Campus Improvement Plan (K-12) - Edl · TEA PEIMS snapshot Data, Texas Academic Performance Report,...

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2018-19 Campus Improvement Plan

Ben Bolt-Palito Blanco Elementary School

Grades PreK-6

Ben Bolt-Palito Blanco Independent School District

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Mission Statement

Ben Bolt-Palito Blanco Independent School District’s Mission Statement A united community creating foundations to achieve student success. Ben Bolt-Palito Blanco Independent School District’s Vision Statement Inspiring a community to embrace innovation, excellence, and pride. Ben Bolt-Palito Blanco Elementary School’s Mission Statement The mission of Ben Bolt-Palito Blanco Elementary is to provide a nurturing learning environment where all students learn, grow, succeed and rise to a higher standard.

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Ben Bolt-Palito Blanco Elementary School Campus Improvement Plan

2018-19 Comprehensive Needs Assessment Summary

In accordance with state and federal legislative requirements, the staff at Ben Bolt-Palito Blanco Elementary School conducted a comprehensive needs assessment. The needs assessment was conducted to identify gaps in the areas listed below. Data and findings from the comprehensive needs assessment were then used to develop the activities/strategies in the additional sections of the Campus Improvement Plan. Campus Demographics

Grade Level Total AR ESL SE GT 504 ECO

PreK 20 20 1 1 0 0 16

Kinder 30 22 0 2 0 0 18

1st 35 30 0 1 0 0 13

2nd 30 20 2 2 1 4 15

3rd 29 22 2 3 2 3 15

4th 29 15 2 5 1 2 14

5th 36 16 13 3 2 4 26

6th 46 23 1 1 5 3 33

EE 5 5 0 5 0 0 5

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Female-134 Male-125 Hispanic-245 American Indian-0 Asian-0 Black-0 Native Hawaiian-0 White-14 Two-orMore-0 Homeless-0 Title I-254 Dyslexia-16 Special Services: Learning Disability-4 Speech Impairment-13 OHI-2 ID-2 ED-1 Instructional Setting: Speech Therapy-12 Homeound-1 Resource-8 Mainstream-0 Self-Contained-1

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The staff at Ben Bolt-Palito Blanco Elementary School includes 14.5 full-time staff, 10.5 full-time teachers, and 1 administrator. The student population is 0.0% African American, 93.9% Hispanic, 6.1% White, 0% American Indian, 0.0% Asian, 0.0% Pacific Islander, 0.0% Two or More Races. Additionally, the campus serves 86.3% economically disadvantaged students, 4.2% special education students, and 4.2% Limited English Proficient students. The following data was reviewed in relation to campus demographics: TEA PEIMS snapshot Data, Texas Academic Performance Report, Attendance Rate, STAAR Test Results, Student and Staff Demographic Report, Staff Input, Past FOCUS School Improvement Plan, Benchmark Results, TPRI and ESTAR Universal Screener Math Results, Istation Progress Results, Study Island, CLI Engage Progress Monitoring PreK and Kinder, 9 week Failure Rates, 9 week Repot cards, Longitudinal Data, Campus Needs Assessment, Teacher TTES Goal setting and Professional Development and Accelerated Reader Star Reading Results. Upon review of this data, several findings were noted. These findings include: Professional Learning Communities/Academic Collaboration Teams should be established. PLC Time/Academic Collaboration Teams for teachers will be after school as needed and during staff development days. This consists of all teachers, staff, parents, and administrators working together for the interest of our students in so they may be academically successful. Communication between departments, administration, central office and school board should be open in order to resolve issues and exchange ideas that address the needs of our students. Percentage performances for Economically Disadvantaged students are a concern in all academic areas in Writing and Science. Areas of need include: Better communication and alignment between parents, teachers, staff, and administrators to address attendance improvement. One possible improvement is to offer attendance incentives. The campus needs an additional instructional assistant and teacher to meet student educational needs. Recommendation for an additional writing teacher. Student Achievement The following data was reviewed in relation to Student Achievement: TEA PEIMS snapshot Data, Texas Academic Performance Report, Attendance Rate, STAAR Test Results, Student and Staff Demographic Report, Staff Input, Past FOCUS School Improvement Plan, Benchmark Results, TPRI and ESTAR Universal Screener Math Results, Istation Progress Results, Study Island, CLI Engage Progress Monitoring PreK and Kinder, 9 week Failure Rates, 9 week Repot cards, Longitudinal Data, Campus Needs Assessment, Teacher TTES Goal setting and Professional Development and Accelerated Reader Star Reading Results. Upon review of this data, several findings were noted. These findings include: A majority of the students enjoy the school environment/atmosphere, and show great motivation. Ben Bolt-Palito Blanco Elementary School met the standard in the 2018 state accountability system. The overall scaled score was an 81. Our campus goal for the 2019 school year is an overall scaled score of 90. We earned Distinction Designations in Mathematics, Postsecondary Readiness, and Comparative Closing the Gaps. 4th grade writing was overall 52% compared to the state average of 61% and region 2 average of 58%. At the meets level, state is at 38%, region 2 is at 34% and we are at 28%. At the master’s level, state is at 10%, Regions 2 is at 8% and we are at 3%. We need to improve compositions. We need to explore and implement strategies to increase the students interest and motivation to excel in expository compositions, revising and editing. Additional Staff development is needed in 4th grade writing.

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4th grade Reading was overall 72% compared to the state average of 72% and region 2 average of 71%. At the meets level, state is at 45%, region 2 is at 42% and we are at 31%. At the master’s level, state is at 24%, Regions 2 is at 21% and we are at 21%. We need to improve reading scores. We need to explore and implement strategies to increase the students interest and motivation to excel in Reading. Additional Staff development is needed in 4th grade reading. 5th grade Reading was overall 75% compared to the state average of 80% and region 2 average of 78%. At the meets level, state is at 51%, region 2 is at 47% and we are at 43%. At the master’s level, state is at 25%, Regions 2 is at 22% and we are at 9%. We need to improve reading scores. We need to explore and implement strategies to increase the students interest and motivation to excel in Reading. Additional Staff development is needed in 5th grade reading.

5th grade science was overall 51% compared to the state average of 75% and region 2 average of 71%. At the meets level, state is at 40%, region 2 is at 34% and we are at 13%. At the master’s level, state is at 16%, Regions 2 is at 13% and we are at 0%. We need to improve science scores. We need to explore and implement strategies to increase the students interest and motivation to excel in science. Additional Staff development is needed in 5th grade science. In addition, a Living with Science Lab needs to be created in the lower level grades. An instructional assistant can assist teachers to run the lab. 6th grade math was overall 70% compared to the state average of 76% and region 2 average of 72%. At the meets level, state is at 43%, region 2 is at 35% and we are at 33%. At the master’s level, state is at 17%, Regions 2 is at 13% and we are at 13%. We need to improve 6th grade math scores. We need to explore and implement strategies to increase the students interest and motivation to excel in 6th grade math where 75% of the material is brand new to students. Additional Staff development is needed in 6th grade math.

Campus goal is to earn distinctions in 4 out of the possible 6 areas Areas of need include: Target areas of 6th grade math, 5th Grade Science, 4th grade writing and reading scores in grades 4th and 5th. Creating a Living with Science Lab to improve science Curriculum. School Culture and Climate The following data was reviewed in relation to School Culture, Climate, and Organization: TEA PEIMS snapshot Data, Texas Academic Performance Report, Attendance Rate, STAAR Test Results, Student and Staff Demographic Report, Staff Input, Past FOCUS School Improvement Plan, Benchmark Results, TPRI and ESTAR Universal Screener Math Results, I-Station Progress Results, Study Island, CLI Engage Progress Monitoring PreK and Kinder, 9 week Failure Rates, 9 week Repot cards, Longitudinal Data, Campus Needs Assessment, Teacher TTES Goal setting and Professional Development and Accelerated Reader Star Reading Results. Upon review of this data, several findings were noted. These findings include: Ben Bolt-Palito Elementary is located in a rural area. Students, parents and faculty feel safe in this drug and weapon free environment. All exterior doors are kept locked for added security. School facilities could use improvement such as school bathrooms in older wing and the outside playground. Our campus is in need of an ISS facility. This would require replacing personnel that resigned from this area. Covered walk ways from main building to Gym and from PreK to Gym need new roofs/covers. Areas of need include: Security Cameras needed, Fencing around school needs to be fixed to create a secure and enclosed fenced area with limited entry points. Due to the age of the facilities, building bathrooms need to be renovated. The outside environmental conditions have deteriorated playground equipment. Playground needs to be rebuilt for upper grades. Playground for lower elementary is needed. Exterior doors need to meet safety guidelines. 7 out of 11 water fountains on campus are not in working condition, Challenge to consistently enforcement of Discipline Management Plan without ISS facility in place and personnel not being replaced in that position. Create a bullying prevention program.

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Staff Quality, Recruitment, and Retention The following data was reviewed in relation to Staff Quality, Recruitment, and Retention: TEA PEIMS snapshot Data, Texas Academic Performance Report, Attendance Rate, STAAR Test Results, Student and Staff Demographic Report, Staff Input, Past FOCUS School Improvement Plan, Benchmark Results, TPRI and ESTAR Universal Screener Math Results, I-Station Progress Results, Study Island, CLI Engage Progress Monitoring PreK and Kinder, 9 week Failure Rates, 9 week Repot cards, Longitudinal Data, Campus Needs Assessment, Teacher TTES Goal setting and Professional Development and Accelerated Reader Star Reading Results. Upon review of this data, several findings were noted. These findings include: The teacher/student ratio is lower in comparison to the state’s average. For the 2018-19 school year 1 teacher position was filled. Staff has a low turnover rate. The campus hired 1 new teacher. All teachers met highly qualified status in grade level subject core areas. Science teacher is a second-year teacher. Additional ESL certified teachers are needed on our campus. Areas of need include: Retention of highly-qualified staff, critical need area stipends, retention stipends, attendance incentive stipends. Incentives need to be in place for recruitment of high demand areas and retention of highly qualified staff before the end of the 2018-2019 school year. Teachers’ salaries are below salaries of surrounding districts. More time is needed to interpret data and identify what areas students are weak in and to work on those areas in the curriculum. Therefore, teachers will attend addition staff development on understanding the State Accountability System and meet with Academic Collaboration Teams. Staff Development is needed to increase knowledge of grade level TEKS and rigor in focus areas of 4th Writing and Reading, 5th Reading and Science and 6th grade Math. $399.00 membership to Smart Team Building to increase Communication between grade levels, building a school community and family, leadership relationships, grade level teams and staff appreciation and decrease high teacher turnover.

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Curriculum, Instruction and Assessment The following data was reviewed in relation to Family and Community Involvement: TEA PEIMS snapshot Data, Texas Academic Performance Report, Attendance Rate, STAAR Test Results, Student and Staff Demographic Report, Staff Input, Past FOCUS School Improvement Plan, Benchmark Results, TPRI and ESTAR Universal Screener Math Results, I-Station Progress Results, Study Island, CLI Engage Progress Monitoring PreK and Kinder, 9 week Failure Rates, 9 week Repot cards, Longitudinal Data, Campus Needs Assessment, Teacher TTES Goal setting and Professional Development and Accelerated Reader Star Reading Results. Upon review of this data, several findings were noted. These findings include: All teachers use and follow the TEKS Resource System curriculum. CBAs, Weekly Unit tests, End-of-Unit Tests, and Benchmarks are given throughout each 9 weeks and as a semester average. DMAC is used for test banks for assessments, and for disaggregated data. Color Bands Monitoring Initiative is currently being implemented, Technology is implemented into the curriculum. Every student on BB-PB campus is provided with their own electronic device or chromebook to improve AR reading, AR testing, Istation and Study Island usage. Teachers plan collaboratively within their grade level to ensure all teachers are teaching the same TEKS at the same time to give our students equal educational opportunities. During grade level meetings and collaborative team meetings teachers work together to disaggregate and compile data, spiraling TEKS back into the curriculum, while providing interventions for struggling students. The fundamental 5: The formula for Quality Instruction provides the basic practices of quality instruction. Tutoring, small group and RTI time is built into the day during computer and tutorial times at BB-PB campus. We continue to have the need for afterschool tutoring and extended day opportunities to adequately meet accelerating student achievement and learning. Areas of need include: Teachers need campus wide professional development for reading interventions, aligning assessment for rigor and complexity, especially for 4th grade STAAR reading and writing, 5th Reading and Science and 6th grade math, classroom manipulatives. Teaching will need to be done with more rigor. Teachers have voiced the need for more professional development workshops during the year focused toward understanding the specificity of their TEKS in high focus areas only. Teachers also need more professional development on rigor in those high focused areas. More staff development with RTI tiers/process, specific intervention strategies and monitoring progress to use with struggling students is needed. Family and Community Involvement The following data was reviewed in relation to Family and Community Involvement: TEA PEIMS snapshot Data, Texas Academic Performance Report, Attendance Rate, STAAR Test Results, Student and Staff Demographic Report, Staff Input, Past FOCUS School Improvement Plan, Benchmark Results, TPRI and ESTAR Universal Screener Math Results, I-Station Progress Results, Study Island, CLI Engage Progress Monitoring PreK and Kinder, 9 week Failure Rates, 9 week Repot cards, Longitudinal Data, Campus Needs Assessment, Teacher TTES Goal setting and Professional Development and Accelerated Reader Star Reading Results. Upon review of this data, several findings were noted. These findings include: Parental support has a direct correlation to increasing academic success, therefore, a need for a partnership between school and parents, parent activities is important. Parent activities are provided throughout the year through Meet the Teacher, Thanksgiving luncheon, and various school programs and field trips. Communication is available on various social media accounts and the district/ campus website. No official parent-teacher organization is in place.

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Areas of need include: Establishing a PTA/PTO that can provide the campus with more parental communication and support is needed. Parent volunteers can assist with academic and extracurricular activities.

School Context and Organization The following data was reviewed in relation to Family and Community Involvement: TEA PEIMS snapshot Data, Texas Academic Performance Report, Attendance Rate, STAAR Test Results, Student and Staff Demographic Report, Staff Input, Past FOCUS School Improvement Plan, Benchmark Results, TPRI and ESTAR Universal Screener Math Results, I-Station Progress Results, Study Island, CLI Engage Progress Monitoring PreK and Kinder, 9 week Failure Rates, 9 week Repot cards, Longitudinal Data, Campus Needs Assessment, Teacher TTES Goal setting and Professional Development and Accelerated Reader Star Reading Results. Upon review of this data, several findings were noted. These findings include: The attitudes and beliefs of persons both inside the school and in the external environment, the cultural norms of the school, and the relationships between persons in the school, each of these factors may present barriers to change or a bridge to long-lasting implementation of school improvement. Teachers tutor during the school day. Teachers are provided with a limited budget for instructional supplies. Teachers are given conference time, limited resources, and funds to plan for instruction. Teachers are grouped by grade level in the same general area. Our campus is on one set schedule, and classroom design provides efficiency and purpose. More professional development which focuses on the RTI process and interventions is needed. Providing teachers with more professional development regarding instructional techniques which will provide the struggling student with effective research-based interventions within the regular classroom is also needed. Areas of need include: Departments need time for collaborative and vertical alignment planning. This will be addressed by providing team collaboration time after school and staff development days. We currently have teachers of the same grade level share planning periods. Having teachers of the same core area share an additional planning periods could serve as to benefit instruction. Teachers need to be provided with a budget for rigorous planning. Teachers are not given adequate resources, or appropriate funds to plan for instruction regarding rigorous expectations. Shared goals – clarity and commitment to intellectual goals for students. A school organization and policies that encourage academic achievement and a degree of flexibility. A strong basic and academic curriculum with student grades based on a large sample of student work including cumulative quarterly exams. A widely shared school culture that supports respect for individuals, provides safety, and places priority on academic work. A school-community relationship that is supportive due to a positive image of the school in the community. Technology The following data were reviewed in relation to Family and Community Involvement: Classroom Inventories, Technology equipment and facilities report Upon review of this data, several findings were noted. These findings include: Infrastructure improvements have occurred and been made. Technology Server room(s) relocation job started on campus years ago has not been completed. A traveling chromebook cart with a class set of chromebooks are needed to replace lose of campus computer lab. Chromebooks for 3rd grade need to be purchased this year.

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Areas of need include: With the use of chromebooks, teachers will create weekly lessons that involve the use of the interactive whiteboards and handheld and/or chromebook devices issued to each student on campus. Students will utilize handheld devices (i.e. tablets, kindles, chromebooks and mini-ipads) for instruction and learning. Utilization of instructional software to enhance student achievement (i.e. Accelerated Reader, Study Island (K-6), ABC Mouse, Starfall, iStation(K-6), Estarr, and Moby Mack) through various computer programs and software could be used to provide support to instruction. Educate all students on importance of cyber safety, so that all students may be successful digital citizens.

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Areas to Celebrate

STP Area Indicator Description of Activity Evidence of Success

Students

Subjects

Reading/ELA Focus and continue AR Program to increase vocabulary and to build Reading endurance for STAAR Test, 9 Week Reward for Top AR Readers, Student Success Prescription using Color Bands based on results of semester exams, School Day STAAR Camps, Differentiate Instruction, Use Ipads/Tablets/Chromebooks for Novel Study, Builds fluency and endurance through weekly passages, Study Island, Istation

Campus Met State Standards

Writing Implementation of Writing Academy and provide activities across the curriculum

Math Math vocabulary across the curriculum, Computer based programs ( Student Success Prescription based on results of semester exams using Color Bands, STAAR Camps, Differentiate Instruction, Math Projects, Spiraling Warm Ups, Study Island

Campus Met State Standards, Earned TEA Distinction Designation in Mathematics

Science Soil Conservation Poster Contest, Identify and integrate reading skills in Science, Vocabulary Building, Hands-on Projects, Edusmart Program Whats the Science software Called that we ordered

Social Studies Celebration of Hispanic Heritage Month, Identify and integrate reading skills in Social Studies,

Subgroups All BB-PB Elementary in the Top 25% in Closing Performance Gaps in Texas 2018 Distinction Designation Accountability

Summary

Social/ Emotional

Discipline Classroom Good Behavior Incentives

Attendance Attendance Incentives and rewards Attendance %

Extracurricular UIL Academics participation in speaking, writing, music, art, chess and literary events

Teachers

Professional Development Incorporating Technology into the classrooms, Smart Board Training, Vertical Planning Training Visible in Classroom Observations

New Staff Assigned Mentor Teachers

Retention

Qualifications

Parents

Participation Thanksgiving Parental Involvement Luncheon, HEB Mother’s Day Cake, Field Day, Christmas Program

High Parental Attendance at Events

Communication Addition of Social Media Accounts (Blackboard Connect, Remind), and Updates on Website

High Volume of Visitors to Websites

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2018-19 Campus Improvement Plan for Ben Bolt-Palito Blanco Elementary School

Area of Focus: Campus Culture

District Priority: The district will maintain an engaging environment conducive to student learning and employee effectiveness.

Campus Performance Objective: Throughout the current academic school year, Ben Bolt-Palito Blanco Elementary will implement and emphasize a rigorous and challenging aligned curriculum so all students can perform at higher levels of achievement.

Formative Evaluation:

Students

Strategies Codes Target Group Person(s) Responsible Resources Timeline

1 Study Island All Teachers Study Island Curriculum 2018-19 School Year

2 UIL Academic Activities All Teachers UIL Activities 2018-19 School Year

3 Use of Technology in the Classroom All Teachers, Computer Lab Asst. Google in the classroom, Ipads, Chromebooks, interactive whiteboards, handheld devices, instructional software, cyber safety

2018-19 School Year

4 Accelerated Reader Program (AR) All Teachers, Library Aide AR Program 2018-19 School Year

5 Reading and Math STAAR Camps 3rd – 6th Grade Administrator, Teachers Benchmark/CBA data, DMAC 2018-19 School Year

6 I-Station Program All Teachers, Computer Lab Asst I-Station Program 2018-19 School Year

Teachers


1 Leadership Team Meetings All Administrator, Teachers Meeting Agendas, 2018-19 School Year

2 Professional Learning Communities All Administrator, Curriculum Director, Central Office Staff

Principal’s Leadership Community

2018-19 School Year

3 Mentorship Program All Administrator, Teachers Veteran Teachers, Administrator

2018-19 School Year

4 Fundamental 5 Model Lesson Plan Design All Administrator, Teachers Google Drive Lesson Plans 2018-19 School Year

5 TEKS RESOURCE System-Continuous adjustments to Instructional Timelines

All Administrator, Teachers TEKS Resource Website, Instructional timelines,

2018-19 School Year

6 Data Disaggregation Utilizing DMAC, Color Bands and Lead4ward resources

All Administrator ,Counselor Teachers

Software, Assessment Results, Lead4ward Resources

2018-19 School Year

7 Professional Development All Administrator, Teachers ESC2 2018-19 School Year

8 Technology Improvement All Administrator, Teachers Rural School Grant 2018-19 School Year

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Teachers


9 Benchmark, Six Weeks and Semester Exams All Administrator, Teachers DMAC Disaggregated Data 2018-19 School Year

10 Retain and recruit certified and highly qualified staff All Administrator, Curriculum Director, Central Office Staff

High Qualified Handbook Certification Programs, Transcripts, Performance based Academic Coaching Teams, Retention Stipends

2018-19 School Year

11 Data Driven ARD, LPAC Meetings All Administrator, Teachers, Counselor, parents, Special Education Director, LPAC Committee

Assessment results, Benchmarks/CBA, DMAC, teacher information, IEP

2018-19 School Year

Parents


1 Instructional Progress Conversation Meetings All Administrator, Teachers, Counselor, parents, Special Education Director


2018-19 School Year

2 Data Driven ARD, LPAC Meetings All Administrator, Teachers, Counselor, parents, Special Education Director, LPAC Committee


2018-19 School Year

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Area of Focus: Student Safety

District Priority: The district will maintain a safe and disciplined environment conducive to student learning and employee effectiveness.

Campus Performance Objective: Ben Bolt-Palito Blanco Elementary will utilize various emergency response plans, discipline management techniques, and safety oriented measures to encourage all students to consistently demonstrate positive behavior characteristics to increase student achievement.


Students


1 Receive a copy of the Student Code of Conduct at initial staff meeting of school year.

All Administrator, Teachers, Paraprofessionals, Counselor

Student Handbook, Attendance Roster

2018-19 School Year

2 Implement classroom discipline management plans. All Administrator, Teachers

Parent/Student Handbook, Class Discipline Plan

2018-19 School Year

3 Monitor student discipline referrals and provide strategies. All Administrator, Teachers

Discipline Referral Forms

2018-19 School Year

4 Provide a safe and orderly environment conducive to learning through daily routines on the campus by effectively displaying and communicating classroom rules.

All Administrator, All Campus Personnel

Classroom resources 2018-19 School Year

5 Provide lessons on appropriate behavior to reduce student misbehaviors in order to provide a safe environment.

All Administrator, All Campus Personnel, Counselor, Coastal Bend Wellness Foundation

Cops in Schools and Classroom Resources, Project Turnaround

2018-19 School Year

6 Provide information on Character Education. Prepare Character Education posters to display in designated areas in the school to increase students’ positive behavior and thus enhance the learning environment.

All Administrator, All Campus Personnel, Counselor, Coastal Bend Wellness Foundation

Handouts, Project Turnaround

2018-19 School Year

7 Too Good for Drugs Curriculum 1st – 6th grades Educatioan Specialists from Coastal Ben Wellness Foundation

Project Turnaround, Fall 2018 Once a week for 10 weeks

8 Campus Counseling Services All Counselor Campus Counselor 2018-19 School Year

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Students


8 Emergency Response Plans All Administrator, teachers, staff, Sheriff Department

Fire Drills, Emergency Campus Plans, Evacuation drills, lock-down drills, tornado drills

2018-19 School Year

9 Medical Response, AED(Automated External Defibrillator) Trained Personnel

All Nurse, coaches, Administrator nurse medical supplies 2018-19 School Year

10 Cyber Safety Lessons All Administrator, Computer Lab Instructional Assistant

Student Cyber Safety Lesson 2018-19 School Year

11 Positive reinforcement of proper behavior All Administrator, Campus Staff Various incentives 2018-19 School Year

12 Bus Safety Procedures All Coaches, All Aboard District Supervisor

2018-19 School Year

Teachers


1 Non- Violent Crises Intervention training program All CPI Team ESC 2 Training -PBIS 2018-19 School Year

2 CPR/AED training All All campus staff CPR/AED Certified Trainer 2018-19 School Year

3 Diabetic training All Health Management team ESC-2 Training 2018-19 School Year

4 Signs of Child Abuse training All Administrator, coaches, nurse, teachers

State agencies, CPS 2018-19 School Year

Parents


1 School - Home Contacts All Administrator, Teachers, Various Communication Tools 2018-19 School Year

Campus Improvement Plan for Palito Blanco Elementary School 16 of 50 11/29/18


Area of Focus: Attendance

District Priority: The district will maintain a safe and disciplined environment conducive to student learning and employee effectiveness.

Campus Performance Objective: Throughout the 2018-18 academic school year, Ben Bolt-Palito Blanco Elementary will utilize various communication strategies to support increased student achievement by focusing on improved student attendance. Campus attendance will improve to 95% by implementing attendance incentives throughout the year.


Students


1 Reward students for attending school regularly and for end-of-year perfect attendance.

Students Administrator, Teachers Compensatory and Campus Activity Funds Announcements for motivation

Nine-Weeks and end-of-year

2 Provide opportunities for students to celebrate attendance successes.

Students Administrator, Teachers

Compensatory Fund/Activity Fund

2018-19 School Year

3 Ongoing monitoring of student attendance will be on-going daily, weekly, monthly and annually.

Students Administrator, Attendance Committee, Teachers

Student Listing of attendance 2018-19 School Year

4 Free Dress Code Friday incentive will be provided Students Administrator, Teachers Attendance Reports 2018-19 School Year

5 Attain an overall attendance rate of 95% All Administrator, Teachers Student Attendance Handbook, Attendance Records, Truancy Court

2018-19 School Year

6 Positive Phone Calls All Administrator, Teachers District Phone System 2018-19 School Year

7 Student of the Month Recognition All Administrator, Teachers Teacher Information 2018-19 School Year

8 Work with Truancy Court and Officials All Administrator, Truancy Court, Officials, Teachers, Parents, Students

Truancy Court, State Officials 2018-19 School Year

9 Calendar of Events/District Web Page All Administrator/ Web Master, Technology Personnel

Campus Staff emails, announcements, District Web Page

2018-19 School Year

10 Parent-Teach-Student Conference and Notes from Remind All Administrator, Counselor, Teachers

Technology, Various forms of Communication, Remind System

2018-19 School Year


Students


11 Progress Report, Report Cards All Administrator, Counselor, Teachers

Gradebook Technology 2018-19 School Year

Teachers


1 Progress Report, Report Cards Teachers Administrator, Teachers, Counselor

Gradebook, Technology 2018-19 School Year

2 Positive Phone Calls and emails Teachers Administrator, Teachers, Counselor

Remind system, 2018-19 School Year

Parents


1 Campus developed plans to increase parent participation All All Administration, District Web Site, Communication

2018-19 School Year

3 Parent-Student Teacher Conference All Administrator, Teachers Technology, Various Forms of Communication

2018-19 School Year

6 Parental Involvement Day All Administrator, Teachers Campus Facilities, Website, Flyers, Technology

2018-19 School Year



Area of Focus: College and Career Readiness

District Priority: Help students plan for life beyond graduation (1B-7)

Campus Performance Objective: Throughout the 2018-19 academic year, Ben Bolt-Palito Blanco Elementary will focus on continuing to implement a learning environment designed to prepare students for post-secondary education or a chosen career field.


Students


1 College Readiness and Awareness Parents and Students Teachers 2018-19 School Year

2 College Awareness T-Shirt Day All Administrator, Teachers Website 2018-19 School Year

3 Prepare lessons and teach students according to the TEKS (Texas Essential Knowledge Skills)

All Administrator, Teachers, ACE program, Students

TCMPC, TEA Website, ESC2, CTE

2018-19 School Year

4 Provide students with opportunities to promote colleges and career pathways

All Administrator, Teachers, Parents, Students

Universities, Trade Schools, CTE Personnel

2018-19 School Year

5 Provide services for academic readiness 6th Administrator Advanced Academic Courses, PAP Englich and PAP Math Classes, Texas Instruments Inspire Calculators, electronic readers for eBooks

2018-19 School Year

Teachers


1 Provide services for academic readiness All Administrator, Teachers, Parents, Students

DMAC, TOMPC, TEKS, TEA 2018-19 School Year

2 Challenge students at all levels, and offer incentives All Administrators, Teachers, Parents, Students

DMAC, TCMPC, TEKS,TEA, T-TESS

2018-19 School Year

3 College T-Shirt and banners to provide personal awareness of college readiness

All Administration, Teachers Personal Information, Technology

2018-19 School Year


Parents


1 Offer career and college information All Administrator, Teachers, Parents, Students

School Website, Meetings, Communication Tools, Career Day

2018-19 School Year


2018-19 Campus Improvement Plan for Palito Blanco Elementary School

Area of Focus: Mathematics

STAAR Results

Grade Group Tested

2018 Approaches 2019 Target Score 2018 Meets 2019 Target Score 2018 Masters 2019 Target Score

3 All 30 87 90 57 65 33 35

3 Hispanic 27 85 90 56 65 30 35

3 Am. Indian 0

3 African Am. 0

3 White 3 - - - - - -

3 Two or More 0

3 Eco. Dis. 26 85 90 54 75 31 35

3 LEP Current 2 - - - - - -

3 LEP M1 0

3 LEP M2 0


STAAR Results

Grade Group Tested


4 All 29 86 90 69 65 38 35

4 Hispanic 27 85 90 70 75 37 40

4 Am. Indian 0

4 African Am. 0

4 White 2 - - - - - -

4 Two or More 0

4 Eco. Dis. 24 88 90 67 70 38 40

4 LEP Current 2

5 All 44 86 90 38 55 30 34

5 Hispanic 34 85 90 68 55 28 32

5 Am. Indian 0

5 African Am. 0

5 White 4 - - - - - -

5 Two or More 0

5 Eco. Dis. 35 89 93 71 75 31 35

5 LEP Current 3 - - - - - -

6 All 30 70 80 33 55 13 30

6 Hispanic 29 69 80 34 55 14 30

6 Am. Indian 0

6 African Am. 0

6 White 1 - - - - - -

6 Two or More 0

6 Eco. Dis. 24 67 80 38 55 13 30

6 LEP Current 1 - - - - - -


District Priority: Ensure that student competencies reach or exceed grade-level standards in reading, writing, mathematics, science, and social studies.

Campus Performance Objective: The Goal for Ben Bolt-Palito Blanco Elementary is for all student groups to score at or higher than 90% meeting the Approaches Level, with 55% meeting Meets Level and 30% meeting Masters Level.


Students


1 Students will be assessed via benchmarks, and campus faculty will use data to identify students strengths and weaknesses to develop interventions

All Core Area Teachers DMAC, TEKS Resource, Study Island, I-Station, Color Bands

2018-19 School Year

2 Students that require special attention will be supported by campus developed plans to improve areas of concerns

All Core Area Teachers DMAC, TEKS Resource, Study Island, I-Station, Color Bands, Tutoring

2018-19 School Year

3 Vertical alignment meeting as needed All Core Area Teachers DMAC, TEKS Resource, Study Island, I-Station, Color Bands Tutoring

2018-19 School Year

4 Provide tutorials during the school day (Center for Continuing Education- STAAR Preparation Program)

All Core Area Teachers Program Resources 2018-19 School Year

5 Create mini benchmarks/nine weeks tests to frequently monitor progress of specific STAAR skills

All Core Area Teachers Student Test Scores ,Color Bands, DMAC Data

2018-19 School Year

6 Prepare and adjust time lines All Core Area Teachers Student Data, TEKS/STAAR Categories, Color Bands

2018-19 School Year

7 Create profiles of student performances and focus instruction on areas of weakness

All Core Area Teachers Action plan, Students list by Special Pops, Color Bands

2018-19 School Year

8 Identify the special population students so teachers are aware of subgroups

All Core Area Teachers Action Plan, Student Lists by Special Pops, Color Bands

2018-19 School Year

9 Conduct classes with bell to bell instruction All Core Area Teachers Informal and Formal Walkthroughs

2018-19 School Year

10 Provide a variety of appropriate content area curriculum All Core Area Teachers Inventory resources and manipulatives, list of online resources, Google Classroom, Chromebooks, Interactive whiteboards

2018-19 School Year

Teachers


1 Teachers will receive training and support on the proper use of district tools and programs in order to best support their students

All Administrator, Teachers ESC2, Program Specialists 2018-19 School Year

2 Design lessons and assessments that align with state standards, and prepare students to succeed on local and state assessments.


TEA, TCMPC, ESC2, Program specialists

2018-19 School Year


Teachers


3 Teachers will identify student weaknesses and implement proper intervention


District Tech Programs, TEA, TCMPC, ESC2, Program Specialists

2018-19 School Year

4 Provide students with technology using the I-Pads, tablets, and Chromebooks

All Teachers Technology 2018-19 School Year

5 DMAC Data need assessments All Teachers Technology 2018-19 School Year

Parents


1 Employ campus developed plan to provide/encourage parents to become involved in the process of educating their student and assisting with success on local/state assessments


District Website, Grade Speed, and Numerous Communication Methods

2018-19 School Year

2 Parent contact on student Progress during the nine week period (at least by the 3rd week and 6th week within that nine weeks period)

All Core Area Teachers Contact logs, DMAC 2018-19 School Year



Area of Focus: Reading/English Language Arts

STAAR Results

Grade Group Tested


3 All 30 90 92 60 65 40 45

3 Hispanic 27 89 92 56 61 33 38

3 Am. Indian 0

3 African Am. 0

3 White 3 - - - - - -

3 Two or More 0

3 Eco. Dis. 26 88 92 58 63 38 43

3 LEP Current 2 - - - - - -

-3 LEP M1 0

3 LEP M2 0


STAAR Results

Grade Group Tested


4 All 29 72 80 31 55 21 30

4 Hispanic 27 70 80 30 55 19 30

4 Am. Indian 0

4 African Am. 0

4 White 2 - - - - - -

4 Two or More 0 80

4 Eco. Dis. 24 71 80 29 55 17 30

4 LEP Current 2 - - - - - -

5 All 44 75 80 43 55 9 30

5 Hispanic 40 73 80 40 55 10 30

5 Am. Indian 0

5 African Am. 0

5 White 4 - - - - - -

5 Two or More 0

5 Eco. Dis. 35 77 80 46 55 6 30

5 LEP Current 3 - - - - - -

6 All 30 83 85 37 55 23 30

6 Hispanic 29 83 85 34 55 21 30

6 Am. Indian 0

6 African Am. 0

6 White 1 - - - - - -

6 Two or More 0

6 Eco. Dis. 24 79 80 33 55 17 30

6 LEP Current 1 - - - - - -


District Priority: Ensure that students’ competencies reach or exceed grade-level standards in reading, writing, mathematics, science, and social studies.

Campus Performance Objective: The Goal for Ben Bolt-Palito Blanco Elementary is for all student groups to score at or higher than 90% meeting the Approaches Level, with 55% meeting Meets Level and 30% meeting Masters Level.


Students


1 Students will be assessed via Benchmarks, and campus faculty will use data to identify students strengths and weaknesses to develop interventions using colorbands

All Core Area Teachers DMAC, IStation, Study Island, Add Stem Scopes on this page,

2018-19 School Year

2 Students that require special attention will be supported by campus developed plans to improve areas of concerns

All Core Area Teachers

DMAC, IStation, Study Island, Tutoring

2018-19 School Year

3 Monitor benchmark results and nine weeks exams to drive STAAR interventions with colorbands

All Core Area Teachers DMAC, IStation, Study Island, Tutoring

2018-19 School Year

4 Use benchmark results and nine weeks exams to drive and adjust TEKS timelines

All Core Area Teachers DMAC, IStation, Study Island, Tutoring

2018-19 School Year

5 Teachers will identify special population groups and monitor targeted interventions with colorbands

All Core Area Teachers PEIMS, STAAR Action Plan 2018-19 School Year

6 Provide tutorials during the school day All Core Area Teachers DMAC, Tutoring, Assessment Results

2018-19 School Year

7 Provide STAAR tutorial during school day All Core Area Teachers DMAC, Assessment Results 2018-19 School Year

8 Provide bell to bell instruction All Core Area Teachers Walk Throughs 2018-19 School Year

9 Create data driven individualized instructional plan All Core Area Teachers DMAC, Study Island, Assessment Results

2018-19 School Year

10 Prepare and adjust timelines All Core Area Teachers Student data, TEKS/STAAR 2018-19 School Year

11 Put something here about colorbands All Core Area Teachers DMAC, ColorBands, 2018-19 School Year

Teachers


1 Professional development for teachers on the use of district tools and programs in order to best support their students

All Administrators, Teachers ESC2, Gloria Rivera (ColorBands)

2018-19 School Year

2 Lessons plans and assessments aligned with state standards to prepare students to succeed on local and state assessments.

All Administrators, Teachers TEKS Resource 2018-19 School Year

3 Teachers will identify student weaknesses and implement proper interventions: Study Island, IStation, Accelerated Reader, STAAR Reading Mater, STAAR Math Master, STAAR Science Master, STAAR Ready Math, STAAR Ready Reading, Reading and Math STAAR Mentoring Minds,

All Administrators, Teachers DMAC 2018-19 School Year


Parents


1 Employ campus plans to encourage parents to become involve in the process of educating their child and assisting with the success on local and state assessments

All Administrator, Teachers, Parents,

Campus Communication Methods

2018-19 School Year

2 Parent contacto n student progress during the nine week period All Core Area Teachers Contact logs, DMAC, Grade book

2018-9 School Year



Area of Focus: Academics/Curriculum

District Priority: All teachers in grades K-6 will teach the TEKS-Texas Essential Knowledge and Skills in all subject areas and ensure that all students will complete all grade level TEKS.

Campus Performance Objective: 90% of all student groups, At-Risk Students, Hispanic, White, Economically Disadvantaged taking the STAAR Reading and Math exams will meet or exceed minimum expectations.


Students


1 High expectations will be set for all students All Administrator, Teachers TEKS Resource Curriculum, Lesson Plans,

2018-19 School Year

2 Disaggregate and review post assessment data from STAAR, TPRI, and EStar to analyze instructional strengths and weaknesses.

All Administrator, Teachers STAAR, TPRI, ESTAR, 2018-19 School Year

3 Curriculum Alignment and Mapping will be an on-going process to eliminate gaps in teaching.

All Administrator, Teachers

TEKS Resource System 2018-19 School Year

4 Students in need of remediation will be enrolled in STAAR remediation/enrichment classes and/or attend assessment tutorials

All Teachers, Administrator

STAAR Reading Mater, STAAR Math Master, STAAR Science Master, STAAR Ready Math, STAAR Ready Reading, Reading and Math STAAR Mentoring Minds,

2018-19 School Year

5 Administer TPRI, EStar and/or STAAR Benchmarks to all students (K-6) 3 times a year to determine targeted areas for improvement.

All Teachers

TPRI, ESTAR and Benchmarks

2018-19 School Year

6 Display progression of student achievement as per benchmarks utilizing a visual chart with colorbands.

All Administrator, Teachers

Progress Charts Data using Colorbands

2018-19 School Year

7 Increase all teacher communication through a variety of means. All Administrator, Teachers

Principal 2018-19 School Year

8 Using district curriculum alignment, all students will be taught TEKS for mastery at each grade level

All Administrator, Teachers TEKS Resource System 2018-19 School Year


Students


9 Tutorials will be offered for identified students. All Administrator, Teachers, 2018-19 School Year

10 Administer practice assessments to K- 6th graders to identify and/or progress monitor areas that need improvement.

All Administrator, Teachers STAAR Release Tests, DMAC

2018-19 School Year

11 Increase students’ participation in the AR program. All Administrator, Library Aide, Teachers

AR Program AR Library Books

2018-19 School Year

12 Provide intervention for grades PreK-6 through on campus tutorials for all at-risk students.

All Administrator, Teachers Tutorial Schedule, Student Sign-In

2018-19 School Year

13 Provide a plan of intensive intervention for identified at risk students including Sp. Ed. (PreK-6)

All Administrator, Teachers Intensive Intervention Plan Assessment Data

2018-19 School Year

14 Provide incentives for all students for building motivation and stamina.

All Administrator, Teachers Fun Day, Rewards, Awards, Activity Funds

2018-19 School Year

15 Students in need of remediation will be placed in small group tutorial sessions for targeted instruction

All Administrator, teachers State Compensatory Education Funds

2018-19 School Year

16 Integrate Special Ed. related services with student(s) and defining of learning environments (gen. /Sp. Ed.)

All Administrator, Teacher List of Related Services 2018-19 School Year

17 Disaggregate and review reading and math STAAR Results to analyze and plan for targeted areas.

3rd – 6th Grade Administrator, Teachers DMAC, STAAR, EStar, TPRI 2018-19 School Year

18 Provide a 3-tier framework for instruction for all students. All Administrator, Teachers EStar math, Benchmarks, Teacher informal Data,

2018-19 School Year

19 Students will improve in math and reading objectives that emphasize higher order thinking skills, problem solving strategies, and assessing STAAR formatted questions

All Teachers Blooms Taxonomy 2018-19 School Year

20 Utilize Failure Document when a student is failing. All Administrator, Teacher, Failure Plan 2018-19 School Year

Teachers


1 Attend staff development in Math/Reading strategies/centers. All Administrator, Teachers ESC2 2018-19 School Year

2 Monitor implementation of core reading program and intervention strategies.

All Administrator, Teachers Imagine It, Texas Treasure 2018-19 School Year

3 Use Process Writing as a strategy to improve writing skills with emphasis in EL.

All Administrator, Teachers Writing Curriculum 2018-19 School Year

4 Keep a portfolio per student. All Administrator, Teachers Writer’s Notebooks 2018-19 School Year


Teachers


5 Teachers will attend professional development for implementation of TEKS

All Administrator, Teachers ESC2 2018-19 School Year

6 Teachers will teach all TEKS for mastery. All Administrator TEKS Resource System 2018-19 School Year

7 Provide instruction on the use of data assessment to design instruction in the classroom.

All Administrator, Teachers DMAC, TEKS Resource Curriculum

2018-19 School Year

8 Attend staff development to improve on learning strategies All Administrator, Teachers 2018-19 School Year

Parents


1 For implementation of students’ success initiative, parents will be provided information regarding the initiative in a variety of ways including, but not limited to letters and conferences.

All Administrator, Teachers, Parent

Policy EIE (local) 2018-19 School Year



Area of Focus: Parental Involvement

District Priority: To develop a more comprehensive partnership in home, school and community to promote self-esteem and academic growth of students.

Campus Performance Objective: 1. Increase parental involvement as per volunteer activities at school.


Students


1 Expand the home-school communication via campus meetings such as per Title I Parental Involvement Policy, parent/teacher conferences, ESL-LPAC, notices, and updates to parents.

All Administrator, Teachers Title 1 Funding Resources Newsletters, Updates Compensatory Funds

2018-19 School Year

2 Send student handbook to parents in order to inform and update school guidelines and information.

All Administrator, Teachers Student Handbook, Handouts 2018-19 School Year

3 Work in conjunction with parents as our partners in education to promote student successes and as per parent involvement Policy. (See Appendix A)

All Administrator, Teachers Title 1 Funding Resources

2018-19 School Year

4 Conduct Pre-K Round Up. All Administrator, Pre-K Teacher Information Packets, Parent Notices Flyers

2018-19 School Year

5 Provide parents with school information and through various ways of communications.

All Administrator, Teachers Attendance Forms, Refreshments, Handouts

2018-19 School Year

Teachers


1 Hold parent conference to inform parents of grade level expectations.

All Administrator, Teachers Grade Level Requirements Parent Invitations

2018-19 School Year


Parents


1 Parents will, in cooperation with the school, organize fundraisers to promote school wide incentives

All Administrator, Teacher, Parents

Parents 2018-19 School Year



Area of Focus: Technology

District Priority: To increase the effectiveness of teaching/learning through the use of technology.

Campus Performance Objective: 1. Continue the use of technology to enhance instruction and teacher effectiveness. 2. Continue online technology to enhance student instruction.


Students


1 Continue current integration of technology using the following: Study Island, IStation, Accelerated Reader, Moby Mack

All Administrator, Teachers Grade Book, Computer Programs, Study Island

2018-19 School Year

2 Utilize wireless Chromebooks, Smart Boards, tablets and I Pads. All Administrator, Teachers Chromebooks, Smart Boards, tablets and I Pads

2018-19 School Year

3 Technology literacy will be monitored for all staff and students by providing annual surveys and assessment through STAAR Chart

All Administrator, Curriculum Director

DMAC 2018-19 School Year

Teachers


1 TXEIS System will be used to monitor attendance and PIEMS information

All Administrator, PIEMS TXEIS System 2018-19 School Year

2 DMAC will provide teachers with data to improve instruction

All Teachers DMAC 2018-19 School Year

3 Technology literacy will be monitored for all staff and students by providing annual surveys and assessment through STAAR Chart

All Administrator, School Staff DMAC, Other Forms of Technology

2018-19 School Year


Teachers


4 Utilize ESC Database for Reading and Math, DMAC for managing, benchmarks and reports, Smart Board for instruction.

All Administrator, Teachers ESC 2, Other Forms of Technology 2018-19 School Year

Parents


1 Parents' monitor students grades through Grade Speed All District Designee, Parents Grade Speed Parent Portal 2018-19 School Year



Area of Focus: Area of Focus: Writing

STAAR Results

Grade Group Tested

2018 Approaches 2019 Target Score 2018 Meets 2019 Targeted Score 2018 Masters 2019 Targeted Score

4 All 29 52 80 28 55 3 30

4 Hispanic 37 52 80 26 55 0 30

4 Am. Indian 0

4 African Am. 0

4 White 2 - - - - - -

4 Two or More 0

4 Eco. Dis. 24 50 80 25 55 0 30

4 LEP Current 2 - - - - - -

4 LEP M1 0

4 LEP M2 0

District Priority: Ensure that students’ competence reaches or exceeds grade-level standards in reading, writing, mathematics, and science.

Campus Performance Objective: By 2019, Ben Bolt-Palito Blanco Elementary will be on track in meeting the Every Student Succeeds Act (ESSA) expectation that students will demonstrate exemplary performance on their state assessments. All students will master at or above state averages on STAAR Writing objectives. All student groups in Science and Writing will score at or above 80% approaches mastery on STAAR tests, with 55% of all students achieving Meets status and 30% of all students achieving Masters status.



Students


1 Use mini benchmarks/six weeks tests to frequently monitor progress of specific TAKS skills

All Core Area Teachers Student test scores, posting of benchmarks as needed

As scheduled (end of nine weeks)

2 Vertical alignment meeting as needed All Core Area Teachers Vertical alignment documents per grade level

As needed

3 Prepare and adjust timelines All Core Area Teachers Student data, TEKS/STAAR Objectives

2018-19 School Year


All Core Area Teachers Action plans, student lists by special population

2018-19 School Year


All Counselor Action plans, student lists by special population

2018-19 School Year

6 Conduct classes with bell-to-bell instruction All Core Area Teachers Informal and formal walk-through

2018-19 School Year

7 Provide a variety of appropriate content area curriculum

• Writing vocabulary (e.g., transitional words) • Figurative language

All Core Area Teachers Inventory resources and manipulatives, list of online

resources, Compass Learning computer program for

research papers

2018-19 School Year


Teachers


1 Provide extended day tutorials All Core Area Teachers Principal

Tutorial lists & attendance documentation, TEKS/STAAR mastery

2018-19 School Year

2 Teacher Staff Development All Core Area Teachers Writing Academy, Writing Curriculum

2018-19 School Year

Parents


1 Parent contact on student progress during the nine week period (at least by the 3rd week and 6th week within that six weeks period)

All Core Area Teachers Principal

Contact logs, DMAC 2018-19 School Year

2 Staff will be involved in conducting a Family Night to engage parents in their child’s education

All Campus-wide Staff

Parent sign-in sheets, 2018-19 School Year


Campus Improvement Plan for Ben Bolt-Palito Blanco Elementary

Area of Focus: Science

STAAR Results

Grade Group Tested

2018 Approaches 2019 Target Score 2018 Meets 2019 Targeted Score 2018 Masters 2019 Targeted Score

5 All 45 51 80 13 55 0 30

5 Hispanic 36 53 80 14 55 0 30

5 Am. Indian 0

5 African Am. 0

5 White 4 - - - - - -

5 Two or More 0

5 Eco. Dis. 35 54 80 14 55 0 30

5 LEP Current 3 - - - - - -

5 LEP M1 0

5 LEP M2 0


District Priority: Ensure that students’ competence reaches or exceeds grade-level standards in reading, writing, mathematics, and science.

Campus Performance Objective: By 2019, Ben Bolt-Palito Blanco Elementary will be on track in meeting the Every Student Succeeds Act (ESSA) expectation that students will demonstrate exemplary performance on their state assessments. All students will master at or above state averages on STAAR science objectives. All student groups in Science and Writing will score at or above 80% approaches mastery on STAAR tests, with 55% of all students achieving Meets status and 30% of all students achieving Masters status.


Students


1 Use benchmarks and campus based assessments/nine weeks tests to frequently monitor progress of specific STAAR skills

All Core Area Teachers Student test scores, posting of benchmarks as needed

As scheduled (end of nine weeks)

2 Vertical alignment meeting as needed All Core Area Teachers Vertical alignment documents per grade level

As needed

3 Prepare and adjust timelines All Core Area Teachers Student data, TEKS/STAAR Categories

August 2018


All Core Area Teachers Action plans, student lists by special population

August 2018


All Counselor Action plans, student lists by special population

August 2018

6 Conduct classes with bell-to-bell instruction All Core Area Teachers Informal and formal walk-through

August 2018

7 Provide a variety of appropriate content area curriculum

• Vocabulary

• Hands-on projects • Google Classroom • StemScopes

All Core Area Teachers Inventory resources and manipulatives, list of online resources, Google Classroom, Chromebooks, interactive whiteboards

August 2018

Teachers


1 Provide extended day tutorials All Core Area Teachers, paraprofessionals, counselor, special education staff, Principal

Tutorial lists & attendance documentation, TEKS/STAAR mastery

2018-19 School Year


Parents


1 Parent contact on student progress during the nine week period (at least by the 3rd week and 6th week within that nine weeks period)

All Core Area Teachers Contact logs, DMAC 2018-19 School Year



Area of Focus: Gifted and Talented Program

District Priority: Gifted and Talented students who are served in the Gifted/Talented Program will experience growth and maximize their potential

Campus Performance Objective: Identify Gifted/Talented students and Implement a Gifted/Talented Program which will foster an academically challenging education that enables them to maximize their potential


Students


1 Written policies on student identification for gifted/talented services

G/T Students G/T coordinator and teachers Qualitative and quantitative data and assessments, Teacher referrals, Parent referrals

2018-19 School Year

2 Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities

G/T Students G/T coordinator and pull-out teacher(s)

Contests, Academic Recognition, Camps, Community Programs, Volunteer opportunities

2018-19 School Year

3 Challenging curriculum and instruction in each of the four foundation curricular areas

G/T Students G/T coordinator and core teachers

Pull-out program, GT Classes, PAP Classes, Self-directed learning, thinking, research, communication, innovative products, field trips, and performances

2018-19 School Year

4 Professional development for teacher(s) who provide instruction and services

G/T Students G/T coordinator and pull-out teacher(s)

ESC-2 Training 2018-19 School Year

5 Parents are informed of all gifted/talented services and opportunities

Family/Community G/T Coordinator Student handbook September 2018

Teachers


1 Professional development for teacher(s) who provide instruction and services

G/T Students G/T coordinator and pull-out program teacher(s)

ESC-2 Training, Online training, 30-hour clock training and updates

2018-19 School Year


Parents


1 Parents are informed of all gifted/talented services and opportunities

Family/Community G/T Coordinator Student handbook September 2018


* Legend for Codes

Code Plan Indicates that the strategy addresses…

AR At-risk The needs of students deemed “at-risk” of academic decline.

CE Compensatory Education Initiatives supported by these funds—math helping teachers; Small-group Reading Improvement and Reading Enrichment; Vietnamese and Chinese itinerant teachers; summer school for LEP students; SOS; bilingual enrichment teachers; at-risk staffing at Title I schools.

PI Parent Involvement Students’ need for support from home and/or the school’s use of volunteers.

SD Staff Development Training needs of teachers and other staff.

T Technology Tools used to enhance instruction or to facilitate managerial tasks.

T1 Title I Federal mandates for school-wide Title I programs.

VP Violence Prevention Prevention and intervention plans for improving student behavior.

BP Bullying Prevention Prevention of bullying behavior on the campus.


CIP PART II: ASSURANCE ADDENDUM


Gloria Hamill, Principal 2018-19 Campus Improvement Plan

Ben Bolt-Palito Blanco Independent School District

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

X BenBolt-Palito Blanco Elementary School has met the legal requirements for campus improvement planning, including institution of a campus-level committee to assist the principal in developing, reviewing, and revising the CIP for the purpose of improving student performance for all student populations. (Education Code 11.252 [b])

X Completed a needs assessment which serves as the basis for the CIP.

X Reviewed or set measurable campus performance objectives for all academic excellence indicators for all student populations, including African American, Hispanic, White, Economically Disadvantaged, Special Education, Limited English Proficient and has identified and will continue to identify, through lesson plans, unit plans, and teacher goal-setting, strategies to address and support these objectives, including accelerated instruction.

X Identified and included within the CIP instructional methods for student groups whose performance lags significantly behind other groups’ performance.

X Included in the CIP these elements: Resources allocated Staff responsible for activities and strategies formative and summative evaluation criteria.

X Addressed students’ needs for special programs – e.g., suicide prevention, conflict resolution, violence prevention/intervention, and dyslexia treatment programs.

X Included strategies for improving student attendance.

X Provided for a program to encourage parental and community involvement at the campus.

X Included goals and methods for violence prevention and intervention on campus.

X Teachers will focus instruction on the TEKS deemed as “critical” and will follow the district’s scope and sequence for the course and/or grade level.

X Provided use of the I-Station reading program with students identified based on ISIP scores, or who are identified for special education services, or who are at-risk of reading failure, Pre-K through 6.

X Assist preschool students in the successful transition from early childhood programs or home to Kindergarten or Pre-Kindergarten.

X IDEA Part B Stimulus – Funds are utilized to provide technology, professional development, instructional resources, and innovative programs to support teacher in services to student with disabilities.



Section B

Membership Composition of the Campus Performance Objectives Council

Name of CPOC Member Position

Gloria Hamill Principal

Beatriz Cadena Counselor

Chana Pina Cafeteria

Marissa Canales PreK Teacher

Alicia Rivadeneyra Kinder Teacher

Anna B. Buentello 1st Grade Teacher

Maria Benavides 2nd Grade Teacher

Mrs. Maria Garza-Moscot 3rd Grade Teacher

Mrs. Sondra Mungia 5th Grade Teacher

Phyliss Sawyer 6th Grade Teacher

Mrs. Sally Soliz Instructional Aide

Ms. Poebe Molina Instructional Aide

Terri Crabtree Parent

Priscilla Perez Parent

Estella Gonzalez Business

Edwardo Buentello Community Member

CPOC Meetings* for 2018-19

# Date Time Location

1 August 24, 2018 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

2 September 12, 2018 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

3 October 10, 2018 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

4 November 14, 2018 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

5 December 12, 2018 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

6 January 9, 2019 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

7 February 13, 2098 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

8 March 13, 2019 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

9 April 10, 2019 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

10 May 8, 2019 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

June 12, 2019 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria

July 10, 2019 4:-00 pm Ben Bolt-Palito Blanco Elem. Cafeteria



Section C

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

Goal Description Formative Summative Strategy

X 1) STAAR Met Standard or Advanced

For 2017-18, the percent of students reaching STAAR Advanced Performance levels will increase by the percent shown in CIP Part I. (This objective is for all student groups not specifically identified in Part II.)

After each SFA/Benchmark, the staff will review the results to determine progress in meeting established performance levels.

STAAR results will be reviewed to determine if targets were met.

Teachers will use strategies that challenge and engage students in their learning, and they will build in periodic review of the content and concepts.

X 2) STAAR Advanced Performance For 2017-18, the percent of students reaching STAAR Advanced Performance levels will increase by the percent shown in CIP Part I.

After each SFA/Benchmark, the staff will review the results to determine progress in meeting established performance levels.


Teachers will use research-proven strategies to promote students’ deep understanding of content and concepts.

X 3) Parent and Community Involvement

For 2017-18, the percent of parents and community members attending VIPS meetings will increase by 15%.

At the end of the first semester, the percent of parents and community members attending VIPS meetings will be reviewed to determine progress.

At the end of the school year, the percent of parents and community members attending VIPS meetings will be reviewed to determine if the objective was met.

Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events.

X 4) Violence Prevention and Intervention

For 2017-18, discipline referrals for drugs, alcohol, and tobacco will be maintained at 100 %.

Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

Implement and monitor the school wide safety and security plan.

X 5) Violence Prevention For 2017-18, the discipline referrals for offenses will be reduced by 10% from the previous school year.

Each grading period the discipline referrals will be reviewed to determine the percent of referrals.

At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals.

Implement and monitor the school-wide safety and security plan.

X 6) Special Education For 2017-18, the percent of students meeting ARD expectations will be at or above 100%.

Each grading period, students’ progress on TEKS will be monitored and reviewed.

Results of the STAAR will be reviewed to determine if the ARD objectives were met.

Provide differentiated instruction to address learning needs of identified special needs students.



X 7) Highly Qualified Teacher For 2017-18, the percent of highly qualified teachers in the core academic areas will be at 100%.

At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress.

At the end of the school year, the percent of teachers in the core academic areas who are highly qualified will be reviewed to see if the objective was met.

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

8) Secondary Drop–out Prevention

For 2017-18, the dropout rate will be 2% or less with no student group exceeding 2%.

Each grading period, the documentation will be reviewed for students who have checked out of school.

The 2016-17 drop-out data will be reviewed as information becomes available.

Monitor school leavers bi-weekly, contact parents, and implement intervention plans, including credit-recovery opportunities like the PLATO Learning Solution.

9) High School AEIS – Ninth Graders

The percent of 2017-18 first-time ninth-grade students who advance to the tenth grade (fall to fall) will be at least 92%.

After each grading period, the number of ninth-grade students who are at-risk for failing one or more classes will be reviewed.

At the end of the school year (August), the percent of ninth graders who advanced to the tenth grade will be reviewed to see if the objective was met.

Provide students with models of completed assignments so that they understand academic expectations. Guide students to appropriate testing, classes, and programs.

10) Recommended High School Program

For 2017-18, the percent of students who graduate with RHSP will be at or above 80%.

Each semester, prepare a list of students who have opted out of the RHSP program by grade level.

At the end of the school year, calculate the percent of students who graduated with the RHSP.

Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate testing, classes, and programs.

11) High School AEIS – Advanced Courses and Dual Credit

For 2017-18, the percent of students who have completed at least one advanced course will be at or above 8%.

Each semester, the number and percent of students enrolled in at least one advanced course will be reviewed.

At the end of the school year, the percent of students completing at least one advanced course in high school will be reviewed to see if the objective was met.


12) High School AEIS – Advanced Placement Exams

For 2017-18, the percent of students who take an AP exam will be at or above 1%.

At the beginning of the spring semester, review a list of students in AP classes who have not indicated their intention to take an AP exam.

At the end of the school year, the number and percent of students who took at least one Advanced Placement exam will be reviewed to see if the objective was met.


13) High School AEIS – SAT/ACT Exams

For 2017-18, the percent of graduates who take SAT/ACT exams will be at or above 50%.

After the first semester, the number of students taking the SAT-1 at least once will be reviewed.

At the end of the school year, review the number of students taking the SAT-1 at least once to determine if the objective was met.




14) High School CTE For 2017-18, the percent of LEP CTE students passing STAAR will be at or above (percent of LEP passing STAAR) 80%.

After each SFA, the staff will review the results to determine progress in meeting established performance level.


Core content – area and CTE teachers will coordinate the courses/programs to ensure that these students have extended learning time in STAAR-tested areas.



Section D

X 1. Comprehensive needs assessment – All data were reviewed for all students and student groups. The results and conclusions of this review are reflected in the SMART goals for the next school year.

X 2. School-wide reform strategies – These strategies include ones that strengthen the core academic program; meet the educational needs of historically under-served populations; increase the amount and quality of learning time; and address needs of all, but particularly low-achieving students. Examples of school-wide strategies follow: teach content-focused vocabulary terms/phrases – 20 per year, per core subject from the district’s list – for all students to learn (in addition to the usual teacher-selected vocabulary words); expand effective instructional strategies, including use of technology in ways proven to increase students’ engagement in learning and level of thinking about content and concepts.

X 3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold even though they have varying levels of experience. Experienced teachers give support to less experienced teachers. Parents are notified if a teacher is not certified, and the teacher must either be working toward certification or efforts continue to hire someone who is certified.

X 4. High-quality and ongoing professional development – Helping teachers provide on-the-job training and monitoring to promote teachers’ professional development. Staff members participate in professional development offered throughout the year. Professional development may also be conducted on site by in-house instructional leaders and also by district instructional support staff.

X 5. Strategies to attract high-quality, highly-qualified teachers – Recruiting and retaining highly-qualified teachers is a continuous process. We closely work with our district’s Human Resources administrators and network with other principals to help in this effort. Our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold.

X 6. Strategies to increase parental involvement – Schools engage in numerous activities to increase parent involvement in the campus’s programs. Open Houses, telephone calls, and newsletters are just a few methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example, ESL classes or TAKS information programs.

X 7. Transition from early childhood programs – Elementary school collaborates with early childhood centers to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns and registration days. (Not applicable to secondary schools)

X 8. Measures to include teachers in the decisions regarding the uses of academic assessments – Numerous teacher reports are available for the teachers to access throughout the year. These reports are based on locally-developed and summative assessments. Ongoing staff development is available on site to analyze assessment data. Grade-level, content-area, team, or departmental meetings and the CPOC provide forums to discuss assessment issues.

X 9. Effective, timely additional assistance – Formative and summative assessments provide the data for teachers and administrators to monitor individual student progress so that interventions and assistance will be timely. Various live reports are available via websites and are accessible to teachers and administrators.

X 10. Coordination and integration of federal, state, and local services and programs – At the building level, federal, state and local services and programs are coordinated to address student needs best; this coordination of services and programs is reflected in the activities listed in the campus goals and strategies.



Palito Blanco Elementary School

Ben Bolt-Palito Blanco Independent School District Staff Development Plans

2017-18

Date Audience Responsible for Planning Purpose/Content

August 8 New Staff District and Campus Administrative Staff Orientation

August 14 Elementary and Secondary Campus District and Campus Administrative Staff Motivational Speaker

August 15 Elementary and Secondary Campus District and Campus Administrative Staff Edspiration

August 16 Elementary and Secondary Campus District and Campus Administrative Staff Google in the Classroom & Teacher Webpages

August 17 Elementary and Secondary Campus District and Campus Administrative Staff Campus Library Resources & Smartboard Training

August 21 Elementary and Secondary Campus District and Campus Administrative Staff Inclusion Support

August 22 Elementary and Secondary Campus District and Campus Administrative Staff Writing Across the Curriculum

August 23 Elementary and Secondary Campus District and Campus Administrative Staff TTESS

Campus Improvement Plan (K-12) - Edl · TEA PEIMS snapshot Data, Texas Academic Performance Report,...

Documents

Transcript of Campus Improvement Plan (K-12) - Edl · TEA PEIMS snapshot Data, Texas Academic Performance Report,...