To empower all learners with the skills, confidence, and knowledge to empower them for the challenges of tomorrow.

Transcription

1 Taylor Elementary School Burleson ISD Principal: Deidre Dobbins Assistant Principal: Mikala Hill Campus Improvement Plan Taylor Elementary Mission Statement: To empower all learners with the skills, confidence, and knowledge to empower them for the challenges of tomorrow.

2 Theories of Improvement 1. If teachers, students and parents are trained to understand the BISD safety and health requirements, the Taylor campus will be prepared for emergencies and successful in executing necessary steps to keep all stakeholders on the Taylor campus safe, as measured by discipline records, emergency drill logs, and bullying statistics. 2. If Taylor teachers consistently apply Performance Excellence criteria to their daily instruction, students will become partners in their education and will be successful in mastering the learning targets set before them as measured by report cards, TPRI, Tejas Lee, TELPAS, LAT,QRI, EOSW exams, checkpoints, and ultimately STAAR scores. 3. If Taylor team members meet consistently through PLC, ILT, and Leadership meetings to study trends in student performance data, and then put in place the required interventions and extensions necessary to meet the needs of each individual student, academic performance, commended rate, as well as behavioral concerns will be positively impacted, as measured by report cards, TPRI, Tejas Lee, TELPAS, LAT, EOSW exams, QRI, checkpoints, STAAR and discipline referrals. 4. If Taylor teachers follow the Structured Teaching model and follow the gradual release concept by offering differentiation through learning centers, student learning will be positively impacted as measured by report cards, TPRI, Tejas Lee, TELPAS, LAT, EOSW exams, QRI, checkpoints, STAAR passing rate and the STAAR commended rate. 5. If the bilingual teachers at Taylor are faithful to the concepts mandated by the Gomez and Gomez dual language model, bilingual students will improve language acquisition as measured by TELPAS and Tejas Lee data. 6. If Taylor teachers collaborate through Vertical Alignment meetings, curriculum will become more effective, learning strategies will become consistent across grade levels, and academic vocabulary will be introduced, reinforced and mastered by students at the appropriate grade levels, as measured by report cards, TPRI, Tejas Lee, TELPAS, LAT, EOSW exams, QRI, checkpoints, STAAR. 7. If Taylor teachers effectively use SIOP strategies to reach the ELL s on the campus, the achievement gap for the ELL students will be lower than 6% as measured through STAAR scores.

3 8. If new teachers to Taylor Elementary, student teachers, and long-term substitutes on the campus are given an effective and committed mentor, to provide guidance on BISD and Taylor procedures, culture and expectations, along with researched-based and relevant professional development, the teacher retention rate will remain high and the opportunity for highly qualified candidates will increase as measured by the number of applicants for open positions and the number of teachers leaving campus at the conclusion of the school. 9. If opportunities for parent training and involvement are implemented throughout the school through communication and community events, strong partnerships will be formed, as measured by attendance at school functions, PTO meetings and the number of parent concerns and complaints to administration.

4 Taylor Elementary Comprehensive Needs Assessment Student Strengths: Based on data from the accountability reports for the school, ALL students tested were performing at the ACCEPTABLE percentage rate in the three areas measured, Reading, Math and Science. Through effective interventions and extensions determined by close analysis of student data on EOSW tests, Checkpoints, STAAR data, report cards, and reading assessments, teachers and administrators at Taylor are focused on maintaining the momentum in student achievement and moving forward to improve accountability ratings for the school. Student Needs: The goal for student achievement at Taylor Elementary for the school is 90% passing, and 50% commended in all STAAR tested areas. Specific focus will be given to raising the achievement gaps among the sup-populations, specifically in the areas of math and science. The number of Hispanic students is increasing at Taylor, and there is a concern about the performance statistics with that special group of students. Title 1 funds will be used to offer staff development for teachers pertaining to meeting the needs of our lowerperforming students, to purchase research-based curriculum to target specific academic areas of need, and to provide small group instruction from certified teachers hired temporarily to tutor students not meeting expectations in all areas. Staff: All teachers and staff at Taylor Elementary are highly qualified according to the requirements set forth by NCLB. Of the twenty-two grade-level classroom teachers on staff at Taylor, only one is not ESL certified. With the ever-growing ESL population attending Taylor, the importance of the ESL certification and the training and implementation of Sheltered Instruction is a high priority and on-going area of concern at Taylor. Taylor Elementary has the distinct privilege of being the campus to serve the BISD bilingual students. Retaining and recruiting highly qualified and experienced bilingual teachers is a targeted area for the Taylor administration. Parental Involvement:

5 Based on data obtained through CEIC meetings on the Taylor campus during the school, the teachers and staff at Taylor are committed to providing thorough and efficient parent communication to improve the partnerships with our stakeholders. The school and individual teacher websites, weekly newsletters, and required positive parent contacts are examples of the measures the school is taking in order to keep parents informed each week. The Parent Teacher Organization at Taylor is providing several opportunities for parents to volunteer and be involved in the education of their children. Community Involvement Needs: By working more in cooperation with the Adopt-A-School partner, the United Way, the American Cancer Society, the Making It Happen for Kids Foundation, the Harvest House and Susan G. Komen Foundation, Taylor elementary will develop stakeholders within the community. By developing community outreach programs to expose students to environmental and philanthropic opportunities in the community, students and community members will Taylor Elementary Campus Improvement Plan

6 Goal # 1: We will maintain a safe and orderly environment. Target #1: Taylor staff members will remain focused on the safety of students in every aspect of the school day. Approach Person(s) Responsible Timeline Resources Formative Summative A. District wide health and safety guidelines will be followed by all staff. Deployment 1. All staff will wear their district identity badges and visitors will be issued badges while in the building. All staff & visitors Badges provided by district. Drill Logs Meeting Agendas Survey of Staff and Parents May Crisis manuals will be used and kept current with class rosters, egress plans, and miscellaneous student information by all staff members. All staff Manuals provided by district. 3. Monthly safety drills will be practiced and monitored. All staff & students Monthly Crisis Management Manuals 4. CATCH committee will be organized under the direction of the Physical Education teacher to implement the program with students and staff. 5. All staff members will be trained in the District adopted Crisis Management Plan. CATCH committee Physical Education teacher Campus administration, Crisis Team Time & effort Activity fund for materials needed District provided EMS Manuals

7 6. School wide procedures will be implemented, enforced, recognized and rewarded. Students, Teachers, Administrations, Time and Effort Materials for rewards Target #2: All students at Taylor will be made aware of the importance of having good character, being drug-free, and the impact of bullying in our school so instruction is not impacted by negative behaviors. Approach Person(s) Responsible Timeline Resources Formative Summative A. Train and remind students on the qualities of a student of good character. Student participation Counselor Reports Discipline Reports Deployment 1. School-wide Bullying education program and Anti-Bullying Committee will be provided for all stakeholders. Counselor, Teachers Bully Free Program (Title 1 $450) 2. Red Ribbon Week will emphasize making good decisions and staying drug-free. Counselor, Teachers October 2011 Time and Effort Counseling Budget 3. All campus staff will support and utilize the district behavioral management program, "Love and Logic", at all times and when interacting with all students. All staff

8 B. Acknowledge and Encourage good character through recognition Weekly/monthly recognitions Office Referral data Deployment: 1. Two students will be chosen as Student of the Month and recognized each month at an assembly. Staff, school administration. Monthly Time and human resources. 2. For the character trait of the month, students will be chosen as the student from their classroom exhibiting that trait and rewarded with a free dinner provided by On The Border. Counselor, Teachers Monthly 3. Public displays of student character will be spotlighted in the school trophy case. Counselor, paraprofessionals. Bulletin board supplies. 4. Rotation teachers will serve as mentors for students in need of additional support. Teachers

9 Goal #2: We will continually improve our student performance. Target #1: All Taylor students in testing grades will achieve 90% passing on the four tested STAAR subjects. The commended rate on STAAR will improve to 50% in all tested STAAR subject. Approach A. Master the district defined curriculum-as measured by the TAKS, TPRI, teacher made tests, common assessments, checkpoints and other assessments aligned to curriculum and instruction. Deployment 1. Administer BISD checkpoints to check for mastery of learning and to prepare for TAKS. Person(s) Responsible Timeline Resources Principal, Assistant Principal, Counselor, and teachers BISD Checkpoint Schedule, Spring STAAR TPRI, teacher made tests, and BISD checkpoints, common grade level assessments Formative Submitted Documents Aware data Summative Testing Results TAKS Reading Math Writing Science Commended Rates TELPAS LAT TPRI QRI 2. PLC meetings will be used to analyze assessment data. Principal, Assistant Principal, grade level teams. Checkpoint Schedule, Spring STAAR Results of TAKS, TPRI, Reading Level Assessments, BISD Checkpoints, and common assessments. PLC time for data analysis

10 3. Vertical teams will meet regularly to define common strategies and vocabulary to be used at each grade level for effective instruction. Principal, Vertical Team members Once per six weeks Time and human resources 4. All math teachers will utilize EnVisions math. Training provided by District Math Coordinator Teachers, District Math Coordinator. Time and Human resources 5. Campus will continue to target science for the school by increasing utilization of the BEST kits (at least 3 times weekly), monitoring the BEST kits, implementing vocabulary development, and partnering with the other BISD staff to study and determine best practices. Campus administration, science lead teachers, all campus science teachers Human resources and time, BEST kits, district provided lead science stipend 6. Guided reading will continue to be required in all classrooms K-5. Training will be provided throughout the by the IC. Campus administration, classroom teachers, Push-in teacher (K-2), Bilingual Tutor, ESL teacher Human resources and time. 7. Accelerated Reading and Accelerated Math will be used to allow students to challenge themselves to achieve mastery of concepts. Classroom teachers, Computer lab paraprofessional Human Resources and Time Title 1 Funds ($5000)

11 8. Gomez and Gomez will be fully implemented in all dual language classrooms (PreK-3). One day training for all Bilingual teachers provided by DLTI. PreK-3 rd Bilingual teachers, Bilingual tutor, Assistant Principal, Principal, Bilingual Paraprofessionals Gomez and Gomez training Fall 11 (Title 1 Funds $1500) 9. ELPS will be included in the core curriculum and teachers will use SIOP (sheltered instruction) strategies, especially with ESL students. Ongoing training provided. Classroom teachers, support staff ELPS 10. Power standards will be emphasized in curriculum planning for core subjects. Classroom teachers, administrators Forethought 11.Student-Friendly learning targets will be visable and evident in every classroom. Teachers, administrators Forethought 12. District pacing guides will be used to drive instruction in all core subjects. Teachers, administrators Forethought 13. Tier 2 pull out teacher will focus reading instruction for At-Risk students served at this level of intervention. Tier 2 Pull-Out Teacher and paraprofessional TAKS Reading Accelerated Instruction Title 1 Funds $1800

12 Approach B. All students will show adequate periodic progress. Person(s) Responsible Timeline Resources Formative Data folders Progress Reports Summative Agendas & Sign-in for PLC and ILT Data folders TAKS results Report Cards Deployment 1. Students will monitor their progress, using performance excellence criteria such as data folders, progress reports, checkpoint assessments, TPRI and reading results, TAKS results, common assessments, and 6 week grade reports. Classroom teachers, school counselor, and school administration. Every 6 weeks and at appropriate intervals after assessments. Results of TAKS, TPRI, Reading Assessments, checkpoints, school grade reports and other common assessments. 2. PLC meetings in grade level teams to disaggregate data and create RTI intervention plans for at-risk students (including ESL & ECD) and extension opportunities for GT students. Teachers, grade level teams, school counselor, school administrators, support staff End of six weeks and/or after all common assessments, BOY, MOY, and EOY atrisk identification Time and Effort, 3. Conduct Intervention Leadership Team (ILT) meetings for students with academic or behavioral needs. Involve parents in the ILT process. Provide intervention as needed and designed by the ILT team. Teachers, Assistant Principal, Parents, ILT team Weekly ILT Process Maps, Time and Effort Data from documentation

13 4. Reading and/or math acceleration instruction for At-risk students, RTI Tier 2, provided by support services, leveled reading groups and trade books, additional math tutoring, use of peer tutoring, push-in support and pull-out small group support. Emphasis placed on ESL students as needed. Classroom teachers, support service teachers and paras, additional tutors Daily Curriculum materials and human resources Title I funds for personnel $44,057 BISD provided Comp. Ed. Funds for para: $15,000 Title I funds for tutors: $15, Need for attention and intervention toward At-risk and some subpopulation groups/areas (SpEd, ESL, Hispanic, African American, TAKS failures, EcD, homeless, migrant). Classroom teachers will address during PLCs, then monitor, mentor, and tutor students in the selected subpopulations so that early intervention/acceleration occurs and student achievement and TAKS scores meet campus plan expectations. Classroom teachers, grade level team, Title I staff, campus administration, support personnel Human resources and time. 6. Refine the Intervention Lab for Tier 3 RTI for students with identified specific needs based on District criteria. Intervention Lab candidates will be identified through the ILT process. Intervention Lab Teacher, ILT team, classroom teachers, District training for teachers

14 7. Gifted and talented program will meet the differentiated needs of the gifted student as they begin to accept more responsibility for their own learning and produce work at a high degree of excellence. Results will be seen in increase of commended scores on TAKS. GT teacher, classroom teachers GT budget Approach C. Students will be encouraged to prepare for and attend college. Person(s) Responsible Timeline Resources Formative Student participation Summative 1. College days will be held every six weeks. Administrators, counselor, teachers Spring 2012 Time and Effort, Community members

15 Target #2 Every student will maximize their learning in each subject area through differentiated curriculum. A. Students will be assessed Observation of data folders TAKS, QRI, TPRI, Common Assessments, District Checkpoints Deployment 1. All teachers and students will learn and use performance excellence techniques including PDSA process & data folders. Teachers, campus administrator Summer Institute 2011, Taylor Retreat District and campus funds. 2. Schedule opportunities for p\pre-k students to experience circle time and learning centers with current Kindergarten classes. Pre-K teacher, all kindergarten teachers May 2012 B. All staff is involved in professional development based on needs assessment and CEIC input. Teacher input is requested and considered. Sign-in sheets documented Sign-in sheets submitted Staff survey Deployment 1. All faculty will serve on campus grade level/department teams and make decisions which impact student learning. All staff, CEIC Human resources and time.

16 2. Campus Leadership Team (CEIC) will meet regularly to make decisions which impact student learning, parent involvement, professional development and resource management. Leadership Team Members & Administrators 3. Do a comprehensive needs assessment with all staff to determine the following: student needs, teacher needs, needed resources, professional development, individual improvement needs, and effectiveness of campus programs. Campus administration January 2012, May 2012 Human resources and time. 10. Professional Development related to student achievement offered to teachers in 3 rd -5 th for math, science and reading. Teachers Fall, Teachers complete selfassessment on district 5- staff development plan and then choose actions to improve performance. Teachers, administrators August, 2011

17 12. Campus goals for professional development will be determined by needs assessment from 5- plans completed by teachers and administrators. Administrators, CEIC team, IC Fall, QRI training will be conducted for all reading teachers and support staff so that fidelity of progress monitoring will be ensured. Tier 2 Pull-Out Teacher Fall, 2011 District provided materials Activity fund $ for binders & copying Target 3: Utilize the technology we have available on campus, determine staff s knowledge of technology, and measure student learning results. A. Provide necessary staff development on software, hardware, and other technology equipment and increase use of current equipment. Deployment Observation of teacher/student use Computer programs installed 1. Train and/or update teachers on technology such as Document Cameras, SchoolView, Eduphoria and other site-based tools. Technology Specialist; and classroom teachers, BISD technology staff Document cameras, computers

18 Goal #3: We will continuously improve our work systems and process results. Target 1: Disseminate information to students, staff, and parents in a timely manner to improve student progress and learning. Approach A. Communication between staff members and school to home will occur regularly. Deployment 1. Disseminate in a timely manner checkpoint, TPRI, QRI, TAKS data, student assessment results and grades to students, teachers and parents. Person(s) Responsible Timeline Resources Principal and Assistant Principal, counselor, Support Specialists, classroom teachers, TAG specialist. Throughout school. Campus budget for school newsletter, data folders, Parent/Teacher conferences, AWARE. Family Access Formative Surveys Summative Documents submitted, Parent conference logs 2. Curriculum/Meet the Teacher night. Curriculum, expectations, grading, discipline, safety/security, parent involvement, class/school procedures, character education, and crisis management will be presented. Classroom teachers and school administration. August 2011 State/district curriculum (TEKS, Forethought, Taylor website) 3. Survey all Taylor parents about Title 1 program effectiveness, teacher effectiveness, parent satisfaction, student progress, and perceived campus needs. Title I Staff, administration, teachers, and parents. January 2012 Paper and Printing Costs. Title 1 Budget Money app. $ Staff Needs Assessment Survey to determine Title 1 program effectiveness. Title 1 Staff January 2012 Time & Effort

19 6. The campus Parental Involvement Policy and a Parent-School Compact (created by CEIC with parents) will be sent home during the first month of school. Title 1 Staff, Administrators September Time and Effort. 7. Conduct at least 3 Parent Nights (such as Curriculum night, Science Fair, Math Family night, Grade level Programs) to involve parents Teachers, Parents, Administrators Time and Effort 8. Encourage communication with parents through the use of Taylor website and Family Access for grades and assignments missing. Teachers, Parents Administrators District Web site Budget $500 for newsletter B. Emphasize importance of attendance to students on a regular basis. Attendance % per 6 weeks Attendance % on AEIS report Deployment 1. Announce classes with perfect attendance streaks during monthly assembly. Principal, Assistant Principal and data secretary. Regularly Human and electronic resources. 2. Send home a letter educating parents about the importance of attendance. Principal and School Secretary Mid-August Newsletter. Human resources, printer expense, copy paper.

20 C. Follow District policy and state guidelines on attendance Attendance Committee report 1. Utilize sheriff for truancy. Campus administration & Attendance Clerk 2. Notify parents of excessive absences by phone and by postal mail when a student is having excessive absences and/or in danger of losing credit. Classroom teachers, campus administration, secretary and/or attendance clerk Daily as needed Periodic, when student reaches point of concern District provided and funded position. Human resources, paper, envelopes, and postage Campus budget $100 Target 2: Ensure that Taylor Elementary has the highest qualified staff possible as measured by increased number of graduate degrees and certifications and an increase in the teacher retention percentage. Approach: Person(s) Responsible Timeline Resources Formative Summative A. The school administration knows and monitors federal and state criteria required for public schools and School-wide Title 1 Campuses. Data monitored regularly Compliance reports to district Reports of ESL certification Deployment

21 1. Monitor all staff to insure they are all highly qualified. Principal, BISD Human Resources Exec. Director 2. Attend job fairs to recruit the highest qualified applicants. Principal, Assistant Principal Spring 2012 Time and Effort. District promotional materials. 3. Work with local universities to host student teachers. 4. Recruit and hire ESL Certified teachers to meet the needs of changing student demographics. Principal, Assistant Principal, Cooperating Teachers. Principal, Assistant Principal, District ESL Coordinator. Spring 2012 Time and Effort. Time and Effort Reimbursement district funds 5. Campus Mentoring Program to mentor new teachers. Principal, Campus Mentor Coordinator, Mentor Teachers Time and Effort, District Materials. 6. Have at least 50% of certified teachers be ESL certified, insuring 2 on each grade level. Principal, ESL lead teacher Time and Effort, District reimbursement funds 7. Maintain teacher retention through positive staff relationships, job benefits and professional growth opportunities. Administrators, teachers Time and Effort

22 Goal #4: We will develop and maintain strategic community partnerships. Target #1: Continue seeking opportunities to involve our stakeholders. Approach Person(s) Responsible Timeline Resources Formative Summative A. Communicate and partner with community/stakeholders. Deployment 1. Keep the Taylor website current and filled with information about upcoming events, varied programs, grade level news and links to helpful parent information. Administrators, technology specialists Weekly District Web Master Newsletter published Check/update website weekly Parent survey results 2. Weekly classroom newsletters and website about character program at school, CATCH program, and what they can do at home to emphasize and reinforce the programs. Counselor, Administrators, Classroom Teachers, Office Staff Printing costs 3. Involve teachers in community service that makes connections between Taylor and the Burleson community. All Staff Summer 2012, cameras