Read Microsoft Word - 110216_2010 CIP_Dr Debbie Emery ES text version

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School

Cypress-Fairbanks Independent School District

2010 Campus Improvement Plan

1 of 30

2/16/11

Mission Statement

Cypress-Fairbanks Independent School District Mission Statement The district will provide the environment and learning opportunities for all students so that, as graduates, they will possess the qualities that will enable them to live meaningfully and successfully in society and in the workplace. The Cypress-Fairbanks ISD graduate will exhibit the following attributes: · · · · · Effective Communicator; Competent Problem-solver; Self-directed Learner; Responsible Citizen; and Quality Producer.

Dr Debbie Emery Elementary School Mission Statement Emery Elementary will encourage and challenge all students in an individualized, positive, and secure environment where students are engaged and motivated to learn, so that they can live and work successfully in an ever-changing society.

2010 Campus Improvement Plan

2 of 30

2/16/11

Dr Debbie Emery Elementary School Campus Improvement Plan 2010-11 Comprehensive Needs Assessment Summary

In accordance with state and federal legislative requirements, the staff at Dr Debbie Emery Elementary School conducted a comprehensive needs assessment for the 2010-11 school year. The needs assessment was conducted to identify gaps in the areas listed below. Data and findings from the comprehensive needs assessment were then used to develop the activities/strategies in the additional sections of the Campus Improvement Plan. Campus Demographics The staff at Dr Debbie Emery Elementary School includes 54.5 teachers, 17 paraprofessionals, and 7 administrators. The student population is 14.59% White, 28.35% African American, 52.27% Hispanic, 2.87% Asian, and 0.36% Native American. Additionally, the campus serves 70.52% economically disadvantaged students, {5.8% special education students, and 37% Limited English Proficient students. Attendance rates include% African American, % Hispanic,% White, and% economically disadvantaged. The most current data indicate the campus has a% mobility rate. The following data were reviewed in relation to campus demographics: · Cognos-AMS Demographic Report: 2009-10 Student Demographics · Current Emery Allocation List Upon review of these data, several findings were noted. These findings include: · As a new school and this being the third and fourth school for many of our students, it is paramount to meet their social and emotional needs. Building relationships with students and parents and being a PBIS campus will create a culture of success. Instruction must be engaging and taught with rigor. As a school it is our job to break the cycle of poverty with our students. Areas of need include: · With 52.27% Hispanic, 28% African American and 70.52% Economically Disadvantaged we have included strategies in the CIP that will directly support these student groups. Student Achievement The following data were reviewed in relation to Student achievement: · TAKS Data Tables · Cognos-AMS Objective Report · Pyramid of Services Upon review of these data, several findings were noted. These findings include: Strengths · 3rd Grade-Reading, All, Hispanic, White, Sped, LEP passed with 90% and higher 4th Grade-Reading, White, Sped passed with 90% and higher, LEP M1, M2 passed with 100% · 3rd Grade-Math, White passed with 93%, LEP M1, M2 passed with 100% · 4th Grade-Reading, White passed with 100%, LEP M1, M2 passed with 100%

2010 Campus Improvement Plan

3 of 30

2/16/11

Areas of need include: · 4th Reading: increase AA, ED by 2%, Target 90%; 5th Reading: increase All by 8%, AA by 7%, H by 11%, ED by 8%, LEP by 26% and increase Commended for All by 2%. Target 90%, Commended 25% · 4th Math: increase All by 4%, AA by 15%, Target 90%; Commended increase in ED by 7%, LEP by 13%, Target 25%; 5th Math: All by 5%, AA by 11%, H by 4%, ED by 6%, SPED by 23%, LEP by 4%, Target 90% School Culture, Climate, and Organization The following data were reviewed in relation to School Culture, Climate, and Organization: · With Emery being a new campus and students coming from four other campuses we will be a PBIS campus. Parents will be invited to volunteer and participate. Upon review of these data, several findings were noted. These findings include: · New Campus Areas of need include: · Building skills for success with students. Staff Quality, Recruitment, and Retention The following data were reviewed in relation to Staff Quality, Recruitment, and Retention: · New Campus Upon review of these data, several findings were noted. These findings include: · New Campus Areas of need include: · New Campus Family and Community Involvement The following data were reviewed in relation to Family and Community Involvement: · New Campus Upon review of these data, several findings were noted. These findings include: · New Campus Areas of need include: · New Campus

2010 Campus Improvement Plan

4 of 30

2/16/11

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School Area of Focus: Campus Culture

District Priority: Campus Performance Objective: Formative Evaluation: The district's schools will maintain an engaging environment conducive to student learning and employee effectiveness. CFISD Campus is an educational community dedicated to producing successful, engaged learners who are fully prepared for an committed to post-secondary educational endeavors needed to succeed in today's society. Surveys Students Strategies

1 As a new campus our teachers will be involved in decisions and decisions will be reported to them in a timely manner. It is important they know their opinions and decisions are valued. PBIS will be reinforced consistently and procedures will be followed to keep discipline referrals to a minimum in the large group, play ground, bus, and classroom.

Codes

AR, T1, CE

Target Group

All teachers and support staff

Person(s) Responsible

Administrators

Resources

Staff Survey

Timeline

On-going

2

AR, T1, CE, VP

All teachers and support staff

Teachers, behavior BBR materials, PBIS specialist, counselor, matrix, incentives support staff, administrators

On-going

2010 Campus Improvement Plan

5 of 30

2/16/11

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School Area of Focus: Student Safety and Health

District Priority: Campus Performance Objective: The district's schools will maintain a safe and disciplined environment conducive to student learning and employee effectiveness. Safety: For 2010-2011, the discipline referrals for inappropriate physical conduct and language-gestures/refusing will be reduced by 10% from the previous school year as indicated on the cart below. Health: For 2010-2011, the campus will provide a coordinated school health and physical activity program in which 100% of the students participate. Safety: District-developed Reports Health: Fitnessgram Reports and Student Survey Students Strategies

1 2 Increase awareness and understanding of campus and teacher expectations with students and staff. Review PBIS matrix powerpoint/poster daily in homeroom. Bus matrix will be reviewed daily. Monthly New Student Orientation to review and practice basic school information and PBIS Matrix Character and Social Skills Development in large group rotation and home room. Health: Participate in CATCH Program Present Cy-Fair Sam to all student and present throught the year to new students Students will have the opportunity to earn positive incentives for exhibiting expected behavior and social skills. Students were invited to participate in Camp Emery to promote school spirit and social skills. Students have an opportunity to participate in Student Counsel and Safety Patrol. These students will be the role models for our school. Character and Social Skills development in large group rotations and homeroom. Project Safety: Monthly lessons on drug safety and bullying. Monthy Guidance Lessons

Formative Evaluation:

Codes

AR, SD,VP AR,T, VP BP AR, VP, BP AR, VP,BP AR AR, VP,BP AR, VP,BP All All

Target Group

Person(s) Responsible

Admin/ Teachers Teachers PBIS Matrix

Resources

Timeline

Aug. 2010-June 2011 Aug. 2010-May 2011

Matrix; powerpoint PBIS Matrix BBR posters; PBIS Matrix CATCH Materials District Curriculum Campus made incentives

3 4 5 6 7

All All All All All

Behavior Spec Teachers/ Admin Teachers Behavior Specialist Behavior Specialist, PBIS Team, Teachers, ISs, APs, Principal, all staff District Curriculum dept., Teachers, APs, Principal Student Counsel Teacher Representatives, Safety Patrol Teacher Representatives Behavior Specialist, Teachers, Counselor Teachers Counselor

Oct. ­ May 2011 Aug. 2010-May 2011 Ongoing Ongoing Ongoing

8 9

AR, T, VP AR, VP,

2-5 3-5 Student Counsel 5 Safety Patrol

Curriculum; technology; TEKS Campus guidelines; parent notices; report cards

August 2010 August 2010-June 2011

10 11 12

AR, VP, BP BP BP

All All All

PBIS & BBR materials Project Safety Materials (CFISD) District and school resources

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

2010 Campus Improvement Plan

6 of 30

2/16/11

Teachers Strategies

1 2 3 4 5 6 7 8 Review discipline data from office referrals monthly to determine areas in need of improvement and re-teaching. PBIS Team will attend district training and return to train all staff. T1-4 Teachers will follow behavior/consequence continuum. PBIS letter and matrix provided in substitute folder and at sign in. Health: Present CATCH Lessons to students. BBR and PBIS matrix will be posted in every classroom. PBIS Team will meet to review discipline data and create a plan for improved student success. Book Study Teaching with Love and Logic

Codes

AR,VP AR,SD,TI,V AR, SD, VP AR,VP AR AR, VP AR, VP AR, SD,VP All All All All All All All All

Target Group

Person(s) Responsible

Admin Admin Behavior Spec., Teachers, Admin Receptionist, Teachers; Behavior Spec. PE Teacher, Teachers Behavior Specialist, Teachers Behavior Specialist, PBIS Team, ISs, APs, Principal Behavior Specialist PEIMS Data

Resources

Timeline

August 2010-May 2011 August 2010 August 2010-June 2011 Sept. 20010-May 2011 Ongoing August 2010-June 2011 August 2010-May 2011 Fall 2010

PBIS staff development;BBR Training Student Code of Conduct PBIS matrix CATCH Materials PBIS & BBR materials Cognos discipline data; PBIS materials Teaching with Love and Logic Book

Parents Strategies

1 Increase awareness and understanding of the PBIS matrix and Student Code of Conduct (COC). Discuss expectations at curriculum nights and provide parents with a PBIS brochure. T1-6 Parenting Symposium Meet with parents of students experiencing difficulties to create a plan for student success.

Codes

AR,PI,VP All

Target Group

Person(s) Responsible

Admin , Behavior Spec., Teachers,

Resources

PBIS matrix; Newsletter; COC District and School Resources Discipline Data; PBIS matrix; BBR

Timeline

August 2010-June 2011

2 3

AR,PI,VP AR, VP, PI

All Students with more than 5 office visits

Counselor, BI Behavior Specialist, AP, Teacher

Fall 2010 Ongoing

2010 Campus Improvement Plan

7 of 30

2/16/11

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School Area of Focus: Attendance

District Priority: Campus Performance Objective: Formative Evaluation: The district's schools will maintain a safe and disciplined environment conducive to student learning and employee effectiveness. For 2010-2011, the ADA student attendance will be at or above 98%. District-developed Reports and AEIS Students Strategies

1 Students have an opportunity to be recognized on morning Power Point and during 9 week Awards Days for perfect attendance and zero tardies. Tardy incentives will be awarded to classrooms with 100% of their students in class by 8:10. Through an engaging and supportive learning environment the students will be motivated to attend school.

Codes

AR All

Target Group

Person(s) Responsible

Teachers, Admin. Asst. Secretary Teachers, Admin. Asst. Secretary Teachers

Resources

Attendance Reports

Timeline

On-going

2 3

AR AR, CE, TI

All All

Tardy Reports PBIS, Quantum Learning; SOAR; Capturing Kids' Hearts; Balanced Literacy

On-going On-going

Teachers Strategies

1 Homeroom Teachers will take attendance accurately at 10:00 each day. Post weekly announcements of those homerooms with no tardies for nine weeks. Teachers will call parents after child has been absent 3 days. AP will be notified if there is a concern. Develop a caring relationship with students that motivate and encourage them to attend school. Teachers communicating with parents and students with frequent absences and tardies, followed by registrar and AP phone calls. Teachers will promptly turn in student absence letters from parents.

Codes

AR All

Target Group

Person(s) Responsible

Homeroom Teachers, Attendance Sect. Teachers Teachers Teachers, Registrar, AP

Resources

Attendance Record

Timeline

On-going

2 3 4

AR, PI AR, CE, TI AR, CE, PI

All All All

Attendance Records Capturing Kids' Hearts; PBIS Attendance Records

On-going On-going On-going

5

AR, CE, PI

Students absent

Homeroom teachers

Attendance Records

On-going

Parents Strategies

1 Stress the importance of attendance with parents during curriculum nights and in parent newsletters. T1-6

Codes

AR, PI All

Target Group

Person(s) Responsible

Teachers

Resources

School Newsletter; 9 wk class newsletter

Timeline

Aug. 2010 ­ May 2011

2010 Campus Improvement Plan

8 of 30

2/16/11

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School Area of Focus: Science

Grade 5 5 5 5 5 5 5 5 5 Group All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 Tested 10 % Met 10 % Com 10 Tested 09 % Met 09 % Com 09 2011 Target 90% 90% 90% 90% 90% 90% 90% 100% 100%

2010 Campus Improvement Plan

9 of 30

2/16/11

District Priority: Campus Performance Objective: Formative Evaluation:

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2011, we will increase the percentage by amounts noted below, or greater of students meeting standards or being commended on science TAKS. District-developed Tests and Texas Assessment of Knowledge and Skills Students

Strategies

1 Students and staff will participate in "Science Word Day". They will choose a science word with definition included to share with classmates. They will dress according to their word. T1-2 Science Showcase ­ Students will participate in activities throughout the year to spark their interest and promote learning. Science Showcase: K-2 class project, 3rd group projects, 4th-5th individual projects. Master Science teachers will organize and plan high energy science lessons for Science Club before or after school. T12 Utilize the Cy-Springs and Cy-Lakes Science National Honor Society students to work with groups of struggling science students. T1-2 Students will have 60 minutes of uninterrupted science time if at all possible with the master schedule. Using "Science Reporters" to share streaming video on announcements or at lunch to reinforce concepts. Students will participate in hands-on investigations and activities to develop conceptual understanding of science concepts. T1-2 5th grade ED, AA, LEP students failing benchmarks and quizzes will be pulled out to work with science helping teacher during large group to review labs using Quantum Learning strategies. T1-8 Students will use science vocabulary words from morning power points to increase their understanding. Science journals and observation guides will be used to increase comprehension and promote vocabulary development grades 1st ­ 5th. Students will participate in a science bowl competition during the end of their lunch time to build comprehension of science skills taught in class. T1-2, 9 3rd, 4th, and 5th grade students will engage in Gizmos, a web-based interactive science simulator to further comprehend science concepts. T1-2 Friday and Saturday camps for targeted students will be organized and presented in a novel and meaningful way. T1-9

Codes

AR

Target Group

All students

Person(s) Responsible

Science IS, Teachers

Resources

Science Vocabulary

Timeline

Fall 2010. Spring 2011

2

AR, CE

K-5 students

Teacher, Science Helping Teacher, Ap, IS, Librarian

Science TEKS; Library Books; Internet resources

Sept. 2010 ­ May 2011

3

AR, TI

5th students

IS, AP, Principal, At-Risk Science Teacher Cy-Ranch, Cy-Springs, IS for science AP, IS, Principal Master Science Teacher Science HT, Teachers, Admin. Science HT, Teachers, Admin.

Science Curric.

Fall-Spring Semester 20102011 Spring Semester 20102011 Fall 2010-Spring 2011 Aug. 10 ­ May -11 Aug. 10 ­ 11

4

AR

4th and 5th students

Science Curric. -Data

5 6 7

AR, T1 AR, SD, T AR, SD

3-5 5th students All students

Scheduling committee Flip Cameras Science vocabulary; Science labs

8

AR, SD,CE

5th Target students

Science curriculum (TEKS); Oct. 10 ­ May 11 scope & sequence

9

AR, T

All students,2nd-5th

Librarian, Science IS, Teachers, Admin.

Science vocabulary; Science TEKS, journals; obs. guides

Aug. 10­ May 11

10

AR, T1

All students

Librarian, Science IS, Teachers, Admin. Teachers, IS

Science vocabulary; Science TEKS, journals; obs. guides Gizmos, computers

Aug. 10-May 11

11

AR, SD, T

3rd, 4th, and 5th students

Oct. 10-May 11

12

AR, T1

5th Students

IS, AP, Principal and Teachers

TEKS, Teaching materials; student data

Fall 2010-Spring 2011

2010 Campus Improvement Plan

10 of 30

2/16/11

Students Strategies

13 14 Students will use science content books in literacy groups. T1 Students will use KidBiz to increase science vocabulary and knowledge.

Codes

AR, SD AR,T,PI, T1

Target Group

5th Students 3rd-5th Students and Teachers

Person(s) Responsible

Science IS, science and language arts teachers Teachers, IS

Resources

Science Curriculum - Data KidBiz, Educational Software

Timeline

Fall 2010-Spring 2011 Fall 2010-Spring 2011

Teachers Strategies

1 Teachers will model and expect students to use SQ-RQ-CQ strategies. Administration will monitor use of SQ-RQ-CQ strategies and science notebooks. School will provide substitutes for T. ½ day to meet, plan and goal set as a group using data to meet the needs of their students. Meet biweekly with IS for purposeful planning. Science Helping Teacher will push-in and pull-out small groups of students depending on their quizzes, benchmarks, and CBA data. T1-9 Quantum Learning strategies will be used on a regular basis for students' engagement and long-term learning. T1-2 New science teachers will attend New Teacher Science Trainings. PBIS matrix practiced and implemented to cut down on behaviors and maximize instructional time in class. Vertical science team meetings to discuss critical TEKS and objectives 2nd-5th grades. 1st will implement monthly science experiments and vocabulary into their curriculum. Teachers need to protect the dedicated science instruction time to increase student's science knowledge. Teachers will create anchor charts for critical science concepts and vocabulary with their students. Students and teacher will refer to these to master important concepts, including vocabulary development. Teachers will provide direct vocabulary instruction.

Codes

AR, SD, T

Target Group

All Teachers - 2nd-5th

Person(s) Responsible

Principal, AP, IS, Teachers

Resources

Warm-up; Science Notebooks; Homework TEKS; Teaching materials; student data

Timeline

Aug. 10 ­ May 11

2

AR, T1, CE, T

Teachers-all levels

IS, AP, Prin

Once a semester; Aug. 10 ­ May 11 weekly

3

AR, T1, CE

Teachers-Tutors

Admin-5th Science Teachers Assist. Prin./IS, teachers AP, IS, Teachers Science teachers, PBIS Team, Behavior specialist Science teachers, APs, IS, Principal Science teachers, AP, IS, Principal Teachers, IS

TEKS; Teaching materials; student data Staff Development Staff Development Department PBIS; BBR TEKS; Teaching materials; student data Grade level schedules TEKS, Teaching materials

Fall & Spring Semester

4 5 6 7

AR, SD AR, SD AR, SD, VP AR, T1, SD

All students 5th New Science Teachers All students All Teachers

Sept. 10- May 11 Fall 2010 Aug. 10 ­ May 11 Fall 2010-Spring 2011

8 9

AR, T1, SD AR, T1, SD

2nd-5th grade Science Teachers 2nd-5th grade Science Teachers

Fall 2010-Spring 2011 Fall 2010-Spring 2011

10

AR, T1, SD

2nd-5th grade Science Teachers 3rd-4th grade Science Teachers

Teachers, IS

TEKS, District review materials, Teaching materials Staff Development, TEKS, District curriculum

Fall 2010-Spring 2011

11

Third and fourth grade teachers will provide rigorous science curriculum in order to better prepare students for fifth grade.

AR, T1, SD

Teachers, IS

Fall 2010-Spring 2011

2010 Campus Improvement Plan

11 of 30

2/16/11

Parents Strategies

1 2 Parents will be invited to attend Children's Museum Night with their children (transportation will be provided). T1-6 "Pumpkin Patch Problem Solving Night" parents will attend with their children to enjoy and learn strategies used for science and math. "Gizmo" will be a rotation for parents to learn how to access this on their home computers as a support tool for their children. Parents will provide transportation for Friday/Saturday camps for targeted students. T1-9 Parents will monitor Agendas for Science updates, test scores/, study dates and successes. Parents will support students as they complete science showcase projects and attend science showcase. T1-9 Parents will be advised to view SQRQ strategy video on district website.

Codes

AR, T1 AR, T1, T

Target Group

All students All students and parents

Person(s) Responsible

Teachers, Admin Staff

Resources

Title I funding

Timeline

Aug. 10­ May 11 November 1, 2010

Sc Liaison, M Liaison, Science Resources & Math Teachers, IS, Tech Liaisons Resources

3 4 5 6

AR, T1 AR AR, PI AR, PI

Parents Parents Parents, Students Parents, Students

IS, AP, Prin, and Teachers Parents Parents Teachers and Admin

TEKS; Teaching materials; student data Agendas Agendas; Library Books; Internet Resources Newsletters, Schoolwires

Spring 2011 Aug. 10 ­ May 11 Feb 2011 Fall 2010 & Spring 2011

2010 Campus Improvement Plan

12 of 30

2/16/11

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School Area of Focus: Mathematics

Grade 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 Group All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 Tested 10 119 32 57 27 79 4 34 8 1 112 42 58 10 79 3 29 9 7 % Met 10 86 75 88 93 82 75 82 100 100 85 79 86 100 84 67 86 100 100 % Com 10 26 25 23 33 18 25 12 50 100 32 26 33 50 32 33 21 67 86 Tested 09 * * * * * * * * * * * * * * * * * * % Met 09 * * * * * * * * * * * * * * * * * * % Com 09 * * * * * * * * * * * * * * * * * * 2011 Target 90 90 90 95 90 90 90 100 100 90 90 90 100 90 90 90 100 100 90 90 90 90 90 90 90 100 100

2010 Campus Improvement Plan

13 of 30

2/16/11

District Priority: Campus Performance Objective: Formative Evaluation:

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2011, we will increase the percentage of students demonstrating proficiency on TAKS Math and commended performance in all student groups by the amounts indicated below. District-developed Tests and Texas Assessment of Knowledge and Skills Students

Strategies

1 Check rosters to ensure that each struggling student has been assigned to a teacher who has a proven track record of accelerating student's math achievement. (Change assignments and re-balance classes as needed.) Monitor each student's progress in learning the critical TEKS and identify gaps in knowledge by examining results of teacher-made tests, district benchmarks and CBA. T1-8 Invite students and parents to Pumpkin Problem Solving Night. Title 1 Math Helping Teacher and district Math Helping Teachers will provide small group support to targeted students 3rd-5th grades. Invite targeted students to attend at least 5 extended sessions - TAKS Math Friday & Saturday Camps. T1-9 Invite students and parents to TAKS math night in conjunction with Family Library Night. Students will track their individual and class data and establish goals based on quizzes and benchmarks. Provide summer school scholarships for students not meeting expectations in math. Use Quantum Learning Strategies in classroom. Implement PBIS strategies to decrease behaviors and maximize instructional time in class. Invite students to Camp Emery before the school year begins to accelerate math achievement and foster a love for math.

Codes

AR All

Target Group

Person(s) Responsible

Teachers, AP, Principal

Resources

Attendance; Cum folders

Timeline

1st weeks of school year

2

AR

All

Teachers, IS

Gradebook; data Student data Student data

After benchmarks, CBA, etc. Fall 2010 Sept. 10- May 11

3 4

AR, CE, T1 AR, CE, T1

2, 3 2,3,4,5

Teachers, Helping Teacher Title I & District Helping Teachers, IS Teachers, AP, Math IS Teachers, Prin., AP, Math IS Teachers, IS Math Teachers, IS, Adm Team Teachers Teachers, IS, AP, Principal Teachers, district curriculum staff, APs, Principal

5 6 7 8 9 10 11

AR, CE, T1 AR, T1, CE AR, T1, SD AR, T1 AR, SD AR, SD, VE, T1 AR, SD, T, T1

3,4,5 3,4,5 All 1-5 All All 2-5

Student data Student data Student data; Birdville ISD video (new tch) Benchmark; TAKS Data

Fall & Spring 2011 Spring 2011 After benchmarks Spring 2011

Quantum Learning Training Aug.10 - May 11 PBIS training TEKS; Quantum Learning Aug. 10 ­ May 11 Aug. 10

Teachers Strategies

1 Guided planning sessions with math IS and district math coaches, focusing on critical TEKS and innovative strategies (window pane, Quantum Learning, Capturing Kids' Hearts, & LoTi). Vertical team meetings after school to discuss transitional strategies. Math Coaches will plan with teachers to review strategies their students used on quizzes and benchmarks to develop lessons that are high in rigor and relevant. T1-2

Codes

AR, T1, SD 1-5

Target Group

Person(s) Responsible

IS, Teacher, math coaches

Resources

Math teacher notes; scope and sequence; Educaide ; Achievement meetings

Timeline

1st semester - weekly 2nd semester Every other week New teachers ­ weekly Every other week

2

AR, CE, SD,

3,4, 5

Teachers, Math IS, Math coach

Educaide; scope and sequence

2010 Campus Improvement Plan

14 of 30

2/16/11

Teachers Strategies

3 Half day planning sessions with Math IS, AP, and Principal to review individual student, class, and grade level data to develop an achievement plan. T1-5 Math teachers will visit "Model" classrooms on campus and at other schools to gather ideas and strategies to use with their students. All new math teachers will attend recommended math staff development to implement strategies that will increase success with students. Support Saturday Math Training Camps with focus on critical TEKS for struggling students and provide a "Commended" camp for students who need to be challenged. Title I math helping teacher will pull small groups of students to accelerate and motivate their learning. Ensure non-linguistic representation (visual representations or graphic organizational tools) are implemented in math classrooms Will monitor to ensure summarizing and note-taking is implemented through 4-step process journaling or notetaking booklet Student Engagement (behavioral, emotional, and cognitive) & Rigor staff developments will be provided for teachers to increase connections and long term learning. Implement PBIS strategies to decrease behaviors and maximize instructional time in class.

Codes

AR, T1, CE

Target Group

1,2,3,4,5 Math teachers

Person(s) Responsible

Teachers, Math IS, AP, Principal Teachers, IS, AP

Resources

Student data

Timeline

Fall 2010, Spring 2011

4

AR, T1, CE

K-5 Math teachers

Schedule; Feedback Form

Fall 2009, Spring 2010

5

AR, SD, T1

New Math teachers

Teachers, Math IS

Math Curriculum Department Math curriculum; Critical TEKS; Achievement meetings Math Curriculum; Staff Dev.; Math Helping Math Curriculum

As recommended

6

AR, CE, T1

1-5 Math teachers

Teachers, Math IS, AP, Principal

1 to 2 times during school year

7 8

AR, CE, TI, SD AR, CE, SD, T, T1 AR, CE, SD, T, T1 AR, SD, TI, CE AR, SD, VE, T1

TI, 2-5 Math teachers 1 ­ 5 Math teachers

Teachers, Title I, IS, AP, Principal Teachers, Math IS

Beginning Aug. 25 Fall 2010, Spring 2011

9

2-5 Math teachers

Teachers, Math IS

Math Curriculum

Fall 2010, Spring 2011

10

TI, Pre-K ­ 5 Math teachers Teachers, Title I, IS, AP, Principal All Teachers, Is, AP, Principal

Math curriculum; Critical TEKS; Achievement meetings; DATE Grant PBIS training; discipline data

Fall 2010-Spring 2011

11

Fall 2010-Spring 2011

Parents Strategies

1 Parents and students will be invited to attend Math Nights in the spring connected with Family Library Night. Involve parents and students in using window pane and problem solving strategies. T1-6 Benchmark letter sent home to parents with benchmark results to share strengths & weaknesses. Math Fact Flash Cards sent home to reinforce basic math facts. Invite students and parents to Pumpkin Patch Problem Solving Night.

Codes

AR, CE, PI, T1 All

Target Group

Person(s) Responsible

Teachers, AP, IS, Principal

Resources

Math curriculum; Educaide

Timeline

Spring 2011

2 3 4

AR, CE, PI, T1 AR, CE, PI, T1 AR, T1, CD

All All All

Teachers, Math IS, AP Teachers, Math IS, AP Teachers, Math IS, AP, Principal

Benchmark student data District Curriculum Student Data

After each benchmark Fall 2010-Spring 2011 Fall 2010

2010 Campus Improvement Plan

15 of 30

2/16/11

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School Area of Focus: Reading/English Language Arts

Grade 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 Group All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 Tested 10 118 32 56 27 78 3 33 8 1 111 42 57 10 78 2 28 9 7 % Met 10 92 88 91 100 88 100 91 100 100 82 83 79 90 82 100 64 100 100 % Com 10 46 44 41 56 36 33 24 88 100 23 17 23 50 22 50 4 33 71 Tested 09 * * * * * * * * * * * * * * * * * * % Met 09 * * * * * * * * * * * * * * * * * * % Com 09 * * * * * * * * * * * * * * * * * * 2011 Target 95 90 94 100 90 100 94 100 100 90 90 90 93 90 100 90 100 100 90 90 90 90 90 90 90 90 90

2010 Campus Improvement Plan

16 of 30

2/16/11

District Priority: Campus Performance Objective: Formative Evaluation:

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2011, we will increase the percentage (by amounts noted or greater) of students demonstrating proficiency on TAKS reading in order to achieve an exemplary rating. District-developed Tests and Texas Assessment of Knowledge and Skills Students

Strategies

1 2 Goal Setting with students for improvement on benchmarks, TAKS, checkpoints, CBA's and other assessments. Recess tutoring, Title 1 small group tutoring, SGRI, TAKS Reading Camps to provide additional instruction for TAKS. T1-9 Empower students to use PBIS strategies to protect their instructional time. Students will participate in the BAK PAK Critter mentor program. Selected students will read with a special pet. Apply the strategies of proficient readers and monitor comprehension by applying fix-up strategies to clarify meaning. Summer school scholarships will be provided for students experiencing difficulty in reading Students have the opportunity to participate in Kid Biz 3000 on their home computers and classrooms to build fluency and comprehension. Participate in the Scholastic READ 180 Program in 4th and 5th grades for student in the Structured English Immersion (SEI) program and students having difficulty in reading. I Station for students in special education and regular education experiencing reading difficulties (90 min.). ARIP Tutoring provided to students not passing Reading TAKS or benchmarks. Invite Students and Parents to Unwrap Reading Night. Increase the number of titles in the Literacy Library for LEP students. School Wide Reading Incentives Students and Staff dress as a book character to promote the enjoyment of Reading. PBIS Matrix practiced and implemented to cut down on behaviors and maximize instructional time in class.

Codes

AR, CE, T1, T AR, T1 All K-5

Target Group

Person(s) Responsible

Teachers & Students LA IS, Title I Teachers, Teachers All staff & Behavior Spec. Librarian & Teachers Teachers

Resources

AMS Data; Gradebook Student Data; Curriculum

Timeline

Prior to and after benchmarks or TAKS Fall 2010-Spring 2011

3 4 5

AR, SD, VP AR, T1 AR, CE, T1,

All At-Risk students K-5

PBIS Matrix Curriculum and student data Balanced Literacy small group instruction Benchmarks; TAKS data Kid Biz 3000

Daily Fall 2010-Spring 2011 Aug. 10-May 11

6 7

AR, T1

1-5

Teachers, IS, AP, Principal Teachers, Parents

Spring 2011 October 2010 ­ May 2011

AR, T1, PI, T 3-5

8

AR, T1, CE, T AR, T1, SD, T AR, CE

4, 5 SEI TAKS R failures (ED, AA, H) 1-5 identified students in Achievement Meetings and ARDs 3-5

SEI R/LA Teacher, AP, Reading IS, district READ 180 helping teacher Sped. Teachers, R/LA Teachers, IS, AP, Diagnostician Coordinator, ARIP Teacher/Tutor, IS, AP, Principal IS, T1, L/A Teachers Reading Title1, IS Librarian, L/A Teachers All Staff All Staff

READ 180 reading program August 2010-June 2011 and computers I Station program and computers ARIP Tutoring Materials (Wright Group ERI Kit) Books; Curriculum Books Books Books PBIS; BBR Fall 2010-Spring 2011

9

10

Second Semester

11 12 13 14 15

AR, T1, PI AR, T1 AR AR AR, SD, VP

All LEP Students All All All Students

Fall 2010 Aug. 2010 - June 2011 Fall 2010 - Spring 2011 Spring 2011 Aug, 2010 - June 2011

2010 Campus Improvement Plan

17 of 30

2/16/11

Teachers Strategies

1 Analyze data to guide instruction, reflect, and brainstorm interventions to improve literary skills. 5th grade will improve first round passing rate on TAKS reading. 4th grade will focus on H, ED, Sped groups. 2nd will improve reading comprehension skills by focusing on TEKS weak on benchmarks. T1-8 Continue I-Station for struggling readers in special education and general education (35 spaces). Plan weekly with IS and/or AP to guide critical TEKS and instructional strategies (Reader's & Writer's Workshop). Balanced Literacy Implemented (increase small group instruction, guided, and strategy) in Language Arts classes and vertical and LA retreat for teachers to plan. Half-day planning sessions for LA teachers to plan strategies based on data from benchmarks (each semester). T1-5 Send teachers to visit and reflect on model classrooms for balanced literacy. Independent reading built into daily schedules to improve accuracy and fluency (15+ minutes). Continue READ 180 for 4th and 5th Grade SEI, TAKS failures (ED, AA, H), in addition, implement System 44 to improve reading comprehension and strengthen independent reading level. Monitor and track student attendance and data in TAKS Reading Camps. Develop the use of rubrics and monitoring notebooks to track student progress. Use district reading units of study to provide direct instruction on the strategies that proficient readers use, including the use of test-taking. Grade level planning with K and 1st grade teachers to help implement the Readers Workshop model and Teacher College Training will be provided. Provide students time to participate in Kid Biz to build reading fluency and comprehension at their independent reading level.

Codes

AR, CE, SD, T1 All

Target Group

Person(s) Responsible

AP's, Reading IS's, Teachers

Resources

Data; Achievement Meetings

Timeline

Each 6 weeks

2

AR

1-5

AP, IS

Training sessions

Aug. 2010-May 2011

3

AR

1-5

IS and AP's

Curriculum; TEKS; student data District Guides

Weekly

4

AR, SD, CE, T1

K-5

Teachers, IS's, AP's

Ongoing

5

AR, SD, CE, T1 AR, SD, CE, T1 AR, CE, T1 AR, CE, T1, SD

K-5

AP's, IS

Data, Curr. Guides

1 each semester

6 7 8

K-5 K-5 4, 5 SEI, TAKS R failures (ED, AA, H)

AP's; IS; District Helping Tchr AP's SEI R/LA Teacher, AP, Reading IS

Model Classroom Indiv. Books READ 180 Program; System 44 Program

Fall 2010; 1 per teacher Daily Aug. 10­ May 11

9

AR, TI, SD

3-5

Teachers; IS; APs

Attendance Rosters

2010-2011

10

AR, TI, SD, CE AR, T1, SD

K-5

Teachers; IS; AP

Notebooks

2010-2011

11

2-5

Teachers, IS

Lesson Plans; District Curriculum

2010-2011

12

AR, T1, SD, CE

K, 1

Reading specialist, IS, Teachers, AP, Principal

Reading Workshop materials and Teacher College Materials Kid Biz Program

2010-2011

13

AR, SD, T1, T

3-5

Reading teachers, Rdg IS, AP

Sept. 10- May 11

2010 Campus Improvement Plan

18 of 30

2/16/11

Teachers Strategies

14 Teachers will participate in book studies in teaching reading in small groups (individualized instruction) and test taking strategies.

Codes

AR, SD, CE, T1 K-5

Target Group

Person(s) Responsible

LA Teachers, IS, AP

Resources

A Readers Workshop Approach to Test Readiness (Kaplan) & materials from Robert Marzano Reading workshop materials Books

Timeline

October 2010-April 2011

15 16 17

District Meetings with reading coaches to plan for reading workshop Buddy Reading, lower grades matched with upper grades. Book Character Day to promote the enjoyment of reading.

AR AR AR

K-1 Reading Teachers All All

IS, L/A Teachers L/A Teachers All

Aug. 2010 - June 2011 Aug. 2010 - June 2011

Parents Strategies

1 Attend TAKS Parent Nights and Library Nights (once a month) provided to share information and strategies to prepare for TAKS tests. T1-6 Support with transportation and attendance on TAKS Reading Training Camps and extra tutoring. Participate in parent make and take night for reading journals and writing journals. Participate in Curriculum Night with their children in reading. Provide information during registration for parents of preschool children to ensure a smooth transition from early childhood program (pre-readiness activities and parent involvement ideas will be included). Keep teachers informed of struggles in order to better aid class performance. Encourage their children to participate in book incentive reading programs and time for their children to read independently at home for 20+ minutes and sign reading logs. Participate in Family Library Nights. Students have the opportunity to check out 3 library books.

Codes

AR, PI, CE, T1 AR, PI, T1 AR, CE, T1, PI AR, PI, T1, CE AR, CE, T1, PI 3-5

Target Group

Person(s) Responsible

LA teachers, librarian, ISs, APs, Principal Teachers, IS AP, Title 1 committee LA Committee Title I committee

Resources

Tutoring/ test strategies

Timeline

Spring 2011

2 3 4 5

3-5 All All Pre-K & K parents

Communication with parents Presentation Strategies for reading at home Neuhaus and scholastic materials

As needed Fall 2010 Fall 2010 Spring 2011

6 7

AR, PI AR, PI, T1, CE

All K-5

Teachers Teachers, Librarian, Reading IS

Samples of student work Parent notes

Weekly Fall 2010 ­ Spring 2011; daily

8

AR, PI, T1, CE

All

Librarian, Teachers, IS, AP, Parent newsletter Principal

Fall 2010-2011

2010 Campus Improvement Plan

19 of 30

2/16/11

2010-11 Campus Improvement Plan for Dr Debbie Emery Elementary School Area of Focus: Writing

Grade 4 4 4 4 4 4 4 4 4 Group All AA Hispanic White Eco. Dis. SPED LEP C LEP M1 LEP M2 Tested 10 111 42 57 10 78 2 28 9 7 % Met 10 89 83 91 100 85 100 82 100 100 % Com 10 8 12 4 10 9 0 4 11 29 Tested 09 * * * * * * * * * % Met 09 * * * * v * * * * % Com 09 * * * * * * * * * 2011 Target 90 94 94 100 90 100 90 100 100

2010 Campus Improvement Plan

20 of 30

2/16/11

District Priority: Campus Performance Objective: Formative Evaluation:

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2011, we will increase the percentage of students demonstrating proficiency on TAKS writing in 4th grade. District-developed Tests and Texas Assessment of Knowledge and Skills Students

Strategies

1 Monitor each student's composition skills. Provide time to confer with students about their writing and successful implementation of writer's workshop. Focus on the improvement of usage, mechanics, spelling, revision, editing, & sentence structure as identified on benchmarks writing composition. Brainstorm seed ideas in his/her writer's notebook. Goal setting with students so they are aware of their strengths and areas to concentrate on for growth in their writing. Author Peter Howe visit with 4th and 5th grade and discusses writing strategies and character development. Targeted Students will attend Friday Night TAKS writing camps. Students will participate in writing activities at a writing focused Family Library Night. Writing Showcase, students will prepare writing pieces for an end of year writing celebration.

Codes

AR, SD, T

Target Group

All students

Person(s) Responsible

K-5 Teachers

Resources

Writing journal & samples; classroom obs. Benchmark data; writing journals; lesson plans; classroom obs. Writing journal Goal setting form

Timeline

Aug. 10­ May 11

2

AR, CE, SD, T1, T AR, CE, SD, T1 AR, CE, T1

All

k-5 Teachers

Aug. 10­ May 11

3 4

K ­ 5 students 4

Teachers, Reading spec. Teachers, IS, AP

Daily Fall 2010-Spring 2011

5 6 7 8

AR AR, T1 AR, PI, T1 AR, T1, PI

4, 5 4 All All

Librarian, Teachers Teachers, AP, IS Librarian, IS, AP Librarian, LA IS, Teachers

Author District Curriculum Lesson Extensions; Writing Journals Writers workshop; writing camp

Sept 2010 Oct. 2010 - May 2011 Spring 2011 Spring 2011

Teachers Strategies

1 2 3 All teachers will continue professional dev. in Writer's Workshop and implement 6 +1 Writing Traits. All teachers will share the responsibility of teaching writing through all content areas. Weekly planning sessions and one half day planning session for 4th grade teachers to plan and collaborate quality instruction. T1-5 Analyze students writing samples to implement strategies to increase the number of students earning a 2 or higher rating on the TAKS written composition. Grade level teachers K-5 will discuss and analyze writing samples to improve individual students' writing. Use student data, Ralph Fletcher's "Teaching the Qualities of Writing" kit, and the district curriculum units of study to plan and deliver TEKS-based mini-lessons and focused small-group and/or individualized instruction.

Codes

AR, SD TI, AR, CE, SD AR, CE, T1

Target Group

K-5 LA teachers All teachers & large group teachers 4th LA teachers

Person(s) Responsible

Instructional Specialist Admin Team Instructional Specialist

Resources

District LA staff Planning sessions Planning sessions; lesson plans Writing journals; writing compositions

Timeline

Aug. 10 ­ May 11 Aug. 10 ­ May 11 Aug. 10 ­ May 11 weekly

4

AR, SD, T1, CE

K ­ 5 LA teachers

IS, AP, Principal

Once per six weeks, Aug. 10-May 11

5

AR, SD, T1,

4 - 5 teachers

LA Teachers, LA IS, AP

Writing journals; writing compositions

Aug. 10May 11

2010 Campus Improvement Plan

21 of 30

2/16/11

Teachers Strategies

6 All LA teachers will share the responsibility for teaching writing at grades PreK ­ 5th Grades through implementing balanced literacy and Writer's Workshop. Schedule model literacy teacher observations as needed.

Codes

AR

Target Group

PK ­ 5 LA teachers

Person(s) Responsible

Teachers, dyslexia T, IS, AP, Principal IS, Curriculum Coaches

Resources

Lesson plans; classroom observations; Lucy Caulkins Kits Model Literacy Teacher Classrooms & Observation Forms Planning sessions; camp lessons Word study assessments; grouping schedules Writing journals; district curriculum Writing journals; district curriculum Student Data; Benchmarks Student Data, Crunchtime, Everyday Editing, Student Journals, Student writing samples

Timeline

Aug. 10 ­ May 11

7

AR, SD

PK-5

As needed Fall 2010-Spring 2011 October 2010-Feb. 2011

8

Share in planning activities for Friday Night Taks Writing Camps for targeted students (move students from a 1 to 2, 2 to 3, and 3 to 4). Teachers will assess and analyze data to implement differentiated groups for word study using Words Their Way program. Hold writing session with teachers in district cluster group. Implement interactive writing. Monthly Achievement Meetings to discuss student data and implement writing plans. Use models of student writing and effective strategies from Gretchen Bernabie's "Crunchtime" and Jeff Anderson's "Everyday Editing" to strengthen written compositions.

AR, T1

4

Teachers, IS

9

AR, T1, SD

1-5

Teachers, IS

Sept. 2010-June 2011

10 11 12 13

AR,T1, AR, SD,T1 AR, T1

4 K,1 4th LA Teachers 4th LA Teachers

LA IS, AP K-1 Teachers, LA IS 4th LA Teachers 4th LA Teachers

Jan, Feb 2011 Fall 2010 - Spring 2011 Fall 2010 - Spring 2011 Fall 2010 - Spring 2011

Parents Strategies

1 2 Keep parents up-to-date on their child's progress through conferences and progress reports. T1-6 Invite parents to Library Night where we showcase writing. Provide parents with writing strategies they can implement at home. Provide reliable transportation for students attending Friday night TAKS writing camps.

Codes

AT, PI, T1 AT, PI, T1

Target Group

Parents of identified students All students

Person(s) Responsible

Teachers Librarian, writing committee, IS LA IS, AP

Resources

Writing compositions; journals Library Night; Parent newsletter; white books Writing compositions; journals

Timeline

As needed Library Nights monthly

3

AR, PI, T1

4th Students

Spring 2011

2010 Campus Improvement Plan

22 of 30

2/16/11

* Legend

Code AR CE PI SD T T1 VP BP At-risk Compensatory Education Parent Involvement Staff Development Technology Title I Violence Prevention Bullying Prevention Plan Indicates that the strategy addresses... The needs of students deemed "at-risk" of academic decline. initiatives supported by these funds--math helping teachers; Small-group Reading Improvement and Reading Enrichment; Vietnamese and Chinese itinerant teachers; summer school for LEP students; SOS; bilingual enrichment teachers; at-risk staffing at Title I schools. Students' need for support from home and/or the school's use of volunteers. Training needs of teachers and other staff. Tools used to enhance instruction or to facilitate managerial tasks. Federal mandates for school-wide Title I programs. Prevention and intervention plans for improving student behavior. Prevention of bullying behavior on the campus.

2010 Campus Improvement Plan

23 of 30

2/16/11

CIP PART II: ASSURANCE ADDENDUM Dr Debbie Emery Elementary School Anne Wilcox, Principal 2010-11 Campus Improvement Plan Cypress-Fairbanks Independent School District Section A

Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an "X" in the box next to the corresponding requirement. [X] Dr Debbie Emery Elementary School has met the legal requirements for campus improvement planning, including institution of a campus-level committee to assist the principal in developing, reviewing, and revising the CIP for the purpose of improving student performance for all student populations. (Education Code 11.252 [b]) Completed a needs assessment which serves as the basis for the CIP. Reviewed or set measurable campus performance objectives for all academic excellence indicators for all student populations, including African American, Hispanic, White, Economically Disadvantaged, Special Education, Limited English Proficient and has identified and will continue to identify, through lesson plans, unit plans, and teacher goal- setting, strategies to address and support these objectives, including accelerated instruction. Identified and included within the CIP instructional methods for student groups whose performance lags significantly behind other groups' performance. Included in the CIP these elements: Resources allocated Staff responsible for activities and strategies formative and summative evaluation criteria. Addressed students' needs for special programs ­ e.g., suicide prevention, conflict resolution, violence prevention/intervention, and dyslexia treatment programs. Included strategies for dropout prevention and reduction. (middle school and high school) Included strategies for improving student attendance. Included strategies for improving the campus's completion rate. (high school) Provided for a program to encourage parental and community involvement at the campus. Included goals and methods for violence prevention and intervention on campus. Included strategies for addressing issues related to education about and prevention of dating violence. (high school) Reported, coordinated, and integrated all funding sources, for example, Title I and II, and State Compensatory Education (Supported by the district's Financial Services Team). Teachers will focus instruction on the TEKS deemed as "critical" and will follow the district's scope and sequence for the course and/or grade level. Counselors will provide students and parents with information about higher education admissions, financial aid opportunities, the TEXAS and Teach of Texas grant program, and the need for making informed curriculum choices to be prepared for success beyond high school. (middle school and high school) Provided use of the i-Station reading program with students identified based on ISIP scores, or who are identified for special education services, or who are at-risk of reading failure, Pre-K through 3. Assist preschool students in the successful transition from early childhood programs or home to Kindergarten or Pre-Kindergarten. IDEA Part B Stimulus ­ Funds are utilized to provide technology, professional development, instructional resources, and innovative programs to support teacher in services to student with disabilities. The use and implementation of Stimulus money will be monitored monthly.

24 of 30 2/16/11

[X] [X]

[X] [X] [X] [ ] [X] [ ] [X] [X] [ ] [X] [X] [ ]

[X] [X] [X] [X]

2010 Campus Improvement Plan

CIP PART II: ASSURANCE ADDENDUM Section B

Membership Composition of the Campus Performance Objectives Council Name of CPOC Member Anne Wilcox Marci Morton Catharine Null & Susan Epperson Sarah Parker Myrthala Fischer Bettie McGinness Jenifer Jones Ruben Perez Marlene Martinez Peggy Smith Lynn Murdock Evangiline Tomongha Jill Florence Robin Stover Stephanie Balderas Elizabeth White Lynn Knisley Jessica Boller Lynlea Dickerson Nicola Polk Frances Yeaney Mary Pegg Terri Alley

2010 Campus Improvement Plan 25 of 30

Position Principal: Secretary Assistant Principals Instructional Specialist Counselor Librarian At Risk Specialist for LA/Reading Behavior Specialist Registrar AP Sectretary Administrative Secretary Nurse Diagnostician Kindergarten Teacher 1st grade Teacher 2nd Grade Teacher 3rd Grade Teacher 4th Grade Teacher 5th Grade Teacher Special Education Reading Enrichment Teacher Large Group Parent 2:

2/16/11

Name of CPOC Member Blenda Helms Jeff Ottmann CPOC Meetings* for 2010-11 # 1 2 3 4 5 6 7

*

Position Community resident 1: Business representative:

Date September 8, 2010 November 10, 2010 January 6, 2010 January 11, 2011 February 23, 2011 April 20, 2011 May 26, 2011

Time 4:00 - 5:30 PM 4:00 - 5:30 PM 4:00 - 5:30 PM 8:00 AM 4:00 - 5:30 PM 4:00 - 5:30 PM 8:45 AM - 4:45 PM

Location Computer Lab Computer Lab Computer Lab Library -Review Goals with Staff Computer Lab Computer Lab All Day CPOC in Computer Lab

Policy requires a minimum of five meetings, one of which is dedicated to conducting a public hearing in late fall to publicize the school's newly-released AEIS statistics.

2010 Campus Improvement Plan

26 of 30

2/16/11

CIP PART II: ASSURANCE ADDENDUM Section C

Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an "X" in the box next to the corresponding requirement.

Goal [X] 1) TAKS Recognized or Exemplary Description For 2010-11, the percent of students reaching TAKS Recognized or Exemplary Performance levels will increase by the percent shown in CIP Part I. (This objective is for all student groups not specifically identified in Part II.) For 2010-11, the percent of students reaching TAKS Commended Performance levels will increase by the percent shown in CIP Part I. For 2010-11, the percent of parents and community members attending VIPS meetings will increase by 10%. Formative After each SFA/Benchmark, the staff will review the results to determine progress in meeting established performance levels. Summative Strategy

TAKS results will be reviewed to Teachers will use strategies that determine if targets were met. challenge and engage students in their learning, and they will build in periodic review of the content and concepts.

[X]

2)

TAKS Commended Performance

After each SFA/Benchmark, the staff will review the results to determine progress in meeting established performance levels. At the end of the first semester, the percent of parents and community members attending VIPS meetings will be reviewed to determine progress. Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession. Each grading period the discipline referrals will be reviewed to determine the percent of referrals. Each grading period, students' progress on TEKS will be monitored and reviewed.

TAKS results will be reviewed to Teachers will use researchdetermine if targets were met. proven strategies to promote students' deep understanding of content and concepts. At the end of the school year, the percent of parents and community members attending VIPS meetings will be reviewed to determine if the objective was met. At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession. At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for . Results of the TAKSAccommodated, TAKS Modified and/or TAKS Alternative tests will be reviewed to determine if the ARD objectives were met. Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events. Implement and monitor the school wide safety and security plan.

[X]

3)

Parent and Community Involvement

[X]

4)

Violence Prevention and Intervention

For 2010-11, discipline referrals for drugs, alcohol, and tobacco will be maintained at 0%.

[X]

5)

Violence Prevention

[X]

6) Special Education

For 2010-11, the discipline referrals for offenses will be reduced by 10% from the previous school year. For 2010-11, the percent of students meeting ARD expectations will be at or above 90%.

Implement and monitor the school-wide safety and security plan. Provide differentiated instruction to address learning needs of identified special needs students.

2010 Campus Improvement Plan

27 of 30

2/16/11

Goal [X] 7) Highly Qualified Teacher

Description For 2010-11, the percent of highly qualified teachers in the core academic areas will be at 100%. For 2010-11, the dropout rate will be% or less with no student group exceeding%.

Formative At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress. Each grading period, the documentation will be reviewed for students who have checked out of school.

Summative At the end of the school year, the percent of teachers in the core academic areas who are highly qualified will be reviewed to see if the objective was met. The 2010-11 drop-out data will be reviewed as information becomes available.

Strategy Confer with teachers to implement a plan to ensure that they meet highly qualified standards.

[ ]

8)

Secondary Drop­out Prevention

[ ]

9)

High School AEIS ­ Ninth Graders

The percent of 2010-11 first-time ninth-grade students who advance to the tenth grade (fall to fall) will be at least%.

[ ]

10) Recommended High School For 2010-11, the percent of Program students who graduate with RHSP will be at or above%.

[ ]

11) High School AEIS ­ Advanced Courses and Dual Credit

For 2010-11, the percent of students who have completed at least one advanced course will be at or above%.

[ ]

12) High School AEIS ­ Advanced Placement Exams

For 2010-11, the percent of students who take an AP exam will be at or above%.

[ ]

13) High School AEIS ­ SAT/ACT Exams

For 2010-11, the percent of graduates who take SAT/ACT exams will be at or above%.

[ ]

14) High School CTE

For 2010-11, the percent of LEP CTE students passing TAKS will be at or above (percent of LEP passing TAKS)%.

Monitor school leavers biweekly, contact parents, and implement intervention plans, including credit-recovery opportunities like the PLATO Learning Solution. After each grading period, the At the end of the school year Provide students with models of number of ninth-grade students (August), the percent of ninth completed assignments so that who are at-risk for failing one or graders who advanced to the they understand academic more classes will be reviewed. tenth grade will be reviewed to expectations. Guide students to see if the objective was met. appropriate testing, classes, and programs. Each semester, prepare a list of At the end of the school year, Inform parents and students students who have opted out of calculate the percent of students about graduation requirements the RHSP program by grade who graduated with the RHSP. and college/career readiness level. skills and programs. Guide students to appropriate testing, classes, and programs. Each semester, the number and At the end of the school year, Inform parents and students percent of students enrolled in at the percent of students about graduation requirements least one advanced course will completing at least one and college/career readiness be reviewed. advanced course in high school skills and programs. Guide will be reviewed to see if the students to appropriate testing, objective was met. classes, and programs. At the beginning of the spring At the end of the school year, Inform parents and students semester, review a list of the number and percent of about graduation requirements students in AP classes who students who took at least one and college/career readiness have not indicated their intention Advanced Placement exam will skills and programs. Guide to take an AP exam. be reviewed to see if the students to appropriate testing, objective was met. classes, and programs. After the first semester, the At the end of the school year, Inform parents and students number of students taking the review the number of students about graduation requirements SAT-1 at least once will be taking the SAT-1 at least once to and college/career readiness reviewed. determine if the objective was skills and programs. Guide met. students to appropriate testing, classes, and programs. After each SFA, the staff will TAKS results will be reviewed to Core content ­ area and CTE review the results to determine determine if targets were met. teachers will coordinate the progress in meeting established courses/programs to ensure that performance level. these students have extended learning time in TAKS-tested areas.

28 of 30 2/16/11

2010 Campus Improvement Plan

CIP PART II: ASSURANCE ADDENDUM Section D

[X] [X] 1. Comprehensive needs assessment ­ All data were reviewed for all students and student groups. The results and conclusions of this review are reflected in the SMART goals for the next school year. 2. School-wide reform strategies ­ These strategies include ones that strengthen the core academic program; meet the educational needs of historically under-served populations; increase the amount and quality of learning time; and address needs of all, but particularly low-achieving students. Examples of school-wide strategies follow: teach content-focused vocabulary terms/phrases ­ 20 per year, per core subject from the district's list ­ for all students to learn (in addition to the usual teacher-selected vocabulary words); expand effective instructional strategies, including use of technology in ways proven to increase students' engagement in learning and level of thinking about content and concepts. 3. Instruction by highly qualified teachers ­ 100% of our teachers are certified for the position they hold even though they have varying levels of experience. Experienced teachers give support to less experienced teachers. Parents are notified if a teacher is not certified, and the teacher must either be working toward certification or efforts continue to hire someone who is certified. 4. High-quality and ongoing professional development ­ Helping teachers provide on-the-job training and monitoring to promote teachers' professional development. Staff members participate in professional development offered throughout the year. Professional development may also be conducted on site by in-house instructional leaders and also by district instructional support staff. 5. Strategies to attract high-quality, highly-qualified teachers ­ Recruiting and retaining highly-qualified teachers is a continuous process. We closely work with our district's Human Resources administrators and network with other principals to help in this effort. Our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold. 6. Strategies to increase parental involvement ­ Schools engage in numerous activities to increase parent involvement in the campus's programs. Open Houses, telephone calls, and newsletters are just a few methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example, ESL classes or TAKS information programs. 7. Transition from early childhood programs ­ Elementary schools collaborate with early childhood centers to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns and registration days. (Not applicable to secondary schools) 8. Measures to include teachers in the decisions regarding the uses of academic assessments ­ Numerous teacher reports are available for the teachers to access throughout the year. These reports are based on locally-developed and summative assessments. Ongoing staff development is available on site to analyze assessment data. Grade-level, content-area, team, or departmental meetings and the CPOC provide forums to discuss assessment issues. 9. Effective, timely additional assistance ­ Formative and summative assessments provide the data for teachers and administrators to monitor individual student progress so that interventions and assistance will be timely. Various live reports are available via infoservweb and are accessible to teachers and administrators. 10. Coordination and integration of federal, state, and local services and programs ­ At the building level, federal, state and local services and programs are coordinated to address student needs best; this coordination of services and programs is reflected in the activities listed in the campus goals and strategies.

[X]

[X]

[X]

[X]

[X]

[X]

[X]

[X]

2010 Campus Improvement Plan

29 of 30

2/16/11

CIP PART II: ASSURANCE ADDENDUM Dr Debbie Emery Elementary School Cypress-Fairbanks Independent School District Staff Development Plans 2010-11

Date August 2 & 3 August 10 August 12 & 13 August 16 August 17 August 18 August 18 August 19 August 19 August 20 October 11 October 11 January 3 January 3 January 4 *February 21 *June 2

** **

Audience Leadership Conference Teacher Leader Conference New Staff Orientation **Elementary and Secondary Campus **Elementary and Secondary Campus **Secondary Campus Elementary District (Cluster Groups 1-4) Secondary District Elementary District (Cluster Groups 5-8) **Elementary and Secondary Campus Elementary Parent Conferences Secondary District Elementary District **Secondary Campus **Elementary and Secondary Campus Elementary and Secondary Campus Elementary and Secondary Campus

Responsible for Planning District Administrative Staff Secondary Curriculum Staff District and Campus Administrative Staff Campus Administrative Staff Campus Administrative Staff Campus Administrative Staff Elementary Curriculum Staff Secondary Curriculum Staff Elementary Curriculum Staff Campus Administrative Staff Campus Administrative Staff Secondary Curriculum Staff Elementary Curriculum Staff Campus Administrative Staff Campus Administrative Staff Campus Administrative Staff Campus Administrative Staff

Purpose/Content

The following dates have been identified as inclement weather days: December 20 and 21, 2010; February 21, 2011; and June 2, 2011. These dates MAY NOT BE USED AS CAMPUS TIME EQUIVALENCY. A campus may choose a maximum of two Campus Time Equivalency days. No waiver is required; however, please notify the Staff Development office with the dates of your planned CTE days, if any.

2010 Campus Improvement Plan

30 of 30

2/16/11

Information

Microsoft Word - 110216_2010 CIP_Dr Debbie Emery ES

30 pages

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

1218680