Beruflich Dokumente
Kultur Dokumente
CIC MEMBERS
Name Position Years Served Signature
Leslie Coney Eva Crawford Shelley Justice Deonne Quisenberry Monica Martinez Megan Black Jonathan Edwards Tara Hrbacek Dionne Smith
Principal Primary Representative Intermediate Representative Special Programs Representative Paraprofessional Representative At Large Member At Large Member Parent Parent
11 2 2 2 1 2 2 1 1
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, measurable 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.
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.
TAKS Reading will show 90% Absolute Value for all subgroups in Reading
Comprehension
Vocabulary
Minimum 90% Absolute Value for all subgroups on TAKS Minimum 95% of all students reading on grade level per District guidelines
Phonemic Awareness
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)
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 6
Good
Campus Goals & Objectives
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 98.7 100 100 98.8 90 93 95 95 2011 Goal 91 94 96 96
100 100
100 100
100 100
100 100
100 100
100 100
100 100
100 100
100 100
100 100
100 100
100 100
2011 Goal 50 48 56 73
-12 +2 -0+10
+12 -7 -4
-11 +6 -2 +14
-9 -1 +16 +12
Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 16 15 29 0 State 17 17 11 24
Diff. from state
2011 Goal 28 39 27 48
2011 Goal 25 37 22 22
-1 -2 +18 -24
-8 +10 -6 -10
Good 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1
All subgroups will score at the Absolute Value Exemplary level in all areas tested
Performance Measure
B, D, E
Campus Focus #2
All subgroups will increase their commended scores in all areas tested.
Performance Measure
B, D, E, F
Campus Focus #3
Special Education students will increase their passing and commended scores in all areas tested.
Performance Measure
B, D, E, F
Good 2010-11 Campus Focus District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus #1
Parent involvement will increase
Performance Measure
A
10
ACTION STRATEGY
FORMATIVE MEASURE
ASSESSMENT TIMELINE
RESPONSIBLE PERSON(S)
COST/RESOURCES
1,3,8, 9
Staff will assess and identify specific SEs that are problem areas and continue to collect materials and implement strategies for improvement Student Achievement in all areas will increase by: o Implementing Standards-Based Instructional System, Principles of Learning, Teaching, Curriculum with emphasis this year on We Learn With and Through Others and Good teaching builds on students strengths and respects individuals differences o Implementing the Marzano Nine strategies with special emphasis on Setting Objectives and Providing Feedback Implementing Content Literacy strategies Implementing PYP strategies Using Facilitators as coaches Using Facilitators to work with identified students on specific weak skills Providing tutorials RTI Interventions provided by part-time Title I teacher in addition to classroom teachers
o
o o o o o o
Targeted SEs from COL noted in lesson plans Targeted SEs will be focus of PLCs Benchmarks Running Records Tutoring Logs RTI Logs Lesson Plans Student Work Teacher made assessments Grade Level Common Assessments
August Staff Development Ongoing through year at weekly PLCs and Staff Meetings Ongoing throughout the year
o o o
TAKS item analysis Approved aligned resources to address low SEs COL
1,2,3, 4,8,9
Penny Coney Kristina Faraday Thuong Dang Norma Rendon All teachers
COL Content Literacy Modules Tutorial curriculum PYP curriculum RTI resources
o o
o o o
o o
1,2,3, 8,9
Specific tools to increase student achievement in Reading will include: o COL UBDs o Readers Workshop o Comprehension Toolkit o SOAR o Safari Reading o LLI Kits o Expository texts
Benchmarks Running Records Tutoring Logs RTI Logs Lesson Plans Student Work o Teacher made assessments Grade Level Common Assessments o o o o o o Benchmarks Running Records Tutoring Logs RTI Logs Lesson Plans Student Work Teacher made assessments Benchmarks Lesson Plans Student Work Teacher made assessments
Penny Coney Kristina Faraday RTI Interventionist (Norma Rendon) All teachers
o o
1,2,3, 8,9
Specific tools to increase student achievement in Math will include: o Investigations o Riverdeep o Calendar Math o Target Math o Problem Solving strategies Specific tools to increase student achievement in Writing will include: o Writers Workshop o Six Traits of Writing o Standard Planning Sheet o Beyond 1s and 2s strategies Specific tools to increase student achievement in Science will include: o Science Lab teacher o FOSS kits o Versatiles o Science Journals Provide flexible grouping and extended learning opportunities to meet the needs of at-risk and advanced students
o o
1,2,3, 8,9
o o
1,2,3, 8,9
1,2,3, 8,9
At-risk students o Focused small group instruction o After school tutoring o Friday evening tutorials o RTI as needed G/T students: o ACE Curriculum o Participation in competitions o Extension projects, o Independent contracts
12
3,4,8, 9
Develop and utilize a systematic modeling and coaching plan for all teachers designed to sharpen skills and improve instruction
o o
o o
Coaching by campus IFs Coaching by Language Arts Department IFs PLCs with Math Specialist PLCs with Science Specialist
Focused Walk-Throughs Literacy Institute Math Institute Staff Development provided by District Campus Based Staff Development Coaching by campus IFs Coaching by Reading Department IFs PLCs and coaching with Math Specialist
3,5
Participate in district job fairs to recruit highly qualified teachers and provide personnel with feedback about campus needs Strategies for Staff Development will include: Principles of Learning and Teaching PYP implementation Instructional Improvement Process Identify staff to attend conferences that link school practices to student achievement
April 2011
Penny Coney Kristina Faraday Thuong Dang Grade Level Chairs Penny Coney Kristina Faraday Thuong Dang All teachers
2,3,4
Agendas Handouts
2,4,9
Strategies for incorporating technology will include: o Lab/individual computer access for all students o Universal Access for eligible students o CPS systems o Interactive Boards o iPods for 5th grade
Instructional meeting agendas to share information o Campus study group agenda Work products o
Penny Coney
2, 9
Maintain Guided Reading Library for enrichment of reading program CATCH program will be fully implemented insuring students participate in state-mandated physical activity and fitness assessment data is compiled
Kristina Faraday
State Requirement
Lesson Plans
CATCH curriculum
13
1,2,3
Response to Intervention Tier II and Tier III reading services will be provided by classroom teachers, IFs, and part time Title I teacher (Norma Rendon) After School and Friday Night Lights tutorials will focus on Reading, Math and Science teachers will receive extra duty pay for Friday Night Lights (2 hours per week)
RTI Records
RTI throughout the year After school tutorials twice a week throughout the year Friday Night Lights Fridays from October April)
1,2
Teacher assistant will work with identified At Risk students to improve academic skills ESL Instructional Facilitator will work with teachers and identified ESL students to improve instruction Parents will be provided with skill training and materials during Literacy and Math Workshops Parents will be encouraged to volunteer in meaningful ways in the classroom
Teacher records
Monica Martinez
Lesson Plans
Thuong Dang
Penny Coney
o o
Parent Read In Days Parent Bring a Friend to School Days Other incentives to be determined by PTA and CIC
14
The PTA Board will reflect the diversity of the student population
PTA Board and staff will actively recruit populations that have traditionally been underrepresente d on the Board
15