Brady Elementary School
Transcript of Brady Elementary School
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Brady Elementary School
Campus Improvement Plan
2014-2015
Adopted by the Brady I.S.D. Board of Trustees
October 2014.
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Brady Elementary
Campus Plan
2014-2015
Brady I.S.D.
MISSION STATEMENT The educational system is responsible for preparing its students to live and work in a changing society.
To be successful in this endeavor, the District must prepare students to be lifelong learners; provide
students with a balanced curriculum; assist students to develop citizenship and economic responsibility;
develop students’ appreciation of their American heritage and its multicultural richness; and assist
students to develop positive attitudes toward schooling and its importance to their future.
The District is committed to provide instruction at the highest level of quality; provide the resources
necessary for quality programs; and account for the results of its programs. The Brady Independent
School District believes that all children can learn to the best of their abilities all necessary basic skills
to be independent, productive citizens.
It is the policy of Brady ISD not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of
the Rehabilitation Act of 1973, as amended.
Es norma de Brady ISD no discriminar por motivos de raza, color, origen national, sexo o impedimento, en sus programas, servicios o activades vocacionales, tal
como lo requieren el Título VI de la Ley de Deprechos Civiles de 1964, según enmienda; el Título IX de las Emmiendas enla Educación, de 1972, y la Sección 504 de
la Ley de Rehabilitación de 1973, según enmienda.
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Brady Elementary School
Mission Statement
Putting children first…
Brady Elementary School is dedicated to empowering all students to develop their full potential and become eager,
lifelong learners and problem-solvers, who are committed to academic excellence, integrity, and responsible
citizenship.
Beliefs
Education is a shared responsibility among students, educators, parents and community.
A rigorous, well-rounded academic education is a cornerstone to a successful life.
High expectations are essential for student excellence.
Effort and accountability are imperative at all levels.
Education occurs in a safe, secure and supportive environment.
Strategic Objectives
The staff will provide a nurturing and motivational atmosphere for authentic learning.
Instruction will include effective, hands-on activities of varied depths and complexities using diverse modalities.
Only my best is good enough!
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Brady Elementary School
Campus Leadership Team
Erin Corbell……….....……………………………..…………………….....Parent
Regina Maas……...……………………….…………...Community Representative
Tina Painter……..…………………..…………..……...…Business Representative
Carissa Holdren.………….……….……………..….HS/PK/Kindergarten Teacher
Pam Armstrong...……….…………………….........…….…....First Grade Teacher
Diana Chavez….……..……...………….………..………...Second Grade Teacher
Susan Rozelle ...…....…….……………………….….....……Third Grade Teacher
Whitney Pilgrim ...….…….…..……….…………….….…..Fourth Grade Teacher
Jennifer Tarr ……….….……..………..…………..……..…...Fifth Grade Teacher
Amy Pearson……. .…….….....……….……..................Special Programs Teacher
Suzanne Francis…………….…..……………………………..Enrichment Teacher
LaVonta Harper.....………….………………………….Non-Teaching Professional
Christy Finn……....….…………………………………Non-Teaching Professional
Angela Bierman…..….…………………………………Non-Teaching Professional
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Brady Elementary School
SCHOOL COLORS: Black & Gold MASCOT: Bulldogs
ACCOUNTABILITY RATING: Met Standard
GRADES: Head Start, PK-5 AVERAGE CLASS SIZE: 18-20 ENROLLMENT: 610
SCHOOL SEQUENCE:
Head Start, PK-5: Brady Elementary School 6-8: Brady Middle School 9-12: Brady High School
KEY PROGRAM FEATURES Migrant Program 2 Computer Labs
ESL Music
Reading and Math Interventions Study Island
Literacy Lab Class Attendance Contests
Istation Dog Tag Achievement Program
SIPPS Phonics (K-1) Weekly News (English/Spanish)
Language Therapy (Dyslexia) Library/Media Center
Reading Coach Fun Run
Math Coach Yearbook
Accelerated Reading Program PALS
Balanced Literacy (PK-5th) Web Team (4th-5th)
TRS Curriculum Student Council (4th-5th)
Science Lab UIL Participation
BADGE Robotics Teams
Advanced Program (AP) Research and Planning Committees
Mentor Program Student Achievement Committee
Bulldog Bucks and Paw Points School-Wide Title I
Coping with Conflict Program Information Sessions for Parents
Social Skills Training Campus Site-Base Committee
School-wide Expectations Active P.T.O.
Classroom Breakfast---Free for Students Thursday Folder
School Lunch Program
______________________________________________________________________________________________________________________
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Federal, State and Local Funding Sources
(Title I Funded Campuses) List all federal funding sources that will be integrated and coordinated with State and Local funds to meet the needs of the students in
Brady ISD
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Program
Federal Programs
Title 1, Part A
Title I, Part C (Migrant)
Title II, Part A (TPTR)
Carl Perkins
State Programs
Accelerated Reading Instruction Funds
Career/Technology Education
State Compensatory Education
Dyslexia
Gifted/Talented
Special Education
ESL Program
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2014-2015 Special Programs
Brady Elementary
Brady Elementary School: Campus Code 101 - PIC 24 State Compensatory Ed
199-XX-61XX Payroll/benefits $181,060.00
199-XX-62XX Contracted Services -
199-XX-63XX Supplies/Materials 550.00
199-XX-64XX Misc/Travel 200.00
Total: $181,810.00
Fund 211: Title I Part A
Brady Elementary
211-XX-61XX Payroll Costs $189,048.00
211-XX-62XX Professional Development $ 5,500.00
211-XX-63XX Supplies $ 17,996.00
211-XX-64XX Travel & Misc` $ 7,661.00
$220,205.00
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Fund 255: Title 11, Part A
Brady Elementary
255-XX-61XX Payroll Costs $ 69,956.00
255-XX-63XX Supplies $ 100.00
255-XX-64XX Travel $ 100.00
$ 70,156.00
District (999)
255-XX-62XX Professional Development $ 15,400.00
Grand Total: Fund 255 $ 85,556.00
Fund 205: Head Start
Brady Elementary
205-XX-61XX Payroll Costs $98, 413.00
205-XX-62XX Contracted Services -
205-XX-63XX Supplies 1,400.00
205-XX-64XX Travel/MISC 700.00
$100,513.00
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Comprehensive Campus Needs Assessments
Summary of Findings Utilized STAAR results, AIMSWeb data, beginning of the year assessments, individual student data, discipline referrals, special education
referrals, Student Achievement Committee Data, sign-in sheets for parent meetings, classroom observations, etc.
AIMSWeb results for 2013-2014.
STAAR results by grade level.
Discipline Referral Data from Educators’ Handbook
Areas of concern and strength were determined for each grade level in reading, math, science, climate/discipline, and parent
involvement. (See committee reports in BE office.)
-At Risk, LEP, and Hispanic populations are performing poorly in several grade levels in reading.
-Fluency with letter sounds and nonsense word fluency improved based on iStation data. The SIPPS phonics program has
been implemented to provide consistency across classrooms.
-Reading fluency is weak.
-Vocabulary development is a concern with many students. (all subjects)
-Critical thinking and higher level thinking needs to be enhanced in all subjects.
-Tier I reading instruction needs to be strengthened to reduce the number of Tier II and III students.
-Continue to improve Tier II and III reading instruction to reduce the number of students needing services.
-Math computation scores are above the national target in all grade levels. (AIMSWeb universal screening)
-Basic math skills have improved in several grade levels. (AIMSWeb universal screening)
-Math problem solving continues to be lowest area in all grade levels. Multi-step problems, stamina, and reasonableness are
concerns in math. Reading comprehension and vocabulary seem to effect problem solving, as well.
-Tier I math instruction needs to be strengthened to reduce the number of Tier II and III students.
-Tier II and III math interventions need to continue to improve to reduce the number of students needing services.
-Science performance was a concern for our 5th graders. Conceptual understanding and application of concepts must be
enhanced. Reading stamina and vocabulary are also areas in need of strengthening to improve science success.
-Use of Educators’ Handbook provided accurate data to pinpoint needs. (electronic referral and sorting)
-Overall, there was a reduction in the number of discipline referrals during 2013-2014.(for behavioral reasons)
-More teachers are using Extended Day and Lunch Detention for work related reasons which decreased the amount of
time students missed class to complete unfinished work.
-Attendance, tardy, and early checkouts concerns were noted for the 2013-2014 school year. Continue to work to enhance
support system and stressing the value of education.
-Concerns were noted that a high number of young children do not have support at home to listen to them read and
practice/reinforce skills. A mentor program was implemented to provide some support for these students.
-Overall, parent attendance is good for student programs and special events.
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-Parent survey results are positive in the areas of communication, academics/instruction, and public image.
-Some parents are not aware of what the campus has in place for bully prevention.
Campus Priorities---due to student achievement/retention of concepts concern.
Math and ELAR; Science
-Train teachers to effectively recognize and apply higher level thinking, critical thinking, rigor of the TEKS, and problem
solving in all content areas.
-Analyze released STAAR assessments and campus results to better inform instruction and ensure that instructional
materials are aligned with what students are required to do. Additional instructional materials may need to be purchased for
better alignment with expectations.
-Implement a differentiated instruction addressing student needs and characteristics. (ESL, At-Risk and Hispanic
populations consistently score poorly.)
-Vocabulary development is critical. “Power words” will be implemented providing direct teach and continual
review/practice throughout the year. (instructional and academic vocabulary)
-As a campus, focus on daily vocabulary instruction to improve students’ use of instructional/academic vocabulary.
-Collaboration among grade levels and departments will be a focus to maintain consistency among grade levels and to
enhance lessons and strategies used in all classrooms. Vertical alignment will be improved by providing time for cross grade
level sessions throughout the year.
-Continue to work to consistently implement the CSCOPE components in ELA, math, and science. Implement the CSCOPE
IFD only in social studies. The IFD and Scope and Sequence will be used to help teachers develop lessons. As discussed
above, additional instructional and materials will be purchased and utilized after alignment with expectations is determined.
-CSCOPE Unit Tests will be given in grades 2-5 and scored by Eduphoria in order to keep track of strengths and
weaknesses. This information will inform instruction. (add weak TEKS to spiral review, etc.)
Reading
-Continue to develop the Reading Coach position. The Coach will help ensure PK-5 reading alignment of instruction,
materials, and assessments. She will train and model for teachers/paraprofessionals. She will help collect and analyze
reading data in order to help teachers pinpoint specific student needs. She will continue to provide training and modeling to
enhance comprehension and fluency.
-The reading intervention framework will continue to be utilized in grades PK-1. Soar to Success will continue to be utilized
as a reading intervention in grades 2-5.
-The SIPPS Phonics Program is being utilized. The K-1 teachers were trained to implement the program to insure
consistency across classrooms.
-Provide iStation (computer based) Reading in grades PK-5 to fill gaps and reinforce skills. This program will be used to
progress monitor reading. K-2 iStation is funded locally.
-Campus teachers and the Reading Coach will continue to develop school wide reading strategies to enhance reading
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instruction throughout the campus.
-Fluency work will continue in each grade level with the Reading Coach providing training and resources for teachers.
Reading stamina will also continue to be developed.
-Motivation Reading materials will continue to be purchased for comprehension and fluency practice.
Math
-Continue to develop the Math Coach position. The Coach will help ensure PK-5 math alignment of instruction, materials,
and assessments. She will train and model for teachers/paraprofessionals. She will help collect and analyze math data in
order to help teachers pinpoint specific student needs.
-The math intervention framework will continue to be utilized. The Math Coach will provide training and modeling to
enhance concepts and applications. (problem solving) Tier II math interventions will be researched, reviewed, and possibly
purchased to provide more intensity and consistency.
-Extend Otter Creek by purchasing Simplifying/Equivalent Fraction Challenge Level to continue math fluency work.
-Continue to use Thinking Through Math to reinforce learning. AIMSWeb would continue to be used from progress
monitoring.
-Continue to use Motivation Math for problem solving and computation practice and spiral review.
Science
-40% of science instruction will be based on lab experiences. (emphasize application and higher levels of thinking)
-Science supplements will be purchased and used for reinforcement and practice. (Study Island, etc.)
-Science Camp for review will take place in the classrooms to enhance focus and the science field trip will take place
after the test.
-Science teachers in grade 3-5 will attend the ESC 15 six weeks’ planning sessions.
-Use of the LWS lab will be discontinued due to lack of academic progress of students using the program. Instead, it will be
a Science Investigations Lab for students to have hands-on lab experiences.
-Continue to use Motivation Science Materials for 5th grade.
Climate and Discipline
-Continue to implement direct teaching of campus-wide expectations and social skills training to all students in order to
teach appropriate behaviors toward others and reduce office/discipline referrals. (respect, responsibility, and safety are
school wide expectations) Continue to use Paw Points and Bulldog Bucks to reinforce school wide expectations and social
skills.
-Continue to provide classroom management training for teachers---Social Skills, School-wide Expectations, CHAMPs.
-Continue to utilize electronic discipline referral system to enable better analysis of discipline---time, location, subject,
cause, etc.
-A conduct calendar is stapled inside the Thursday Folder each 6 weeks and is used to document and keep track of conduct.
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-Continue to make teachers aware and encourage the use of Extended Day in order to get completed work from students. If
there is a problem with work completion, carefully consider work appropriateness for the students if there is a problem with
completion.
-Continue to provide training about policies/procedures, relationship building, and team building among staff.
(consolidation 2011-2012) Leadership Team, New Teacher Chats, principal assignments, etc. will be utilized to gain input
and provide more support/consistency for teachers.
Parent Involvement/Attendance
-Continue to research better ways to utilize parent liaison.
-Provide parent sessions to share ways parents can help their children succeed in school and meet the rigorous state
standards. (use info gained from parent survey to maximize attendance-phone calls/notes for communication; etc.)
-Enhance parent awareness of social skills and school wide expectation instruction to prevent bullying.
-Continue Mentor Program to connect with students for academic and personal support. The program will begin with 20
mentors for 2014-15 school year and will continue to be refined into a campus component to help students excel.
-Attendance---provide more info to parents about importance and consequences (especially at PK and Kinder).Counseling
will provide for parents with students having poor attendance.
-Attendance Incentives---monthly class incentives for each grade level (winning class selects among 3 celebrations) and
students with perfect attendance for the month will enter a drawing which will be held at the end of each semester. Teachers
will be encouraged to provide short term incentives in their classrooms.
-Teachers having effective classroom volunteers will share their procedures and ideas with other teachers.
Meeting Dates/Participants: (faculty meeting, committee meeting, and/or Campus Site-Base Committee) April 11, 2014
*May 7, 2014
*May 13, 2014
May 19, 2014
May 27, 2014
*May 30, 2014
*June 4, 2014
June 5, 2014
October 2, 2014
**Continue to review CSCOPE Unit Tests, Progress Monitoring, universal screenings, and STAAR benchmark throughout
the year.
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Data Used for Needs Assessment---available from Brady Elementary Office AIMSWeb Data for Math Early Numeracy/Computation/ Concepts/Applications and iStation Data for Reading---BE Office
STAAR Results by Objectives---BE Office
STAAR Results/Quintiles---BE Office
Intervention/Program Data---BE Office
Discipline Data---BE Office
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Campus Goals
Goal 1……………………Math, Reading, Writing, Science, and Social Studies
Achievement for All Students
(Appropriate Staff Development Also Included)
Goal 2……………………Student Attendance/Drop Out
Goal 3……………………Parental Involvement/Communication
Goal 4……………………Violence Prevention and Interventions
Goal 5……………………Technology
Goal 6……………………Highly Qualified Professionals and Paraprofessionals
Goal 7……………………Special Education Services and Assessments
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Glossary of Terms
AIMSWeb………………….……………………Universal Screening and Progress Monitoring System
AP……………………………………………………………………………………Advanced Program
Eduphoria………………………………………………..……........................Data Management System
AR……………………………………………………………………………………Accelerated Reader
ARD……………………………………………………….....Admission, Review, Dismissal Committee
BE……………………………………………..………………………….……Brady Elementary School
ELL…………………………………………………………………………...English Language Learners
ESC XV………………………………..…………………………..Education Service Center Region XV
ESL……………………………………………………………………..…English as a Second Language
GPC…………………………………………………………………………Grade Placement Committee
G/T…………………………………………………………………………………...Gifted and Talented
Hot Spots ………………………………………………...Student Expectations in Need of Improvement
LPAC………………………………………………….….Language Proficiency Assessment Committee
NCLB………………………………………………………………………...…….No Child Left Behind
PAL……………………………………………………………………….………Peer Assisted Learning
PM…………………………………...………………………………………………Progress Monitoring
RTI………………………………………………………………………………Response to Intervention
SAC…………………………………………………………………….Student Achievement Committee
SCE…………………………………………………………….…………State Compensatory Education
SSI………………………………………….…………………………………..Student Success Initiative
STAR……………………………………………..……….Standardized Test for Assessment of Reading
STAAR………………………………………………State of Texas Assessment of Academic Readiness
TEKS…………………………………………………………...…Texas Essential Knowledge and Skills
TRS………………………………………………………………………………TEKS Resource System
TTM…………………………………………………………...…………………Thinking Through Math
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BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 1: Brady Elementary students will achieve exemplary status by 2015 by raising scores for *all students in
the area of math, reading, writing, science, and social studies.
OBJECTIVE #1: By May 2015, 91% of all students in the aggregate and each student group*, including Special Education students tested, will pass the math
portion of the STAAR Test. (meet or exceed the state average)
*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students,
Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students
ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores; NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Assessment/Analysis 1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 9/14-5/15 Benchmark Scores STAAR,
once a year (format and procedure practice) Special Programs, Moerbe, AIMSWeb,
Watson TTM
2. Review AIMSWeb/TTM PM, TRS unit tests, Bierman, Finn, Harper, PK-5, Title I, Time, 8/14-5/15 Benchmark Scores, STAAR,
and benchmark tests for each grade level to Special Programs Teachers, AIMSWeb/ Grades, PM, unit AIMSWeb,
determine Hot Spots and develop instructional strategies Moerbe, Watson TTM reports, tests TTM
to meet students’ needs and address weak areas Eduphoria
(PM-Tier 2-monthly; Tier 3-bi-monthly) (TC 2 a-e)
3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14-5/15 STAAR Results, STAAR,
performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria benchmarks AIMSWeb,
(using formal state assessment results-Select 3) Moerbe, Watson Reports TTM
4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/15-5/15 Student/Faculty STAAR,
Special Programs teachers, Survey, Input, Grades AIMSWeb, Moerbe, Watson Committee Reports TTM
5. Continue Math Coach position- will assist with data Bierman, Finn, Harper, PK-5, Analysis Time 8/14-5/15 Training Schedule, STAAR, TTM,
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Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative collection analysis, training, etc. Watson Data Collection AIMSWeb
Instruction
1. Implement TRS Math Components (Scope/Sequence Bierman, Finn, Harper, PK-5, Lone Star, 8/10-5/15 Grades, PM, STAAR,
IFD, assessmts, vocab) with lessons planned collabora- Special Programs teachers, TRS, Benchmarks, AIMSWeb
tively by the teachers and used in each classroom Watson TTM, Unit Tests, TTM
(supplemented with Kim Sutton’s Number Line and STAAR Materials, Ongoing
Problem solving (all grades), Motivation Math (1-5), Study Island, Assess.
Study Island (2-5), TTM, and other aligned supplements Title I
All supplemental materials must be evaluated with
TRS IFD in order to determine if content and
and rigor are aligned with TEKS. (TC 2b, 8)
2 Provide focused, systematic practice in computation Bierman, Finn, Harper, 1-5, Otter 8/10-5/15 Ongoing STAAR,
in order to develop automaticity with math facts Special Programs teachers, Creek, Assessment, AIMSWeb,
(+,-,x,÷)---monitor progress and achievement: 1st grade- Watson AIMSWeb, Grades, PM, TTM
to Letter H in add/subt; 2nd grade-to Letter Win add/sub; Title I Otter Creek
3rd grade-to Letter W in multi; 4th /5th grade-to Letter W Tracking Sheets
in mult/div.; 10’s, 11’s, 12’s, to Letter O; Add
Simplifying/Equivalent Fraction Challenge for
4th/5th graders mastering 4 operations. (TC 2b, 8)
3. Utilize math equipment room--- Bierman, Finn, Harper, PK-5, math supplies 8/10-5/15 Ongoing STAAR,
math materials available for check out Special Programs teachers, Assess, Grades, AIMSWeb,
Watson PM, Benchmark TTM
Scores,
Observations
4. Incorporate appropriate questioning for Bierman, Finn, Harper, PK-5, Blooms Charts, 8/08-5/15 Ongoing STAAR, TTM,
higher level thinking skills/reasoning Special Programs teachers, TRS Assessments, AIMSWeb
to the application level and higher levels according to Watson, Pearson Grades, PM
TEKS/TAKS (inductive and deductive) Benchmark
Scores
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Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
5. Incorporate daily problem solving and vocabulary Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR, TTM,
development (Power Words) during core math lessons Special Program teachers, Materials, Assessments, AIMSWeb
and during Tier II and Tier III interventions (TC 9) Watson Title I Grades, PM,
Benchmarks
6. Offer activities to enrich/motivate learning Bierman, Finn, Harper, PK-5, UIL Materials, 8/14-5/15 Ongoing STAAR, TTM,
(ex. UIL, AP, Independent Studies) Pearson GT Funds Assess., PM, AIMSWeb
Grades, Bench-
mark Scores
Extended Learning Time
1. Provide daily intervention period for Bierman, Finn, Harper, PK-5, Title I, 9/08-5/15 Grades, PM, STAAR, TTM
all students who are at-risk (based on state criteria) Special Programs Teachers, AIMSWeb, Benchmark AIMSWeb
or who need additional assistance (Tier II and III) Watson, Hastings Time to Scores
monitor with AIMSWeb/TTM PM and adjust instruction plan, SCE
based on student’s progress (use math intervention
framework as guide) (TC 9)
2. Provide summer program for all students in danger of Bierman, Finn, Harper, PK-5, Local Funds, 6/15 Grades, Pre and Post
failing Math or not meeting campus/state criteria (TC 2c) Watson Title I Funds Ongoing Tests, STAAR
Assessments
3. Students failing STAAR will receive accelerated Bierman, Finn, Harper, 3-5, Local Funds, SCE 8/14-5/15 Ongoing STAAR, TTM,
instruction/intervention during the first six weeks Watson, Hall Assessments, AIMSWeb
or as long as needed PM, grades,
benchmarks
Staff Development 1.Provide continued STAAR Training for all Teachers Bierman, Finn, Harper, PK-5, Time , Title I, 8/14-5/15 Lesson Plans/ STAAR, TTM,
---standards, expectations, etc. (TC 4) Enrichment, Special Programs, Lead4Ward Observations, AIMSWeb
Watson Student
Grades
2. Provide TEKS and lesson planning training Bierman, Finn, Harper, PK-5, Time, ESC 8/14-5/15 Lesson Plans/ STAAR, TTM,
(PK-5) (study/planning time) Math Teachers, Watson, Observations, AIMSWeb
Hall Student
Grades,
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Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Study Sheets,
unit tests
3. Ongoing Training will be provided by Math Coach, Bierman, Finn, Harper, PK-5, Planning 8/14-6/15 Lesson STAAR,
etc, for teachers and paraprofessionals to strengthen Math Teachers, Watson, Time, ESC, Plans/ AIMSWeb,
Tier I, II, III instruction (purpose is to increase success Hall Observations, TTM
rate/reduce Tier II/III numbers) research/study based on performance of students Title I, Coop, Training Plan,
AIMSWeb/TTM/Study Island review and update Math Coach Meeting
math committee work-vertical (quarterly meetings) Minutes,
weekly grade level planning TRS
periodic meetings with grade level above and Study form
below
Problem Solving
(TC 4)
4. Math Differentiation Training for Teachers Bierman, Finn, Harper, Hall, Coop Staff, 10/14-5/15 Lesson Plans, STAAR, TTM,
(low performing pops---Hispanic, ESL, At Risk) All Math Teachers, Watson Materials Observation, AIMSWeb
PM, Bench-
marks,
grades
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BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 1: Brady Elementary students will achieve exemplary status by 2015 by raising scores for *all students in
the area of math, reading, writing, science, and social studies.
OBJECTIVE #2: By 2015, 91% of all students in the aggregate and each student group*, including Special Education students tested, will pass the reading
portion of the STAAR Test and 90% of students in grades PK-2 will show grade level performance in the area of reading as measured by AIMSWeb, TRS, and/or
STAAR-Type Benchmark. (meet or exceed state average)
*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students,
Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students Male Students, and Female Students
ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores; NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Assessment/Analysis 1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 8/14-5/15 Benchmark Scores STAAR, iStation,
once a year (format and procedure practice) Special Programs, Moerbe, AIMSWeb
Ross
2. Review AIMSWeb/ iStation data, TRS unit tests, Bierman, Finn, Harper, PK-5, Title I, iStation 8/14-5/15 Benchmark Scores, STAAR, iStation,
and benchmark tests for each grade level to Special Programs Teachers, AIMSWeb, Time, Grades, PM, unit AIMSWeb
determine Hot Spots and develop instructional strategies Moerbe, Ross Eduphoria tests
to meet students’ needs and address weak areas
(PM—Tier 2-monthly; Tier 3-bimonthly) (TC 2c, 9)
3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14 STAAR benchmark, STAAR
performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria Grades, STAAR
(using formal state assessment results-Select 3) Moerbe, Ross Reports, Released results
Tests
4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/15-5/15 Student/Faculty STAAR, iStation,
Special Programs teachers, Survey, Input, Grades AIMSWeb Moerbe, Ross Committee Reports
5. Administer Diagnostic Reading Tests Bierman, Finn, Harper, 1-5, AR Materials, 8/12-5/14 Graphs, PM, STAAR,
*STAR (six wks) *AR Records (% correct/bk level) Reading Teachers, Owens, STAR, AIMS- AR Reports AIMSWeb
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Strategies/Activities Person(s) Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
*AIMSWeb (beg, mid, end; PM) (TC 1, 3) Ross, Ramon Web, Title I
6. Continue Reading Coach position to Bierman, Finn, Harper, PK-5, Analysis Time 8/12-5/15 Training STAAR,
assist with data collection/analysis, training, etc. Ross Schedule, AIMSWeb,
Data iStation
Collection
Instruction
1. Implement TRS ELA Components-IFD, Scope and Bierman, Finn, Harper, PK-5, TRS, SIPPs 8/10-5/15 Benchmark STAAR,
Seq., Assessments, vocab,) with lessons planned colla- Reading Teachers, Ross Title I Scores, AIMSWeb,
boratively by teachers weekly to address fluency, comp, Lit Lab , Unit Tests, iStation
vocabulary, phone. awareness, phonics Lesson Plans
All supplemental materials must be evaluated with
TRS IFD in order to determine if content and
rigor are aligned with TEKS. (TC 3)
2. Utilize strategies to increase/reinforce reading skills: Bierman, Finn, Harper, 1-5, Thinking Maps 8/10-5/15 Ongoing STAAR,
Oral discussion of stories/books read in class Reading Teachers, Ross Literacy Assessments, AIMSWeb,
Use of Study Island (2-5) and iStation (K-5) Lab, Grades, iStation
Use of aligned supplemental materials such as Coop, Benchmarks
Motivation Reading, Thinking Maps, etc. Title I Observations,
small group instruction/listen to students read Lesson Plans,
use of comparing and contrasting frequently Unit Tests,
Differentiated strategies to appeal to all learners PM, Strategies
Opportunities for short answers (rather than
primarily multiple choice)
extra staff/mentors to listen to students read (K-1)
Develop and implement school-wide reading 8/13-5/15
Strategies
(TC 2a, b; 3)
3. Implement SIPPS Program in K-1 Bierman, Finn, Harper, PK-2, Training, Title I 8/13-5/15 Lessons, STAAR,
(materials purchased, teachers trained, implemented in Ross, Ramon Grades, iStation,
all classrooms) (TC 3,4) Observations, AIMSWeb
Benchmarks
22
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
4. Incorporate daily vocabulary development Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR,
during core reading lessons and during Tier II Special Program teachers, Materials, Assessments, AIMSWeb,
and Tier III interventions. (TC 2a, 3, 9) Ross Title I Grades, PM, iStation
Benchmarks
5. Correct/daily use of AR in each classroom Bierman, Finn, Harper, All AR Training, 8/14-5/15 AR reports, STAAR,
(K-1st graders as soon as able to read)---ZPD determined, Teachers, Ross AR books, # reading AIMSWeb,
goal setting, status of the class-monitoring by teacher, AR Schedule goals/cert. iStation
student/teacher conferences, daily silent reading , home levels, grades,
reading (sustained silent reading time should increase PM, unit
to aggressively build stamina and endurance) tests
6. Instructional strategies/methods will emphasize Bierman, Finn, Harper, K-5, TRS, 8/14-5/15 Ongoing STAAR,
higher order thinking skills, reading for Special Programs Teachers, Bloom’s Tax. Assessments, AIMSWeb,
comprehension and real life applications Ross, Pearson ESC materials, Grades, PM, iStation
(Cueing Systems, Bloom’s Taxonomy Thinking Maps Benchmark
Erickson’s Level of Complexity) Scores,
Lessons,
unit test
7. Provide multicultural materials and activities Bierman, Finn, Harper, Turner, Reading 8/14-5/15 Program STAAR,
for all students PK-5 Teachers, Ross materials, Schedules, AIMSWeb,
Guest speakers Ongoing iStation
(P.T.O. and Assessments,
Activity Funds) increased
library book
circulation
8. Offer activities that enrich/motivate student Bierman, Finn, Harper, PK-5, UIL Materials, 8/14-5/15 Ongoing STAAR,
learning (ex. BADGE (GT), Independent Study, Turner, Pearson, Ross Activity Funds, Assessments, AIMSWeb,
UIL, AR Celebrations, Read with Principal, PTO Funds Circulation iStation
Bluebonnet Vote, AP, Character Dress Up Day, Records, Tests,
Author visits, guest readers, etc. Grades,
Benchmarks
23
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Extended Learning
1. Address needs of at-risk students (based on state Bierman, Finn, Harper, Ramon, Planning Time, 8/08-5/15 Grades, PM, STAAR,
criteria) and others with daily Tier II/III interventions Farmer, Pearson, PK-5 Focus Materials, ongoing AIMSWeb,
designed to meet the needs of individual students. Teachers, Ross, Santiago Title I, SCE, assessments, iStation
Programs include small group sessions, Soar to Success, AIMSWeb, Observations,
Take Flight-Dyslexia, PCI, Tier II-30 min daily; Tier III- SIPPs, Unit Tests
35-45 min. daily; use AIMSWeb/iStation PM to monitor funds for Soar
progress and use reading intervention framework (if needed)
as a guide to plan intense targeted instruction to meet
students’ needs (in addition, intervention can also be
provided after school) (TC 2d, 8, 9)
2. Provide summer program for all students in danger Bierman, Finn, Harper, K-5, Ross Local Funds, 6/15 Ongoing Pre-test,
of failing reading or not meeting campus/state criteria Title I Assessments, Post-test,
(TC 2c) Grades STAAR
3. Students failing STAAR will receive accelerated Bierman, Finn, Harper, 3-5, Ross Local Funds, 8/14-5/15 Ongoing STAAR,
instruction/intervention during the first six weeks SCE, Title I Assessments, AIMSWeb,
or as long as needed (TC 2c) PM, grades, iStation
benchmarks
Staff Development
1. Provide TEKS and lesson planning training for all Bierman, Finn, Harper, PK-5, Time, ESC 8/14-5/15 Lesson Plans/ STAAR,
all teachers---expectations, standards, etc. Enrichment, Special Program, Title I Observations, AIMSWeb,
(study/planning time) (TC 3, 4) Ross Student iStation
Grades
2. Provide STAAR Training for PK-5 Teachers Bierman, Finn, Harper, PK-5, Time, ESC, 8/14-5/15 Lesson Plans/ STAAR,
Reading Teachers, Ross Lead 4ward Observations, AIMSWeb,
Student iStation
Grades,
Lesson
Study Sheets,
Unit Tests
24
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
3. Ongoing Training will be provided by Reading Bierman, Finn, Harper, PK-5, Planning 8/14-6/15 Lesson STAAR,
Coach, etc, for teachers and paraprofessionals to Reading Teachers, Ross Time, ESC, Plans/ AIMSWeb,
to strengthen Tier I, II, III reading instruction (purpose Title I, Observations, iStation
is to increase success rate/reduce Tier II/III numbers) Coop Training Plan,
research/study based on performance of students Meeting
AIMSWeb/Study Island/iStation review/update Minutes,
reading committee work-vertical (quarterly meetings) Study Form
weekly level planning
Ongoing reading comprehension/fluency
training onsite
periodic alignment meetings with grades above and
below
phonics instruction/program
(TC 3, 4)
4. Provide training for intervention teachers as Bierman, Finn, Harper Staff Development 8/08-5/15 Workshop STAAR,
needed---Tier II/Tier III--Corrective Reading, Ross, Ramon, Funds, SCE, Documenta- AIMSWeb,
Dyslexia-Take Flight, Soar to Success, iStation Pearson, Farmer, Santiago ESC XV, tion, iStation
(TC 3, 4, 9) Title I Training Observations,
Plan, reports
5. Reading Differentiation Training for Teachers Bierman, Finn, Harper, Coop Staff, 8/14-5/15 Lesson Plans, STAAR,
(low performing pops---Hispanic, ESL, At Risk)---to All Reading Teachers, Ross, Materials, Observation , AIMSWeb,
determine instructional plan for meeting their needs; Ramon Title I PM, Bench- iStation
why past instruction has not been successful marks, grades (TC 3, 4, 9)
25
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 1: Brady Elementary students will achieve exemplary status by 2015 by raising scores for *all students in
the area of math, reading, writing, science, and social studies.
.
OBJECTIVE #3: By 2015, 90% of all students in the aggregate and each student group*, including Special Education students tested, will pass the writing
portion of the STAAR and all other students in grades 1, 2, 3, and 5 will show grade level performance in the area of writing as measured by an alternative assessment.
(meet or exceed state average)
*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students,
Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students
ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores; NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Assessment/Analysis 1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 9/14-5/15 Benchmark STAAR
once a year (format and procedure practice) and six Special Programs, Moerbe Scores
weeks benchmark tests
2. Review TRS unit tests and benchmark Bierman, Finn, Harper, PK-5, Time, Title I 8/14-5/15 Benchmark STAAR
tests for each grade level to determine Hot Spots and Special Programs Teachers, Scores,
develop instructional strategies to meet students’ needs Moerbe Grades
and address weak areas (TC 9)
3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14-5/15 Benchmark STAAR
performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria Scores,
(formal state assessment results-Select 3) Moerbe Reports, Grades
Released tests
4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/14-5/15 Student/ STAAR
Special Programs teachers, Survey, Committee Faculty Moerbe Reports Input, Grades
26
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Instruction
1. Implement TRS ELA Components-IFD, vocab., Bierman, Finn, Harper, PK-5, TRS 8/10-5/15 Benchmark STAAR
Scope and Seq, Assessments with lessons planned Writing Teachers Scores,
collaboratively by the teachers weekly observations,
All supplemental materials must be evaluated with unit tests,
TRS IFD in order to determine if content and lessons
rigor are aligned with TEKS.
2. Incorporate daily vocabulary Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR
development during core LA lessons Special Program teachers, Materials, Assessments,
(TC 2c) Title I Grades, PM,
Benchmarks
3. Integrate age-appropriate writing activities into Bierman, Finn, Harper, PK-5, Planning Time, 8/14-5/15 Lesson Plans, STAAR
all content areas including journals, learning logs, Special Programs Teachers Thinking Maps Observations,
research, labeling, responding to literature, other Grades.
real life/relevant writing activities, Thinking Ongoing
Maps and differentiated strategies that appeal to all Assessments
4. Link writing to technology through the use of Bierman, Finn, Harper, K-5, Study Island, 8/14-5/15 Student Work, STAAR
word processing, keyboarding, editing, and Coston, J. Fincher Computer Lab Grades
publishing skills taught in the labs/classrooms
(K-5th grades)—Computer Class and Use Study Island
5. Offer activities that enrich/motivate student learning Bierman, Finn, Harper, PK-5, UIL Materials, 8/14-5/15 Ongoing STAAR
(ex. Thank You letters, UIL, letters to local heroes, Club Sponsors, Pearson Activity Funds, Assessments,
AP, Independent Studies, BADGE, Author’s GT Funds Grades,
Chair, Cross Grade Level Letter Writing, Benchmark
etc.) Scores,
Products
27
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Extended Learning Time 1. Provide tutorials/small group instruction Bierman, Finn, Harper, STAAR 8/14-5/15 Grades, STAAR
for Writing STAAR preparation 4th Teachers, Smith materials Benchmark
Scores,
Ongoing
Assessments
Staff Development 1. Provide TEKS and lesson planning training for Bierman, Finn, Harper, PK-5, Time, ESC 8/14-5/15 Lesson Plans/ STAAR
PK-5 teachers (study/planning time) Writing Teachers, Smith Observations,
Grades,
TRS
Study Sheets,
unit tests
2. Attend STAAR Writing Scoring Training Bierman, Finn, Harper, ESC XV 8/14-5/15 Lessons, STAAR
4th Teachers, Smith Training
Document,
Benchmark
Scores
3. Provide Appropriate Writing Training Sessions Bierman, Finn, Harper, PK-5, ESC XV, 8/14-5/15 Lesson Plans, STAAR
weekly grade level planning Smith Planning Time, Observations,
Study Island (grade 4) Writing Ongoing
research/study based on performance of students Academy Assessments,
writing committee work-vertical (quarterly mtngs) Meeting
periodic alignment meetings with grades below Minutes,
and above Study Form
strategies from Reading Academy, etc.
28
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 1: Brady Elementary students will achieve exemplary status by 2015 by raising scores for *all students in
the area of math, reading, writing, science, and social studies.
.
OBJECTIVE #4: By 2015, 90% of all students in the aggregate and each student group*, including Special Education students tested, will pass the science
portion of the STAAR Test. (meet or exceed state average) ****The activities in this objective address the two System Safeguards not met.
*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students,
Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students
ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Assessment/Analysis
1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 8/14-5/15 Benchmark STAAR
once a year (format and procedure practice) Special Programs, Moerbe scores, grades
2. Review TRS unit tests and benchmark tests for Bierman, Finn, Harper, PK-5, Time, Title I, 8/14-5/15 Benchmark STAAR
each grade level to determine instructional strategies Special Programs Teachers, AIMSWeb scores, grades,
to meet students’ needs and address weak areas Moerbe unit tests
(PM-Tier 2-monthly; Tier 3-bi-monthly) (TC 9)
3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14-5/15 Benchmark STAAR
performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria scores, grades,
(formal state assessment results-Select 3) Moerbe Reports, unit tests
Released tests
4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/15-5/15 Student/Faculty STAAR
Special Programs teachers, Survey, Committee Input, Grades Moerbe Reports
29
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Instruction
1. Implement TRS Components---vocabulary, Bierman, Finn, Harper, PK-5 TRS, 8/10-5/15 Benchmark STAAR
IFD, Scope and Seq., assessments with lessons Science Teachers science Scores, unit
planned collaboratively by teachers weekly equipment tests, grades,
(40% of instruction will be lab or experience based) lessons
All supplemental materials must be evaluated with
TRS IFD in order to determine if content and
rigor are aligned with TEKS.
2. Incorporate daily vocabulary Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR
development during core Science lessons Special Program teachers Materials, Assessments,
(TC 2a, b, c) Title I Grades, PM,
Benchmarks
3. Enhance science process skills/research/content and Bierman, Finn, Harper, 3-5 Technology 8/14-5/15 Ongoing STAAR
problem solving skills by utilizing computers for Funds, Assessments,
Study Island and Stem Scopes Science curriculum Data Bases, Grades,
(TC 2d, 10) Study Island, Observations,
Title I Benchmark
Assessments
4. Incorporate appropriate questioning strategies to Bierman, Finn, Harper, PK-5, ESC XV, 8/08-5/15 Ongoing STAAR
promote higher order thinking and reasoning skills Pearson Bloom’s Tax., Assessments,
to application level and higher according to TEKS/ ESC XV, Grades,
TAKS/Bloom’s Taxonomy/Erickson’s Levels of Thinking Maps Observations,
Complexity---utilize Thinking Maps Benchmarks
5. Establish and utilize science equipment room--- Bierman, Finn, Harper, PK-5 science supplies 8/10-5/15 Ongoing STAAR
science materials available for check out Assess, grades
Benchmark
Scores,
Check out
Sheet
6. Offer activities to enrich/motivate student Bierman, Finn, Harper, PK-5, Activity Funds, 8/14-5/15, Ongoing STAAR
learning (ex. Field Trips, Science Showdown, AP, Pearson GT Funds 5th gr. trip Assess, Grades,
Science Camp, Independent Studies, BADGE) after test Benchmarks
30
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
7. Utilize supplemental materials to enhance Bierman, Finn, Harper, 4-5 Title I funds 8/14-5/15 Observations, STAAR
4th and 5th grade science instruction (evaluate alignmt.) Science Teachers grades,
(TC 2c, d) Benchmarks
Staff Development 1. Appropriate Science Training Bierman, Finn, Harper, PK-5, ESC XV, 8/14-5/15 Lesson Plans. STAAR
strategy and concept training Watson Time Grades,
weekly grade level planning Observations,
Study Island and supplements (grade 4-5) Benchmark
research/study based on performance of students Assessments,
safety training Meeting
science committee work-vertical (quarterly mtgs) Minutes,
periodic alignment meetings with grade above Study Form
and below
3rd-5th grade teachers plan with ESC by six
weeks
31
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 1: Brady Elementary students will achieve exemplary status by 2015 by raising scores for *all students in
the area of math, reading, writing, science and social studies.
.
OBJECTIVE #5: By 2015, 100% of all students in the aggregate and each student group*, including Special Education students tested, will pass the social
studies portion of the STAAR Test. (8th Grade STAAR Test)
*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students,
Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students
ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
Assessment/Analysis
1. Analyze students’ strengths and areas in need of Bierman, Finn, Harper, PK-5 Time 8/14-5/15 tests STAAR
improvement based on teacher made tests Grades
2. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5 Analysis time, 2/15-5/15 Student/Faculty STAAR
Scores Survey Input, Grades
Instruction
1. Implement TRS Soc. Studies IFD/Scope and Bierman, Finn, Harper, PK-5 TRS, ESC 8/10-5/15 tests, STAAR
Sequence & vocabulary with teachers collaboratively Soc. Studies Teachers grades, lessons
planning lessons weekly
All supplemental materials must be evaluated with
TRS IFD in order to determine if content and
rigor are aligned with TEKS.
32
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 2. Incorporate appropriate questioning strategies to Bierman, Finn, Harper, PK-5, ESC XV, 8/10-5/15 Ongoing STAAR
promote higher order thinking and reasoning skills Pearson Bloom’s Tax., Assessments,
to application level and higher according to TEKS/ Thinking Maps Grades,
STAAR/Bloom’s Taxonomy/Erickson’s Levels of Lessons,
Complexity---utilize Thinking Maps Observations
3. Daily Oral Geography Skills (DOGS) Bierman, Finn, Harper, 1-5 DOGS 8/14-5/15 Ongoing STAAR
assessments,
Grades
4. Enrich content in elementary grades by Bierman, Finn, Harper, PK-5 Activity Funds, 8/14-5/15 Ongoing STAAR
offering activities to enhance/motivate student P.T.O. Support, Assessments,
learning (ex. Special Events Day-Living History Day, GT Funds Grades,
Pow Wow, Independent Studies, BADGE (GT), Programs
Veterans’ Day, Constitution Day, Field Trips) Schedule
5. Student decision making and participation in wider Bierman, Finn, Harper, PK-5, Activity Funds 8/14-5/15 Ongoing STAAR
social, political, and economic affairs, so that they (all other faculty and staff Assessments,
share a sense of responsibility for the welfare of reinforce) Grades,
their school and community which promotes Correspondences
responsible/productive citizens Weekly News
(Student Council, food drive, social skills taught directly, Announcements
box top collection, toy drive, fund collection for
American Heart Assoc., “Reach Out” activities)
Staff Development 1. Provide Appropriate Social Studies Training Bierman, Finn, Harper, PK-5, Time for 8/14-5/15 Lessons, STAAR
periodic meetings with grades below/above Pearson Planning Attendance and
soc. stud. committee work-vertical (quarterly mtngs) Grades,
weekly grade level planning Meeting Notes,
study/research based on performance of students Training Plan,
TRS
Study Form
33
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 2: Improve student attendance and reduce potential for future dropouts.
OBJECTIVE #1: By the end of the 2014-15 school year, the student attendance rate will be 98% or higher.(ADA)
ACADEMIC EXCELLENCE INDICATOR: Student Attendance, NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 1. Focus on importance of attendance & encourage Bierman, Finn, Harper, Moerbe, Activity Funds 8/14-5/15 Weekly News, Year End
regular attendance through variety of approaches Lamont, All Teachers, Corralejo School Messenger 6 Week Reports; Attendance
(Weekly News; Announcements; Incentives; personal Improved Reports
contacts if parent has not contacted the school by 8:15 Attendance
of student absence (School Messenger); entry sign with
attendance/absence; counseling for parents by counselor/
principals)
2. Home visits will be made by the school personnel Bierman, Finn, Harper, PK-5, Phone Log 8/14-5/15 Improved Year End
to check on students who have been absent for 2 or Laureles, Deputy Ramsey, Parent Liaison- Attendance; Attendance
more consecutive days and parents have not contacted Lamont, Moerbe, Corralejo Title I, SRO 6 Week Report Reports
the school and the school has not been able to reach the
parent (TC 2,6)
3. Use of the Tardy Calculator will be used to better Bierman, Finn, Harper, Corralejo, Title I 8/14-5/15 Reports, Improved Year End
track tardies, early checkouts, etc. (TC 2,6) Lamont Attendance Attend. Reports
4. Review attendance records of all students, including Bierman, Finn, Harper, Moerbe, Attendance 8/14-5/15 At-Risk Student Year End
at-risk, and follow through with legal action ac- Corralejo, Calderon Reports Attend. Improved, Attendance
cording to school policy/compulsory attendance weekly report Reports
5. Incentives for individuals and classes with perfect Bierman, Finn, Harper, PK-5 Activity Fund 8/14-5/15 Improved Year End
attendance on a six weeks basis. teachers Attendance; Attendance
*Short term incentives provided in classrooms monthly report Reports
*Monthly Class Winner Celebration (choice of 3)
*Monthly Individual Perfect Attendance ticket for
drawing to be held at the end of each semester
*Year-end Perfect and Faithful Attendance Award
34
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 2: Improve student attendance and reduce potential for future dropouts.
OBJECTIVE #2: By May 2015, the student retention rate will be no more than 1%.
ACADEMIC EXCELLENCE INDICATOR: Drop Out, NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 1. Hold Meet the Teacher Night and Parent/Student Bierman, Finn, Harper, All Teachers Time 8/15 Parent Sign-in. STAAR,
Orientation – Receive Classroom Letter containing info Agenda Retention Rate
on attendance, grade, Thursday Folder, grades, homework, < 1%, iStation,
etc. AIMSWeb
2. Hold parent/teacher conferences at end of 1st six weeks Bierman, Finn, Harper, All Teachers Time 10/15 Parent Sign-in, STAAR, for all parents---review report cards and discuss Grades, Agenda Retention Rate
importance of attendance, homework completion, < 1%, iStation
classroom procedures, grade level expectations and state AIMSWeb
standards, discipline plan, School-Parent Compact, and
School Wide Title I Campus
3. Open House/Observation Day during school, featuring Bierman, Finn, Harper, All Program Title I Funds 10/15 Parent Sign-in; STAAR,
Services/Programs @ BE---food/door prizes provided Teachers Grades Retention Rate
(TC 6, 9) <1%, iStation
AIMSWeb
4. Establish Community/Faculty Mentor Program in order Bierman, Finn, Harper, All Teachers, Title I Funds 9/14-5/15 Sign-in, STAAR,
to provide role models and “cheerleaders” for students--- Moerbe Training Retention Rate
purpose is relationship building (begin w/10 mentors) Agenda <1%, iStation,
(TC 2d) AIMSWeb
5. Provide Summer Program for at-risk students Bierman, Finn, Harper, Moerbe, K-5, Local Funds, 6/15 Six Weeks STAAR, iStation,
who are in danger of failing (being retained) or failed Ross, Watson Title I Funds Grade Report, Retention Rate
STAAR (TC 2, 9) Grades <1%, AIMSWeb
35
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 6.Tier II/III interventions will be provided daily for Bierman, Finn, Harper, K-5, Special Title I Funds, 8/14-5/15 Six Weeks STAAR,
students at risk of failing or struggling students and Programs Teachers, SAC, Ross, SCE Grade Report, Retention Rate
for those failing STAAR; Tier II/III Math-30 min. Watson Grades, PM <1%, iStation
daily and Tier III Reading-35-45 min. daily with AIMSWeb
progress monitoring (TC 2, 9)
7. Enhance the Student Achievement Committee Bierman, Finn, Harper, Alsbrooks, Time for 8/08-5/15 Six Weeks STAAR, (SAC) to determine students’ needs, determine Oliver, Watson, Ross, Meeting and Grade Reports, Retention Rate
appropriate intervention, monitor progress, develop and all PK-5 teachers Training Progress < 1%, iStation
an effective tracking/monitoring system for success Monitoring AIMSWeb
(Tiered Instruction---RTI Model)
8. Monitor intervention effectiveness by reviewing Bierman, Finn, Harper, SAC Data, AIMS- 8/09-5/15 Six Weeks STAAR,
data and student performance (PM, benchmarks, etc.) Members, K-5, Special Programs Web, Time, Grade Reports, Retention Rate
(SAC and team data meetings) (AIMSWeb, iStation, Teachers, Moerbe, Watson, Ross Title I Funds PM <1%, iStation,
TTM) (TC 8, 9) AIMSWeb
9. Principals hold Student Review Workshops Bierman, Finn, Harper, All Teachers Time, 8/14-5/15 Documentation STAAR,
with teachers and meet with enrichment teachers Student Data Retention Rate
as needed <1%, iStation,
AIMSWeb
10. Hold goal setting sessions with students Bierman, Finn, Harper, K-5th Teacher Time, 8/14-5/15 Documentation, STAAR,
to review current status, goals, PM, and grade level Goal Sheets Grades, Bench- Retention Rate
standards, progress (K-5) mark Tests, PM, <1%, iStation,
Unit Tests AIMSWeb
11. Continue Resource Classes focused on Autism--- Bierman, Finn, Harper, PK-5, Time 8/12-5/15 Documentation, STAAR,
to develop academic and social skills and provide Dossey Grades, Bench- Retention Rate
consistency for students to de-escalate behaviors, mark Tests < 1%, iStation,
provide more productive time in general ed. classes, AIMSWeb
and improve academic performance
12. Increase positive incentives for academic and Bierman, Finn, Harper, Moerbe, Displays, Paw 8/14-5/15 Displays STAAR,
behavior achievements to make accomplishments Turner, All Teachers Points, Bulldog Retention Rate
more appealing to students (Hallway and classroom Bucks, digital < 1%, iStation,
displays, Bulldog Bucks, Paw Points, Math Day, AR cameras AIMSWeb
Parties, etc.)
36
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 13. After School Extended Work Day--- Bierman, Finn, Harper, K-5, Special Supervision 8/14-5/15 Six Weeks STAAR,
available and required for any student who does not Programs Teachers, Moerbe, Ross, After School Grade Report, Retention Rate
have work completed. Student goes to Extended Work Watson Grades, PM, <1%, iStation,
Day on the day the incomplete work was due. Parent is Extended Work AIMSWeb
is notified by telephone or home visit that the Day Records
student will be staying after school to complete work.
37
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 3: Parents and community will be partners in the education of students at Brady Elementary.
OBJECTIVE #1: By May 2015, at least 100% of all students’* parents/family members will participate in opportunities to increase
parental knowledge of, support for, involvement in, and contributions to the school program.
*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students, Migrant
Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students
ACADEMIC EXCELLENCE INDICATOR: NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 1. Continue to enhance parent volunteer program by Bierman, Finn, Harper, Teachers, Time for Training 8/14-5/15 # of volunteers Parent Survey, teachers sharing volunteer success procedures Laureles STAAR,
from their classes AIMSWeb,
iStation
2. Conference with parents two or more times during Bierman, Finn, Harper, PK-5, Phone Log, Note 8/14-5/15 Parent Sign-in, STAAR, iStation,
the school year and make positive contacts with parents Laureles, Corralejo cards, Weekly Review AIMSWeb,
/guardians through notes, phone calls & weekly folders Folders, Title I Contact Log Parent
Provide instructions for use of Gradebook/make codes Funds-Parent Inv., Survey
available on conference day (TC 6) Gradebook codes
3. Hold a Meet the Teacher Night Orientation Bierman, Finn, Harper, All P.T.O. Funds 8/14 Parent Sign-in, STAAR, iStation,
*Get acquainted with teacher/Learn procedures Teachers Agenda AIMSWeb,
*Find classroom/Put away supplies Parent Survey
4. Hold an Open House in March Bierman, Finn, Harper, All P.T.O. Funds 3/15 Parent Sign-in Parent
Teachers Survey
38
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 5. Parents, business representatives, community members, Bierman, Finn, Harper, BES Meeting Time 8/14-5/15 CLT STAAR,
along w/BES staff, will serve on the Campus Leadership Professional Staff members Minutes AIMSWeb,
Team (assist with policies including Parent Policy, iStation
budget, staffing, goal setting, campus events,
analyze data, evaluate school program)
6. Continue to enhance Parent Library within Brady Bierman, Finn, Harper, Turner Title I Funds- 8/14-5/15 Library STAAR, iStation,
Elementary’s library---including parenting books and Parent Involv. Circulation AIMSWeb
videos addressing goal setting, behavior management, Records
homework, STAAR/TEKS, etc. (TC 6)
7. Special parent activities such as music programs, Bierman, Finn, Harper, Turner, Activity Fund 8/14-5/15 Parent Sign-in STAAR, iStation,
etc. will be scheduled throughout the year Teachers, Garrett AIMSWeb
8. Offer information workshops/sessions at school Bierman, Finn, Harper, Moerbe, Title I Funds--- 8/14-5/15 Parent Sign-in STAAR, iStation,
and possibly at neutral sites, such as churches and Turner, Program Staff, Laureles Parent Involv., AIMSWeb
community centers for interested parents. Activity Funds,
*Meeting for Parents of New Students Surveys 9/14
*Sessions will be offered based on 10/14-5/15 counselor’s survey completed by parents at the
beginning of the year (academic, discipline, etc.)
*Parent meetings addressing new standards, 9/14-5/15
state curriculum, STAAR, and how to help child---
small group for basic info---2-3 times per year,
(printed information sent home throughout the year)
*Information Session in Conjunction with
P.T.O. Meetings addressing the following:
1. School Website, Databases, TRS Parent Portal
2. Curriculum and Testing
3. Special Programs at BE
4. Title I Information
(TC 4, 6)
9. Parental involvement will be encouraged through Bierman, Finn, Harper, PK-5, Title I 8/14-5/15 Six Weeks STAAR, iStation,
conferences, notes/letters, P.T.O. activities, UIL Laureles, Turner, Ross, Watson Grade Report, Retention
Parent Meeting, parent sessions, Parent Liaison visits, Parent Sign-in Rate < 1%,
Mentor Program, Dads & Donuts, Moms & Muffins, AIMSWeb
Math & Reading Nights, etc. (TC 6)
39
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
10. Invite parent(s) to attend Statewide Conference with Bierman, Finn, Harper, Moerbe Title I funds 12/14 Increased parent STAAR, iStation,
School staff (TC 4, 6) Involvement at AIMSWeb
Conferences, etc.
11. Parents and community members will be Bierman, Finn, Harper, Moerbe, School camera/ 8/14-5/15 Increased parent STAAR, iStation,
informed of school happenings/activities/grades through PK-5 Teachers recorder, involvement at AIMSWeb
the following forms of communication newspaper, conference,
*Weekly Schedule of Events, School Website, radio, website school events,
marquee, newspapers, radio, bulletin board, email, etc.
School Messenger
*3 Week Progress Reports for all students
*Reading/Math Progress Needs/intervention letter
sent home at beginning/end of the year
*Communication in Spanish and English
*Translators available for conferences & meetings
*Develop class website/teacher page (use students Time for 8/14-5/15
to help) Training
*Thursday Folder and Conduct Calendar (PK-5)
*Provide safety and bully prevention information
through meetings, Weekly News, etc.
12. Display an Employee Board in the hall with Bierman, Finn, Harper, Faculty Supplies, 8/14-5/15 Observations Parent Survey
individual cards of all staff members including and Staff Camera
a picture to help parents/community
members learn more about school members
Staff Development
1. Provide faculty training and reminders on holding Bierman, Finn, Harper, All Time for 8/14-5/15 Documentation STAAR,
successful parent conferences and the value of Teachers Training AIMSWeb,
parent involvement/relationships iStation,
parent conf.
sign in
40
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 4: Brady Elementary School will foster a positive school climate where all students and staff feel safe and
valued and are given the opportunity to be successful.
OBJECTIVE #1: By May 2015, Brady Elementary School will implement a variety of strategies for helping students handle personal,
social, and family problems in an appropriate, non-violent manner as evidenced by a 10% reduction in discipline referrals to the office.
ACADEMIC EXCELLENCE INDICATOR: NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 1. Implement the Coping with Conflict curriculum Bierman, Finn, Harper, Moerbe, “Coping with 8/13-5/15 Training STAAR, iStation, in grades PK-5 (posters for classroom---review All faculty and staff members Conflict” documentation, AIMSWeb, Scores,
throughout year) curriculum, Time Grades, 10% reduction
for Training Observations in disc. ref
2. Teach monthly classroom sessions addressing the Bierman, Finn, Harper, Moerbe, Counseling 8/14-5/15 Documentation, STAAR, iStation,
following topics: self-esteem, feelings, study skills PK-5 Teachers curriculum Observations, AIMSWeb,
drug awareness, conflict resolution, problem-solving Grades 10% reduction
---topics help students meet social needs and increase in discipline self-
esteem. (taught during Social Studies with referrals
classroom teacher involvement/follow-up)
3. Continue School-wide Expectations & Social Skills Bierman, Finn, Harper, Moerbe, Social Skills 8/11-5/15 Lesson Plans, STAAR, iStation
taught in classroom weekly (Bully Prevention), Hang PK-5 Teachers Books, Supplies, Observations AIMSWeb,
Bully Free Flag as visual reminder (inform parents Title I funds 10% reduction
through meetings and Weekly News) (TC 10) in disc. ref.
4. Build Awareness of district Suicide Prevention Bierman, Finn, Harper, Moerbe Title I funds 1/11-5/15 Observations STAAR, iStation,
Program (TC 10) AIMSWeb,
10% reduction
in disc. ref.
5. Utilize a Counselor and Principals, Bierman, Finn, Harper, Moerbe, Time for 8/11-5/15 Observations, STAAR, iStation,
to teach social skills, assist teachers in working with SAC, All Teachers Working w/ Grades, AIMSWeb
41
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
high needs students, develop behavior plans/goals, Teachers, Documentation 10% reduction
establish frequent contacts with targeted students, Social Skills in disc. ref.
remove chronically disruptive students, etc. Curriculum
(Tier II/III Behavior)
6. Schedule presenters for Child Abuse Prevention Bierman, Finn, Harper, Moerbe, Assault Victim 4/15 Presentation 10% reduction
Month (April) for grades PK-5 to discuss related issues All Teacher Services Observations, in discipline
Grades referrals,
STAAR, iStation,
AIMSWeb
7. Coordinate with social organizations available in Bierman, Finn, Harper, Moerbe Casa Care, 8/14-5/15 Teacher/office 10% reduction
our community Child Protective documentation, in discipline
Services, Grades referrals,
Families First STAAR, iStation, AIMSWeb
8. Implement a counseling referral system Bierman, Finn, Harper, Moerbe, Counseling 8/14-5/15 Teacher/office 10% reduction
by which teachers, parents, and/or other school All Teachers Referral Notices documentation, in discipline
personnel can refer individuals for individual and/or Grades referrals,
small group counseling services---intense school STAAR, iStation,
counseling on a six weeks basis AIMSWeb
9. Build relationships and foster trust and respect Bierman, Finn, Harper, Moerbe, Time for 8/14-5/15 Teacher/office 10% reduction
with every student All Employees Training--- documentation, in discipline
*Class Meetings BE Comprehensive Grades referrals,
*Zero Base Noise Level Discipline Plan STAAR, iStation,
*Daily Greeting AIMSWeb
*Consistent Classroom/Campus Procedures
10. Provide surveys for parents at the beginning of the Bierman, Finn, Harper, Moerbe Counseling 8/14 Parent Survey 10% reduction in
year to determine individual and small group Survey for Parents completed, disc. Ref., STAAR,
counseling needs; parent needs; parent expectations Teacher/office iStation, AIMSWeb
documentation
42
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
11. Consistently implement School-wide expectations Bierman, Finn, Harper, All Training 8/11-5/15 Teacher/office 10% reduction
for all & Practice Academies for student needing extra Employees documentation, in disc. ref.,
help with following School-wide expectations. Grades STAAR, iStation
AIMSWeb,
12. Provide orientation about policies, rules and Bierman, Finn, Harper, Corralejo 8/14-5/15 Observations STAAR, iStation,
procedures for parents and students when enrolling AIMSWeb,
throughout the year (develop checklist of key points) 10% reduction
in referrals
*Incentives for Engaging in Positive Behaviors
*13. Students will receive Dog Tags for A Honor Roll, Bierman, Finn, Harper, PK-5, Activity Funds; 8/14-5/15 Honor Lists, STAAR, iStation,
A/B Honor Roll, Perfect Attendance, Fun Run, Blue Turner Local Funds Teacher/office AIMSWeb,
Bonnet Reader, AR Levels, Birthdays, etc. (Dog Tags/ documentation 10% reduction
Chain for Accomplishments for Year-Wall of Honor) in referrals
*14. Incentives in all grade levels for safe, respectful, Bierman, Finn, Harper, PK-5 Activity Funds 8/14-5/15 # of students STAAR, iStation,
responsible behaviors---daily---Paw Points, Bulldog participating, AIMSWeb,
Bucks with daily announcement/phone call home, etc. Teacher/office 10% reduction
documentation in referrals
15. Daily Free Breakfast in the Classroom Bierman, Finn, Harper, All faculty Cafeteria Reports 8/14-5/15 Cafeteria STAAR, iStation,
and staff members Reports- # AIMSWeb,
eating breakfast, 10% reduction
Grades in referrals
16. Morning Announcements to reinforce/recognize Bierman, Finn, Harper, All Activity Funds; 8/14-5/15 Grades, 10% reduction
positive behaviors, attendance, grades, etc. Employees Local Funds; Attendance in referrals,
(students stand up in their classroom when their name reports Reports, STAAR,
is announced and teacher gives dog tag) # of Students AIMSWeb,
earning tags iStation
43
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
17. Coordinate transition opportunities for Head Start- Bierman, Finn, Harper, HS, PK, SAC Records, 8/14-5/15 # of parents/ 10% reduction
K students entering BE and 5th grade students going K, & 5th Grade Teachers P.T.O. Funds students in referrals,
to BMS participating, STAAR, iStation,
*Schedule HS-K Orientation with parents/students Grades AIMSWeb
*HS-K Round-up
*Local Pre-school students tour BES in spring
*Schedule 5th Grade Visit to BMS
*Band Orientation for 5th graders-held by BMS staff
*BMS will schedule a parent meeting for 5th gr.
*Transfer documentation from Student
Achievement Committees from BE to BMS Staff Development
1. Provide faculty training for improved student Bierman, Finn, Harper, Moerbe, Title I funds, 8/14-5/15 Teacher/office 10% reduction
social awareness/behaviors with utilizing School-wide Climate & Discipline Comm., Time for training, documentation, in referrals,
expectations, Social Skills lessons, CHAMPS General lesson plan Observations STAAR,
(TC 4) format provided, AIMSWeb,
ESC XV iStation,
44
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 4: Brady Elementary School will foster a positive school climate where students and staff feel safe
and valued and are given the opportunity to be successful.
OBJECTIVE #2: During the 2014-15 school year, the Brady Elementary School staff will continue to strive to provide a safe, positive
environment for all students as evidenced by a 10% reduction in discipline referrals to the office.
ACADEMIC EXCELLENCE INDICATOR: NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
1. Provide employee expectation & classroom manage- Bierman, Finn, Harper, All Staff Time for 8/14-5/15 Observations, STAAR, iStation,
ment training for all faculty and staff to foster a safe, training, Teacher/office AIMSWeb,
consistent, positive environment and help students deal BE Discipline documentation, 10% reduction
with emotional/social/academic issues (CHAMPS) Notebook, Grades in referrals
ESC XV
2. Enhance/implement school wide safety and train Bierman, Finn, Harper, All Staff Time for 8/14-5/15 Observation of Documentation
all employees---evacuation, lock down, fire, and training and Procedures, of incidents/
tornado drills; clipboard for emergency check out; practice Agendas, practice drills
safety handbook; Safety Assessment, school safety kit, Sign in sheets
visitors check in/out, locked exterior doors, locked
doors when rooms are vacated, telephone tree, campus
safety audit, Crisis Team---training and practice
3. New staff will participate in a community Bierman, Finn, Harper, All Staff, Time for Tour 8/15/14 Sign-in, STAAR, iStation,
bus tour to become more aware of our students’ Hagan Agenda, AIMSWeb,
neighborhoods Observations 10% reduction
in referrals
4. Continue Social Skills and School Wide Expectation Bierman, Finn, Harper, All Staff, Time for training, 8/11-5/15 Observations, STAAR, iStation,
Training Climate & Discipline Committee BE Discipline Teacher/office AIMSWeb,
Notebook documentation 10% reduction
in referrals
45
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 5. Utilize Educator’s Handbook to collect & analyze Bierman, Finn, Harper, All Staff Title I funds 8/11-5/15 Ed. Handbook STAAR, iStation,
Discipline data: time, place, offense, action, etc. Reports, AIMSWeb,
(TC 2d) Observations 10% reduction
in referrals
6. Coordinate interagency communication Bierman, Finn, Harper, Moerbe Law Enforcement, 8/14-5/15 Teacher/office Documentation,
and cooperation through a variety of strategies Families First, documentation, 10% reduction
(use of School Resource Officer as needed) Casa Care, Grades in referrals,
Haven, CPS STAAR, iStation,
AIMSWeb
7. Update and maintain Crisis Team and Handbook Bierman, Finn, Harper, Moerbe, Time to train, 8/14-5/15 Meeting Notes, Crisis Plan,
Crisis Team Representatives Crisis Handbook Observations Incident
Documentation
8. Attend available workshops for Crisis Bierman, Finn, Harper Crisis ESC XV 8/14-5/15 Workshop Agenda Crisis Plan,
Prevention Training (CPI) Team Representatives, CPI and Certificates Documentation
Team, Sammy Crouch of Incidents
9. Faculty and Staff Training on Child Abuse Bierman, Finn, Harper, Moerbe Time for Training 8/14 Meeting Agendas, 10% reduction
Awareness and Reporting All Faculty and Staff Employee Handbook Sign-in Sheets in referrals,
STAAR, iStation,
AIMSWeb
10. Health Education for all students will be provided Bierman, Finn, Harper, Francis, Scheduled Time 8/14-5/15 Observations, 10% reduction
through P.E. and Science Classes Powell, All Science Teachers Grades in referrals,
STAAR, iStation,
AIMSWeb
12. Continue the Student Council consisting of Bierman, Finn, Harper, Pilgrim, Student Council 8/14-5/15 Meeting Agendas 10% reduction
4th and 5th graders Watson Funds in referrals,
STAAR, iStation,
AIMSWeb
46
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 4: Brady Elementary School will foster a positive school climate where students and staff feel safe
and valued and are given the opportunity to be successful.
OBJECTIVE #3: By May 2015, Brady Elementary School will implement a school wide discipline management plan that involves
parents, students, teachers, support staff, and administrators in the discipline process, resulting in a 10% reduction in discipline referrals in
the office.
ACADEMIC EXCELLENCE INDICATOR: NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
1. Continue the following classroom management Bierman, Finn, Harper, Moerbe, Discipline Note- 8/14-5/15 Teacher/office STAAR, iStation,
plan: All Teachers book documentation, AIMSWeb,
*Specific, written school-wide and classroom rules Grades 10% reduction
/procedures that are taught and practiced regularly in referrals
*Teacher will keep a cumulative record of
each student’s discipline (behavior)
*A written plan for behavior improvement
and appropriate consequences that include a
verbal reminder, cooling off, detention, and with-
holding special privileges
2. Continue discipline intervention steps with the Bierman, Finn, Harper, Moerbe, 8/14-5/15 Teacher/office STAAR, iStation,
following levels: All Teachers documentation, AIMSWeb,
*Teacher and student will attempt to resolve the Grades 10% reduction
problem with an oral or written plan and logical in referrals
consequences, practice academies, etc.
*The teacher will notify the parent after 2-3
incidents and will arrange a parent conference
If behavior continues after the parent has been
notified, the student should be referred to the office.
In cases of extreme or continued misbehavior, the
principal/assistant principal should be notified.
47
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
3. Review, train, and establish procedures that Bierman, Finn, Harper, CPI Training and 8/14-5/15 Teacher/office STAAR, iStation,
support the Texas Behavior Support Initiative All Faculty and Staff Materials, ESC XV documentation, AIMSWeb,
*CPI Grades 10% reduction
*Classroom Management Training---proactive in referrals
stance, causes of misbehavior, consequences
(CHAMPS, etc.)
4. When appropriate, refer students to counseling Bierman, Finn, Harper, Moerbe, Discipline Record, 8/14-5/15 Teacher/office STAAR, iStation,
Services, SAC, SRO, and coordinate efforts with SAC, All Teachers Referral Forms documentation, AIMSWeb,
social service agencies in the community Grades 10% reduction
in referrals
48
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 4: Brady Elementary School will foster a positive school climate where students and staff feel safe
and valued and are given the opportunity to be successful.
OBJECTIVE #4: During the 2014-15 school year, the Brady Elementary School staff morale will increase as evidenced by the staff
survey.
ACADEMIC EXCELLENCE INDICATOR: NA
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 1. Faculty Meetings Bierman, Finn, Harper Activity Funds 8/14-5/15 Observations Staff Survey
*Door Prizes and Refreshments *Team Building
2. Hold Birthday Luncheons (Pot Luck) Bierman, Finn, Harper, Faculty/Staff Activity Funds 8/14-5/15 Observations Staff Survey
3. More direct & frequent opportunities for providing Bierman, Finn, Harper Time, Activity 8/14-5/15 Observations Staff Survey
input through the following: Funds
*Leadership Team
*New Teacher Chats
*Principal/Grade Level or Dept. Assignments
*Campus Leadership Team
*Subject Area Committees
4. Hold Special Activities/Events such as: Bierman, Finn, Harper, 8/14-5/15 Observations Staff Survey
*Adult Egg Hunt Sunshine Committee
*Christmas Party (Campus/District)
*Dress Down, Stress Down
*Periodic Luncheons/Gatherings Activity Funds
*Periodic “Just for Fun” activities Activity Funds
*Monthly Social Committees Activity Funds
*Retreats for Training and Team Building Activity Funds
5. Professional Development/communication
discussed earlier in the plan.
49
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 5: By May 2015, the Brady Elementary faculty and students will proficiently utilize technology equipment
and applications specified by the TEKS for technology.
OBJECTIVE #1: By May 2015, the faculty and students’ needs will be assessed, equipment will be purchased/in working order, and
training will be implemented.
ACADEMIC EXCELLENCE INDICATOR: NA
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Formative Summative
Analysis/Assessment 1. Use data to determine needs for technology Bierman, Finn, Harper, J. Fincher, Survey Results 11/14 STAR Chart to Lessons,
staff development All Teachers determine needs, Observations,
Training STAAR, iStation,
agendas/sign in AIMSWeb
Software/Equipment 1. Purchase additional hardware/repair hardware--- Bierman, Finn, Harper, M. Tarr Technology 8/14-5/15 Equipment Lessons,
(digital cameras, iPads, projectors, etc.) (TC 2c) Funds, Title I Inventory, STAAR, iStation,
Grades AIMSWeb
Instruction 1. Teach TEKS to students during computer classes Bierman, Finn, Harper, Coston, TEKS, Software 8/14-5/15 Student Projects, STAAR, iStation,
and follow-up/integrate skills learned into regular J. Fincher, All Teachers Lesson Plans, AIMSWeb
classrooms for assignment/project completion Grades
(keyboarding included)
2. Use content from math, ELA, science, social Bierman, Finn, Harper, Coston, TEKS 8/14-5/15 Student Projects, STAAR, iStation,
studies TEKS for content while teaching technology J. Fincher, All Teachers Lesson Plans, AIMSWeb
TEKS in the computer classes (Study Island Grades
used during some computer classes to reinforce
Curriculum)
50
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
3. Utilize open computer lab for research, reinforcement Bierman, Finn, Harper TEKS, Software, 8/14-5/15 Grades, STAAR,
of TEKS, word processing/report projects, AR, J. Fincher, All Teachers Technology Funds Lessons, AIMSWeb,
Study Island Lab sign in iStation
4. Utilize classroom computers, laptops, and iPads Bierman, Finn, Harper, computers, iPads, 8/14-5/15 Grades, STAAR, iStation,
to enhance instruction for student engagement J. Fincher, All Teachers Title I funds Lessons AIMSWeb
(TC 2d)
5. Utilize Computers On Wheels (C.O.W.s) in all 4th Bierman, Finn, Harper, laptops, carts, 3/14-5/15 Grades, STAAR, iStation,
and 5th grade classrooms; 2 C.O.W.s for 3rd grade to M. Tarr, 3rd-5th Teachers Technology Funds Lessons AIMSWeb
share to enhance instruction for student engagement,
research, reinforcement of TEKS, projects, etc.
Staff Development 1. Train faculty to utilize equipment and become Bierman, Finn, Harper, ESC XV, 8/12-5/15 Lessons, STAAR, iStation,
proficient with recommended technology applications J. Fincher, All Teachers Time Student AIMSWeb,
(spreadsheets; Gradebook-hints, School Web Pages, Projects, Student Projects
iPads, Photo Scanning, Active Boards, sharing tools, Observations,
Thinking Maps, Eduphoria, databases, Grades,
Photo Scanning, Educator’s Handbook, Agendas,
digital camera, software and web-based Sign ins
programs-Study Island, AIMSWeb, AR, iStation,
TTM, Imagine Learning, etc.)
51
BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN
GOAL # 6: By 2014-15, all students* will be taught by highly qualified professionals and assisted by highly
qualified paraprofessionals. (continued 100%)
OBJECTIVE #1: By May 2015, highly qualified professionals will teach 100% of all classes, and 100% of the professionals and paraprofessionals will receive
high-quality professional development.
*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students,
Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students
ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores; NCLB
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative
1. Provide high quality and ongoing staff development Bierman, Finn, Harper, All Teachers Title I Funds, 8/14-5/15 Lesson Plans/ STAAR,
based on student and campus needs (ex. School Local Funds Observations, AIMSWeb,
Improvement Conference, etc.) Grades iStation
(See Staff Development section included in Goal 1 and 5
pertaining to math, writing, reading, science, social)
studies, and technology) (TC 4)
2. Provide training and collaboration time for teachers Bierman, Finn, Harper, All Teachers Time for Analysis, 8/14-5/15 Planning STAAR,
to review/analyze data and make decisions concerning Lesson Study, Documentation AIMSWeb,
student performance, instruction, TEKS (campus and ESC XV, iStation
individual student performance) Eduphoria
*SAC Meetings Training, etc.
*STAAR Analysis
*Grade Level Planning Meetings (weekly)
*Periodic Meetings with grade level above and below
*New Teacher Chats
*Leadership Team
*Quarterly Vertical Alignment Committee Meetings
*Training included in previous Goals in this CIP.
*Student Review Workshops
52
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative *Analysis of parent surveys, faculty input, 8/14-5/15
student progress, program data
3. Provide training to review/update policies, Bierman, Finn, Harper, All Time for 8/14-5/15 Heighten STAAR,
procedures, Sexual Harassment, Conflict Resolution, Teachers and Paraprofessionals, Training Awareness, AIMSWeb,
discipline, classroom management, Crisis Plan, as applicable Consistent iStation
all Program Services (identification, placement, Procedures,
services, exit, furlough, etc.)---GT, 504, Special Ed., Documentation,
Migrant, Homeless Criteria, Dyslexia Program, ESL, Grades
Tiered Instruction, SAC, Interventions, RTI, etc.
4. Increase number of teachers with ESL certification Bierman, Finn, Harper, Teachers Funds for Fees 8/14-5/15 Number of STAAR, iStation
to better meet the needs of ELL students ESL Cert. AIMSWeb,
5. Hire and retain high quality professionals Bierman, Finn, Harper, All new ESC XV, 8/14-5/15 Retention in the STAAR,
*New staff orientation will be held at teachers (to district/profession), Time for district/profession AIMSWeb,
at the campus levels Mentors, All Teachers Meeting Observations, iStation
*Beginning teachers will be assigned a mentor Lessons
*Teachers new to the district will be assigned
a mentor
*Support meetings for new staff
*Principals hold Student Review Workshops
with teachers
6. Ensure that paraprofessionals hired on or before Bierman, Finn, Harper Employee 8/14-5/15 Employee STAAR,
Jan. 8, 2002, meet the NCLB requirements within Records Records AIMSWeb,
4 years and that those hired on or after Jan. 9, iStation
2002 have completed at least 2 yrs. of study at
higher ed. institution or obtained an associates’
degree or demonstrate knowledge of reading,
writing, and math on an academic assessment
7. Provide need-based training for paraprofessionals Bierman, Finn, Harper, All ESC XV 8/14-5/15 Observations, STAAR,
*Discipline and school climate Paraprofessionals, Ross, Watson Sign-ins, AIMSWeb.
*technology BE Lab Agendas iStation
*attend Regional Academy
*Reading and Math Strategies and Techniques
53
BRADY ELEMENTARTY CAMPUS IMPROVEMENT PLAN
GOAL # 7: Brady Elementary students will receive appropriate intervention assistance and Special Education
assessments and services in a timely manner.
OBJECTIVE #1: By May 2015, 100% Special Education students (and all other students) will receive appropriate interventions in a
timely manner and progress will be monitored and an appropriate alignment of eligibility, services, goals, and state testing level will be
insured.
ACADEMIC EXCELLENCE INDICATOR #1: N/A
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 1. Enhance specific procedures for the following to Bierman, Finn, Harper, Moerbe, Time for Planning/ 8/12-5/15 Accurate Records, STAAR,
insure appropriate alignment of assessments/eligibility/ Coop Diagnostician Training, ESC XV of Spec. Ed. AIMSWeb,
services/state testing/etc.: system, Grades iStation
*transfer students to BE
*withdrawal from BE
*referral to Special Education---RTI
*re-evaluations
*efficient/effective schedules
*LRE for each student
*Alignment of eligibility, services, goals, state
testing
*track and monitor individual student progress
*enhance all teachers’ knowledge of assessments/
accommodations
2. Continue to enhance our Student Achievement Bierman, Finn, Harper, Moerbe, Time for Meeting 8/12-5/15 Documentation, STAAR,
Committee to ensure that students receive appropriate SAC Members Observations, AIMSWeb,
services in a timely manner (appropriate interventions, Continue iStation
progress monitoring, and follow-up); RTI documentation Reduction in
Spec. Ed.
referrals
54
Strategies/Activities Person(s) Resources Timeline Evaluation
Responsible Needed Formative Summative 3. Continue and enhance use of progress monitoring Bierman, Finn, Harper, SAC, AIMSWeb, 8/12-5/15 Documentation, STAAR,
tool (AIMSWEB, iStation, TTM) Special Program Teachers, PK-5 Training, Title I Progress Mon. AIMSWeb,
Tier II-monthly; Tier III-bimonthly (TC 2d, 9) Teachers Funds Data iStation
Staff Development 1. Provide training for above procedures to ensure Bierman, Finn, Harper, All Time for Training 8/12-5/15 Documentation, STAAR,
systematic and timely implementation (Series of review Teachers Progress Mon. AIMSWeb,
sessions throughout the year for all teachers--- Data, Sign ins iStation
Tiered Instruction, Progress Monitoring, etc.) Agenda
2. Provide training addressing use and documentation Bierman, Finn, Harper, All Time for Training 8/12-5/15 Documentation, STAAR,
of modifications/accommodations in the Teachers, Moerbe Sign in, Agenda AIMSWeb,
in the regular classroom iStation