October, November, April

Local and Title I

1, 2

September June

Local and Title I

6, 8

Teachers and parents participating in school night events, ex. Meet the Teacher Conduct Kindergarten Round Up

Attendance logs Agendas Agenda Attendance Informational Packets Agenda April Lisa Williams Local and Title I

Provide training in data collection and reporting to Green Team and Watt Watchers. Provide identifying articles such as t-shirt and tolls to do their job. Attendance Recognition Monthly

Debbie Wise

Local and Title I

Perfect Attendance Recognition

Maxine Reed

Local and Title I