2015-2016 Campus Improvement Plan McKinney Independent ... · McKinney Independent School District...

McKinney Independent School District

Glen Oaks Elementary

2015-2016 Campus Improvement Plan

Glen Oaks ElementaryGenerated by Plan4Learning.com 1 of 21 Campus #043907109

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Mission Statement

We will provide engaging learning experiences so students can become effective communicators, quality contributors, and sociallyresponsible citizens.

VisionWe are a cohesive, diverse community providing engaging learning experiences for all.

Core BeliefsPartnerships between students, parents, community members, and staff are foundational to educational success.

Positive school culture and a safe environment foster growth.Everyone has inherent value and deserves to be treated with dignity and respect.

Learning is an active process requiring engaging tasks and engaging minds.Relevant and authentic experiences ignite continuous, deeper learning.

Meaningful relationships enrich learning.Confidence fuels risk taking and higher achievement.

Financial stewardship ensures a tomorrow for education.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Goal 1: Safe and Collaborative Culture: Glen Oaks will ensure the faculty, staff, students, parents, and community believe that the school is safe andmaximizes collaboration for the enhancement of student learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goal 2: Teaching and Learning by Design: Glen Oaks will engage students in rigorous and relevant learning experiences that will result in highstudent success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Glen Oaks Elementary is fortunate to serve 468 future leaders in grades Kindergarten through Fifth Grade. Our campus enrollment by ethnicity is: AfricanAmerican–4%, Hispanic—15%, White—89%, Asian—4%, and American Indian—2%. Glen Oaks has 1.2% English Language Learners and 8.3%economically-disadvantaged, based on free/reduced lunch status. 6.8% of students are serviced through special education programs. 4% of students areidentified as gifted and talented.

Demographics Strengths

Glen Oaks serves a stable community with a low mobility rate.

Demographics Needs

Glen Oaks continues to become more diverse in student population. This is a great opportunity for teachers and staff to learn about the unique needs of eachchild so that all students are successful and happy at school.


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Student Achievement

Student Achievement Summary

Glen Oaks Elementary met standard on all four performance indices of STAAR and earned a distinction for "closing performance gaps."

Third Grade Reading STAAR success showed 92% of students achieved Level II Satisfactory, and 33% achieved Level III advanced.

Fourth Grade Reading STAAR success showed 95% of students achieved Level II Satisfactory, and 36% achieved Level III advanced.

Fourth Grade Writing STAAR success showed 90% of students achieved Level II Satisfactory, and 17% achieved Level III advanced.

Fifth Grade Reading STAAR success showed 100% of students achieved Level II Satisfactory, and 29% achieved Level III advanced.

Fifth Grade Science STAAR success showed 92% of students achieved Level II Satisfactory, and 9% achieved Level III advanced.

STAAR Math scores were reported in raw form and will be given passing standards from the state soon.

Student Achievement Strengths

Glen Oaks has a high pass rate for all STAAR tests and in all sub-groups. The state provided a progress measure for each student based on their performancethe year prior. Most of the students at Glen Oaks met or exceeded their target progress measure.

Student Achievement Needs

While most studnets are passing the state assessments, there is not large percentage achieving Level III advanced. In order to grow in this area, students willneed more enrichment especially for those that are performing above grade level.


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School Culture and Climate

School Culture and Climate Summary

The Glen Oaks motto is "Live, Learn, and Lead. That's the Glen Oaks way! Practicing the habits for success everyday."

School Culture and Climate Strengths

Every student at Glen Oaks participates in leadership development. They learn to apply the "Seven Habits of Happy Kids" (Covey) to their daily lives.Fourth and Fifth Grade students practice leadership through self-managment and school/community service and are invited to serve on the StudentLighthouse Team. All Glen Oaks students have participated in individual, class, and/or school-wide service projects in response to the challenge to make theworld a better place. Contributions of their time and effort have positively impacted the lives of others.

School Culture and Climate Needs

Glen Oaks will continue for a fourth year full implementation of "The Leader in Me." The program offers staff development and staff/student resourcesdesigned to enhance leadership skills through practicing the "Seven Habits of Happy Kids." Additionally, Glen Oaks will continue to utilize the EngageLearning Model for all Science and Social Studies instruction. The Engage Learning Model moves the learning platform from teacher-directed to student-directed and requires students to master Communication, Critical Thinking, Creativity, & Collaboration skills along with content skills.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The Glen Oaks staff is comprised of individuals committed to the well-being of our students. All teachers are highly qualified. The teaching staff is diverseand well-blended in terms of teaching experience. Nearly all teachers are ESL (English as a Second Language) certified and all will be by the end of the 15-16 school year. All teachers are also GT (gifted and talented) certified. Para-professional staff members provide quality support to the workings of ourschool and have a positive impact on student achievement.

Staff Quality, Recruitment, and Retention Strengths

All teachers at Glen Oaks are highly qualified. Glen Oaks has little staff turnover from year to year. Staff members display a growth mindset and strive to bewell-versed in current best teaching practices and philosophies that align with 21st Century skills thinking. All are compliant with MISD ProfessionalDevelopment expectations, and most have hours that exceed the requirements. Staff members serve as leaders among their peers through a variety of formaland informal professional development.

New teachers are supported through the McKinney ISD mentor program to ensure that support is provided throughout the first full year of teaching.

Staff Quality, Recruitment, and Retention Needs

Staff members need continued time for lesson design in order to provide highly engaging learning opportunities for all students and to make solid plans forthe Engage Learning Model. A seven-day rotation model is used to provide each team an additional ELM planning time once every seven school days.During this time, students will be engaged in health/wellness/safety lessons as mentioned in SHAC. All staff development days will be devoted to theEngage Learning Model. Professional Development will focus on how to meet the needs of all learners, with particular emphasis placed on reaching studentsliving in poverty. A differentiated professional development plan will continue to allow teachers to grow as they obtain new skills and/or teach masteredskills to colleagues. The model for the Leadership Team empowers team leaders to have a more direct impact on the workings of the team with the purposeof increasing instructional effectiveness in all classrooms through team planning. The ultimate goal of the model is to radically improve student achievement.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The state standards, Texas Essential Knowledge and Skills/Student Expectations (TEKS/SE), and skills outlined in the 21st Century Skills Framework arethe basis for curriculum, instruction, and assessment at Glen Oaks. A clear focus on standards is achieved through the thoughtful planning model ofCurriculum Mapping. This planning process allows each teacher to become an instructional leader. Through lesson design, teachers identify standards andstudent expectations, promote student engagement, utilize best-teaching practices and MISD curriculum documents to deliver instruction, assess studentprogress, and utilize assessment data to determine next teaching steps. Alignment between what is written, taught, and tested should insure accurate data.Frequent monitoring of student progress will show each student's strengths and areas for growth and enable them to progress along a continuum of skills.Immediate and precise interventions are provided to move all students forward in their learning, whether that involves intervening when skills have yet to bemastered or providing challenges to promote additional growth. The Engage Learning Model is used to deliver Science and Social Studies instruction. Thismodel shifts the learning platform from teacher-driven to student-driven. Students are held accountable for the content skills defined in the TEKS/SE alongwith skills of collaboration, communication, critical thinking, and creativity.

Curriculum, Instruction, and Assessment Strengths

Glen Oaks is beginning its third year in utilizing the Engage! Learning Model for Science and Social Studies. We are well positioned to accomplish the taskat hand to engage all students in authentic learning opportunities. In addition to academic objectives, students are introduced to skills that will enable them tothrive throughout the 21st Century such as life and career skills of flexibilty, responsibility, leadership, etc., learning and innovation skills of creativity,collaboration, communication, critical thinking, etc. and information media and technology skills.

Glen Oaks teachers set goals at the start of the school year in order to provide instructional leaders with a focus for professional development, support, andfeedback. These goals will allow teachers to work on areas of unique need and therefore all should grow.

Curriculum, Instruction, and Assessment Needs

McKinney ISD is rich in curricular resources. Students need time to develop skills and to be able to practice them at a deep level. Teachers need meaningfulprofessional development to address best-teaching practices and targeted areas for growth. They also need time and support to design authentic, engaging


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learning opportunities in all subject areas. They need opportunities to collaborate with professionals in other teaching assignments, other schools, otherstates, and other countries in order to provide a true global perspective for students.


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Family and Community Involvement

Family and Community Involvement Summary

Glen Oaks boasts a high level of family and community involvement. Parents are invited to be active participants in their child's education through a varietyof PTA and school opportunties. The Engage Learning Model provides opportunities for family and community involvement, as students rely on theexpertise of others to gain knowledge. A variety of communication methods are used to keep parents informed of school events and curricular expectations.

Family and Community Involvement Strengths

Glen Oaks has many dedicated volunteers who logged thousands of hours during the 2014-2015 school year. Events such as Carnival, BINGO night,Leadership night, and Family Fitness events involve families from Glen Oaks and beyond, and engage the cooperation of the community. Local businessessupport our mission in a variety of ways.

Family and Community Involvement Needs

With the implementation of "The Leader in Me," numerous service projects are conducted each school year. It was noted in the 2014-2015 that there weretoo many projects and fundraisers going on simultaneously. Parents were being asked to contribute far too often, so for the 2015-2016 school year, theTeacher Lighthouse team selected four charities to support. Thsi will allow service to still be a focus at Glen Oaks without overwhelming our parentcommunity.


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School Context and Organization

School Context and Organization Summary

Glen Oaks is a K-5th grade campus with 34 professional staff and 9 para-professional staff members. Teamwork is essential at Glen Oaks! Nine teams - oneteam per grade level, one special education team, one specials team, and one office team - function in harmony to deliver quality educational experiences forstudents. A Leadership Team, comprised of administrators and a representative from each team, meets weekly for professional development and updates.Leadership Cohort and Cadre members represent Glen Oaks at district meetings and bring information back to campus. Point People for each of the contentareas attend district information sessions and report back to campus. The RTI committee is a problem-solving entity that provides interventions and supportfor struggling students. A teacher Lighthouse Team meets monthly to oversee schoolwide implementation of the leadership model with students, staff,parents, and community members. The PTA is a group of parents and teachers working together to serve students.

School Context and Organization Strengths

Glen Oaks teams are synergistic, valuing each other's strengths and learning from one another. The Special Education team works seamlessly with gradelevel teams to deliver quality instruction and inclusion opportunities to the students they serve. Glen Oaks is a school that promotes student leadership using"The Leader in Me" model.

School Context and Organization Needs

Continue to enhance communication efforts. Provide teams the time and support to accomplish their missions. Continue full implementation of "The Leaderin Me" components and boost student implementation of the habits to higher levels of application.


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Technology

Technology Summary

Each classroom has 4 student computers and a Smart Board. Classes have access to a computer lab and library computers. Teachers each have a MacBookPro and iPad for planning and assessment recording. Glen Oaks has an iPad cart for each grade level and approximately 30 iPads purchased with PTA funds,which are dispersed among the grades. Third, Fourth, and Fifth Grades each have a cart with 30 MacBook computers. Special Education classes have iPadsprovided by the department and/or received through MEF grants. Wireless capabilities allow for additional devices including expansion of student BYODprograms.

Technology Strengths

Glen Oaks is a technology-rich environment. Teachers are eager to incorporate technology into daily instruction. Most students have technology readilyavailable to them in their home as well as in their classroom, and we are working to provide a smooth transition between the two. Technology integration isprogressing, as students are beginning to use technology to produce (demonstrate understanding of) knowledge as well as consume knowledge.

Technology Needs

As we become increasingly proficient with technology, we must ensure that it's use reflects authentic, meaningful learning experiences. Technology is a toolfor students to access and demonstrate learning, and the focus must remain on the learning.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:


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Goals

Goal 1: Safe and Collaborative Culture: Glen Oaks will ensure the faculty, staff, students, parents, and community believethat the school is safe and maximizes collaboration for the enhancement of student learning.

Performance Objective 1: Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment,instruction, and the achievement of all students.

Summative Evaluation: Teacher professional growth and student achievement.

Strategy DescriptionStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Jan Mar June

1) Teachers and administrators will work as a PLC to implement, monitor and adjustthe RtI process to best meet the needs of each individual student.

Molly Hovan,Rhonda Hamilton

A decrease in special education referrals and for thosethat are referred, a decrease in DNQ's.

Students will demonstrate growth as measured by local,district, and state assessments.

2) One grade level team will be the "pilot" for the PLC process for creating commonassessments. Administrators and key teacher leaders will be learning about the PLCprocess throughout the school year in district professional development sessions.

Molly Hovan,Rhonda Hamilton,Karen McCollister

Alignment of assessment strategies and analysis amongstthe team.Growth in student mastery of the TEKS as measured byassessments.PLC documentation.

3) An extended planning schedule will continue to be utilized in order to supportteachers as designers and facilitators of the Engage! Learning Model.


ELM design and facilitation as evidenced in the Engage!rubrics.

Science and Social Studies district assessment scores aswell as the Science STAAR.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 1: Safe and Collaborative Culture: Glen Oaks will ensure the faculty, staff, students, parents, and community believe that the school is safe andmaximizes collaboration for the enhancement of student learning.

Performance Objective 2: Teachers have formal roles in the decision-making process regarding school initiatives.

Summative Evaluation: Perception data collected throughout the school year as well as the district-wide surveys at the conclusion of the school year.




Nov Jan Mar June

1) The Teacher and Student Lighthouse committees will make decisions related tocampus implementation of "The Leader in Me." Initiatives this year include aLeadership Night, implementing SOC (Service on Campus) committees, andcontinuing to update the look of our campus to reflect the 7 Habits.

Rhonda Hamilton,Annie Henderson

Increased understanding of "The Leader in Me" from staffand students.

Mastery for items outlined in scope and sequence by eachgrade level.

Data on school-wide goals.2) Team Leaders will discuss school initiatives and provide direct input intodecisions made for the campus. Team Leaders will then discuss the same topics withtheir grade level teams in order to gain more teacher input.


Survey results will indicate that teachers understand howdecisions are made and how their input impacted the finaloutcome.



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Performance Objective 3: Teachers, staff, students, parents and the community have formal ways to provide input regarding the optimal functioning of theschool.

Summative Evaluation: Survey data collected at the end of the school year.




Nov Jan Mar June

1) Processes and procedures will be evaluated and revised in order to provideoptimal functioning of the school as a whole. Feedback from all stakeholders will becollected and used to revise these processes and procedures.


Survey results from all stakeholders.Improved processes and procedures as evidenced in datacollected.

2) A new discipline model will be implemented in conjunction with the process of"The Leader in Me." The discipline model was created with input from all gradelevel teachers in order to create a system that best fits all needs.


A decrease in loss of instructional time.Survey feedback from all stakeholders.Greater implementation and understanding of "TheLeader in Me" in all grade levels.

3) The Coordinated Health Committee (SHAC) will continue to meet over healthand wellness initiatives and make decisions for the campus.

Molly Hovan, ChadOliver, AnnetteZimmer

A healthy school environment that reflects compliancewith local and state laws.



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Performance Objective 4: The success of the whole school, as well as individuals within the school, is appropriately acknowledged.

Summative Evaluation: Survey data collected at the end of the school year.




Nov Jan Mar June

1) Systems will be created to regularly acknowledge individuals within the school.(i.e. Go-Getters, Habit Heroes, positive phone calls, etc.)


Survey data from students, parents, and staff.

2) Postcards will be sent home by the Principal and Asst. Principal quarterly in orderto acknowledge the hard work of various students.


Survey data from students, parents, and staff.



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Goal 2: Teaching and Learning by Design: Glen Oaks will engage students in rigorous and relevant learning experiencesthat will result in high student success.

Performance Objective 1: Teachers will develop a deep understanding of the state of Texas Essential Knowledge and Skills (TEKS).

Summative Evaluation: Overall student achievement.




Nov Jan Mar June

1) With the support of the Instructional Coach and administrators, teachers willdeepen their content knowledge, align written, taught, and tested curriculum anddevelop standards-based instruction and assessments.


Lesson Designs in Forethought.

Increase in overall student achievement.

2) Vertical teams will meet a minimum of twice during the school year to workcooperatively to develop and implement vertically-aligned lesson design andinstruction.


Increase in overall student achievement especially onassessments in the subject area discussed.



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Goal 2: Teaching and Learning by Design: Glen Oaks will engage students in rigorous and relevant learning experiences that will result in high studentsuccess.

Performance Objective 2: Teachers will utilize best practice instructional strategies and grow professionally as lesson designers and facilitators.





Nov Jan Mar June

1) Teachers will set goals for ELM facilitation and design. Teachers will also setgoals for PDAS (Professional Development Appraisal System). These goals will besupported through professional development.

Molly Hovan,Rhonda Hamilton,Karen McCollister,Annie Henderson

Improved implementation of ELM as evidenced by theEngage! rubrics.

Walk-throughs, observations.2) Teachers will be trained in SIOP (Sheltered Instruction Observation Protocol) inorder to better serve our students, and specifically, our English Language Learners.

Molly Hovan,Rhonda Hamilton,Annie Henderson

TELPAS scores.

Classroom walk-throughs.3) Teachers will gain a deeper understanding of the Balanced Literacy Model andbegin incorporating it into the lesson cycle.


Increase in student performance as evidenced byreading/writing district assessments, DRA(Developmental Reading Assessment), iStation, and MAP(Measuring Academic Progress).

Classroom Walk-throughs.



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Goal 2: Teaching and Learning by Design: Glen Oaks will engage students in rigorous and relevant learning experiences that will result in high studentsuccess.

Performance Objective 3: Teachers will utilize formative and summative assessment to drive instruction.





Nov Jan Mar June

1) A PLC will be developed to create common assessments. This will be a "piloted"team that will serve as a resource to other teams in the future.


Higher alignment between instruction and assessment.

PLC documentation.2) Data meetings will be held four times a year to review data from districtassessments, iStation, DRA, MAP, and TEMI.


Increase in student achievement as evidenced by local anddistrict assessments.



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