Crowley Independent School District Poynter Elementary ... · Add to attendance incentive for staff...

Crowley Independent School District

Poynter Elementary

2014-2015 Campus Improvement PlanAccountability Rating: Met Standard

Distinction Designations:Academic Achievement in Reading/English Language Arts

Board Approval Date: November 20, 2014Public Presentation Date: November 20, 2014

Poynter ElementaryGenerated by Plan4Learning.com 1 of 31 Campus #220912-110

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Mission StatementCrowley ISD provides our students with excellence in education so that all students achieve their full potential.

Campus Mission Statement

Success for all. No exceptions. No Excuses.

Think. Work. Achieve. Believe.

VisionCrowley ISD will provide all students with a world-class, high-quality education where students are inspired to succeed in the global

community.

Campus Vision

Poynter Elementary will partner with parents and the community to foster a creative learning environment in a way that all learnersappreciate diversity and are empowered by a challenging,well-rounded curriculum.


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District ValuesWe value high academic achievement.1.

All students can learn through a variety of instructional methods and opportunities that meet their2. individual needs.

Learning is enhanced through social interaction in a diverse setting.3.We value a safe and secure learning environment.4.

We value a positive work place in which each employee is appreciated and is provided opportunities5. for professional growth.

We respect and value the opinions of all students, employees and community members.6.We encourage open, effective and timely communication with district stakeholders.7.

We support effective stewardship of public resources.8.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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

Goal 1: Improve Student Achievement for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goal 2: Provide Safe, Secure and Nurturing Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 3: Support Parent and Community Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goal 4: Provide a Quality Workforce in a Positive Work Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goal 5: Ensure Effective and Efficient Use of Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Personnel for Poynter Elementary: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272014-2015 Campus Performance Objective Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31


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Comprehensive Needs Assessment

Needs Assessment Overview

Poynter Elementary is dedicated to meeting the needs of our campus. By constantly monitoring data, the staff makes informed decisions on what the needsof the campus are and prioritizes these needs to ensure success for all. These needs are looked at by campus, grade, classroom and individual students.


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Demographics

Demographics Summary

Poynter Elementary, home of the Bulldogs, is located on the far east side of the district. Our attendance boundaries include neighborhoods from Fort Worthand Crowley. We serve students of all ethnic and cultural heritages. For the 2014-15 school year 43% of the students are AfricanAmerican, 25% are Hispanic, 23% are White, 5% are Asian and 4% are multi-racial. The school continues to meet standard in all 4 indexes of the State ofTexas Assessment of Academic Readiness (STAAR). The staff recognizes the need to ensure "success for all; no exceptions, no excuses." Administrationrecognizes the need for continued professional development to improve the delivery of instruction for all students backgrounds and cultures.

Demographics Strengths

Improved attendanceClass sizes maintained 22:1Demographic student groups scored higher on STAAR than previouslyEconomically disadvantaged student group scored higher on STAAR than previouslyDisciplinary placement is lowerDiverse in enrollment/staffResponds quickly to the needs of new transient students

Demographics Needs

Mobility rate is higher than the district and the statePerformance gaps exist between several of the student groupsSpecial Education numbers are higher than the district and the stateGifted and Talented numbers are lower than the district and the stateRetention rates in kindergarten and 2nd grade are higher than the district and the stateHigh number of at risk students


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Student Achievement

Student Achievement Summary

Although Poynter continues to meet standard, some demographic groups consistently score below others. Poynter will implement strategies to ensure alldemographic groups improve.

Student Achievement Strengths

Demographic groups scored higher on STAAR than previouslyEconomically disadvantaged students scored higher on STAAR than previouslyCritical thinking tasks across the curriculumMastery of process and readiness standards in 4th grade mathEarned distinction in academic achievement in reading21st Century School GrantPlanned intervention time for all scholars working below levelExtended learning after school

Student Achievement Needs

These areas of need are listed in the priority order:

According to STAAR, there is a significant gap between the progress of at-risk students, economically disadvantaged students and all other students.Although the campus met standard, at-risk students did not show the required progress on the current STAAR data.Students' understanding of expository texts (readiness standard)Analysis of curriculum documents (teachers) to ensure the use of multiple representations (symbols, diagrams, graphs, language) and continuedimplementation of FSGPT and critical writing to ensure communication opportunities (students) (3.1D)Continue working on closing the achievement gap with our economically disadvantaged and African American students in comparison to our otherdemographic groups


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School Culture and Climate

School Culture and Climate Summary

Poynter classroom instructional staff collaborated on the Poynter Elementary Shared Vision in the areas of Curriculum, Instruction, Assessment, andEnvironment. Staff were open and honest in all responses, committed to improving instructional strategies, and committed to ensuring success for allstudents.

School Culture and Climate Strengths

Morning meeting provides sense of community and family for entire schoolLearning environment is safe, caring and invitingStudents and staff follow the Poynter Principles of being respectful, responsible, cooperative, honest, and appreciative of othersThe staff feels that Poynter has a sense of community and all work as a teamStaff value each other as individuals and embrace our differencesStaff focuses on the positive: we are helpful in what we say and do, we are never hurtfulWe follow the PBIS with integrity and fidelityWe understand mistakes are part of the learning processPoynter is a bully-free zone

School Culture and Climate Needs

Ensure all new teachers to Poynter are trained in Fundamental 5, Energy Bus, Marzano's higher level thinking strategies, and PBIS/CHAMPSEnsure attention to morale during known times of need (ie October, December, testing dates and end of year)Ensure all new staff is trained in PBIS and CHAMPS and that all staff receives periodic review to ensure we are all on the same page


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Poynter had two teachers resign in the summer, but ended the academic year fully staffed. The enrollment is 110 students more at the beginning of thisacademic year necessitating adding 3 teachers. These 5 new teachers to Poynter will be trained and mentored through out this year to ensure acclimation toPoynter.

Staff Quality, Recruitment, and Retention Strengths

Staff quality is improving because of professional development opportunities which also affects staff retentionQuality of LeadershipStudents are better prepared for each grade level because of teacher commitment to student successAll teachers are highly qualified

Staff Quality, Recruitment, and Retention Needs

Continued professional development on meeting the needs of all learnersContinued professional development on diversity and meeting the needs of all learnersMore make elementary teachersMore diversity in staff


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The implementation of The Trinity Foundation has been instrumental in Poynter's success. New teachers need to be trained and frequent walk throughs willensure the Foundation is implemented. Poynter has a strong campus leadership team that reviews the curriculum and instructional practices forimplementation fidelity, rigor and impact on student learning.

Curriculum, Instruction, and Assessment Strengths

Trinity Foundation (Sean Cain): common curriculum, common assessments, frequent feedbackContinues professional development and implementation of research-based practicesVertical teamingCampus PLCsLeveled Literacy InterventionExtended day instruction21st Century Grant

Curriculum, Instruction, and Assessment Needs

Ensure new teachers are indoctrinated in Poynter's Shared VisionDistrict expectations for PLCs and support (more streamlined)More time from district to campus PLC


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Family and Community Involvement

Family and Community Involvement Summary

Poynter parental involvement is up and down. Poynter seems to have the same parents volunteering for events. There does seem to be an increase inparents/guardians coming to after-school events according to sign-in sheets.

Family and Community Involvement Strengths

Parent ConferencesFamily events with Running Club, Math-o-Ween, Family Reading Nights, Parent’s Night OutBring your Dad to School DayAccording to NCSLS 94% of parents believe PTA is actively involvedCommunity involvement trough PTA and WATCH DOGSPartnership with Crowley House of HopeBeach Club through Turning Point Church

Family and Community Involvement Needs

Continue to encourage parental involvementEnsure each teacher has open communication with parents/guardians


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School Context and Organization

School Context and Organization Summary

Poynter Elementary has systems in place to allow achievement for all. This includes systems for the staff to enable them to deliver quality rigorousinstruction as well as systems to provide for a safe, secure learning environment.

School Context and Organization Strengths

Campus based committees allow teachers to have a voice in the decision making process at the campus levelCore Content SpecialistCampus emergency plansTeachers have s strong voice in PTACampus PBIS team Campus Safety Team and TrainingEnergy Bus to promote positive attitudesIncentives to improve attendance: $5 Friday, Popcorn Parties each 6 weeks, and semester and end-of-year awardsConsistent high expectations for all teachers

School Context and Organization Needs

Continue to build capacity in teachers through PLCsContinue to encourage good attendance for studentsContinue to encourage good attendance for staff with leave early passesAdd to attendance incentive for staff by $25 gift certificate for classroom aids


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Technology

Technology Summary

Technology is a priority at Poynter Elementary and we continue to add to our technology resources annually.

Technology Strengths

AWARE, Eduphoria and Skyward softwareDocument cameras, mimeo boards, and projectors are in all classrooms4 "Clicker" setsGrades and lesson plans are computerizedHome Access Center is available to parents/guardiansWireless connectivitySite license for: iStation; Reading A-Z; Think Through Math; and digital Target math2 "portable" labs66 mini iPads

Technology Needs

Need more iPadsStudent computers in classroomsEnsure all teachers are trained in all software


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Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsSSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8)SSI: Think Through Math assessment data (Grades 3-8)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records results


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Goals

Goal 1: Improve Student Achievement for All

Performance Objective 1: 1.1 Provide an aligned, relevant and rigorous curriculum and courses of study in order to prepare students to meet or exceedexpected educational standards. 1.2 Graduate college and workforce ready students who demonstrate the skills necessary for post-secondary success in aglobal community. 1.3 Increase the integration of technology resources and systems in order to produce 21st Century learners.

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Oct Jan Apr July

System Safeguard Strategies1) Professional Development led by Dr. Stephen Peters:"Strategies to Reach Every Learner"

2, 4 Principal. Othersinvolved are:Assistant Principaland CurriculumSpecialists.

Teachers will develop strategies to reach all learners. Progresswill be monitored through Unit Assessments and WeeklyProgress monitoring of targeted students.

Funding Sources: 211...24 - Title I - $5000.00, 199...11 - General Funds: Basic Education - $1500.00Critical Success Factors

CSF 1 CSF 2 CSF 3 CSF 42) Create in the daily schedule a 45 minute intervention timefor all scholars working 1+ years below grade level in mathand reading.

2, 3, 8, 9 Administration;CurriculumSpecialists; classroomteachers

100% of these students will be reading on-grade level by theend of the school year.

Ways to monitor will include:

Weekly progress monitoringData foldersMonthly iStation AssessmentsObservation

Funding Sources: 199...23 - General Funds: SPEDCritical Success Factors

CSF 1 CSF 2 CSF 33) Weekly progress monitoring of fluency and math facts forthe lowest 1/3 of each class.

2, 3, 4, 9 Administration;CurriculumSpecialists; classroomteachers

1oo% of targeted scholars will increase their math and readingfluency by 10% each six weeks.

Evidence of success will include: Weekly progress monitoringData folders Monthly iStation Assessments Observation

Funding Sources: 199...11 - General Funds: Basic Education


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Critical Success FactorsCSF 1 CSF 2 CSF 3

4) 1) Increase campus expectation that all scholars willgraduate high school with options for college throughactivities such as college t-shirt day related to report card day;displaying collegiate logos of universities staff attended;displaying class of __ signs; display wall montage of CISDfeeder pattern spirit shirts, then allowing scholars to create ashirt design for the university of their choice

2, 3, 4, 9 Administration,Teachers

Increased dialogue among scholars about graduating highschool and attending college


Critical Success FactorsCSF 1

5) Increase scholar awareness of career opportunities byplanning field trips to the CTE center, Sewell AG center andthe TCC Mobile Career Lab

2, 3, 4, 9 Administration,Teachers

Increased dialogue among scholars about career readiness


Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4

6) Disaggregate data to monitor scholars' achievement andprogress including increased achievement in all studentgroups.

2, 3, 4, 9 Administration, Staff For students who are scoring below passing rate the goal is toincrease passing rate by 10% between unit assessments.

For students who are passing we will monitor that theymaintain the passing rate and increase an an appropriate rate.

Funding Sources: 199...11 - General Funds: Basic EducationCritical Success Factors

CSF 1 CSF 2 CSF 37) Identify scholars achieving close to or at the advanced leveland monitor for increase in achievement

3 Administration, GTTeacher, ClassroomTeacher

Monitor through data disaggregation to ensure students areincreasing at an appropriate rate


CSF 1 CSF 2 CSF 38) 1) Monitor use and implementation of rigorous instructionthrough walkthrough observations

2 Administration,CurriculumSpecialists

Walkthrough data will reflect implementation of rigorousinstruction 90% of the time


CSF 19) Increase student use of technology in classroom instruction

1, 2, 3, 8,10

AdministrationTeachers

Walkthrough data and monitoring of lesson plans will indicateincrease in technology


CSF 1 CSF 210) Completion of Weekly Progress Monitoring Charts forscholars at-risk

1, 2, 3, 8,10

TeachersAdministration

100% of at-risk students will 10% increase in math andreading fluency as seen in progress monitoring



11) Increase technology by purchasing 44 ipads for classroomusage

1, 2, 9 Administration New equipment purchase and use by classroom teachers

Funding Sources: 461...99 - Campus Activity Funds, 199...11 - General Funds: Basic Education


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


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Goal 2: Provide Safe, Secure and Nurturing Schools

Performance Objective 1: 2.1 Provide a safe, secure and nurturing learning environment for all students and staff.2.2 Provide effective communication for all stakeholders regarding safety/security.




Oct Jan Apr July


1) Continue PBIS and CHAMPS throughout building, addingcommon areas as determined through data

1, 2, 4 AdministrationPBIS Committee

10% decrease in referrals

Critical Success FactorsCSF 1 CSF 6

2) Enrollment in 21st Century Grant for students who are atrisk to be able to participate in enrichment activities

1, 2 21st CenturyPersonnel

Attendance monitoring


3) Provide lessons and follow drills for safety at schoolincluding safety week. Follow district policies for drills andemergency procedures.

1 AdministrationTeachers

All staff and students participate. Safety log will bemaintained



4) Campus wide Anti-Bullying campaign

1 AdministrationCounselor

10% decrease in referrals




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Goal 3: Support Parent and Community Partnerships

Performance Objective 1: 3.1 Provide continuous opportunities for parents and community members to partner with community schools.3.2 Ensure channels for frequent communication and open dialogue continue between schools, parents and community members.3.3 Collect feedback and input from parents and community members on a regular basis.

Strategy Description TITLE I Staff Responsiblefor Monitoring Evidence that Demonstrates Success

Formative ReviewsOct Jan Apr July

1) Increase number of parents involved in WATCHDOGprogram through Bring Your Dad to School Day informationmeeting and through creating WATCHDOG newsletter forthose who are involved.

1, 2, 6 Administration 100% increase in number of parents who participate inprogram



2) Increase attendance at monthly family activities such asMath Night, PTA performances, Bring Your Parent to SchoolDays, Meet the Teacher, Poynter Loves to Read

1, 2, 6 AdministrationTeachers

25% increase in family participation at each event



3) Parent Teacher Conferences - Provide day for each gradelevel to meet with parents after first six weeks grading periodContinue to maintain open communication throughout the year

1, 2, 6 AdministrationTeachers

Documentation of conferences after first six weeks;documentation of parent communication for remainder of year


Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 5

4) Implement 21st Century Grant after-school programtargeting at-risk students and providing academic tutoring andenrichment as well as dinner for each student. Parentalinvolvement is included in this program

1, 2, 6, 9,10

21st CenturyPersonnel

Attendance monitoring and academic monitoring of studentswithin program

5) Partner with House of Hope through service projects for thecampus (ie Penny Race, Canned Food Drive) and allow us toreceive services through the community form the House ofHope

1, 6 AdministrationTeachers

Participation in the various service opportunities

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 5 CSF 6

6) Maintain full membership on CPOC including members ofthe community and parents for decision making

1, 2, 6 Administration Participation in meetings through the year by all members



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Goal 4: Provide a Quality Workforce in a Positive Work Environment

Performance Objective 1: 4.1 Recruit, employ, develop and retain a quality teaching, administrative and support staff to attain excellence in studentperformance.4.2 Provide high-quality, job-embedded professional development.




Oct Jan Apr July


1) Provide staff development requirements of the TexasEnglish Language Proficient Assessments System (TELPAS)standards to ensure all English Language Learners (ELL)achieve at an increased level

2, 3, 4, 8 Administration, C & IDepartments,Teachers

100% of scholars will achieve at the next higher level on theTELPAS assessment


Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 6 CSF 7

2) Ensure all staff is highly Qualified under No Child LeftBehind guidelines and are fully certified under state guidelinesfor their specific assignments

3, 4 Administration, CISDHuman Resources

100% of staff are highly qualified



3) Recognize employee achievements through Teacher of theYear, Staff Member of the Year, in staff meetings, and writtencommunication

4, 5 Administration School Climate


4) Ensure all teachers have 30 hours of initial GT training andthe 6 hour yearly update

3, 4 Administration Certificates to show completion




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Goal 5: Ensure Effective and Efficient Use of Resources

Performance Objective 1: 5.1 Continue excellence in financial planning, management and stewardship.5.2 Effectively utilize funds to maintain or upgrade existing facilities and equipment and/or construct new facilities.

Strategy Description TITLE I Staff Responsiblefor Monitoring Evidence that Demonstrates Success

Formative ReviewsOct Jan Apr July

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 5 CSF 6 CSF 7

1) Review data to ensure all budget decisions meet needs ofscholars and staff

1, 2 AdministrationCPOCCLT

Meeting agendas



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System Safeguard Strategies

Goal Performance Objective Strategy Description1 1 1 Professional Development led by Dr. Stephen Peters: "Strategies to Reach Every Learner"


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State Compensatory

Personnel for Poynter Elementary:

Name Position Program FTE

NA


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Title I

Schoolwide Program Plan

Poynter Elementary is a schoolwide program Title I school. We currently have 63% of our students who qualify for free and reduced lunch. Providingenrichment and intervention strategies for the scholars of our campus is a priority. By completing the campus needs analysis we have determined the highestareas of concern for our scholars. These areas are addressed and monitored through the Campus Improvement Plan.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Poynter used multiple sources of data to determine the needs of our campus. The campus leadership team led teacher/staff groups in each of the areas todetermine the highest area of needs. Information was also gathered through the Campus Performance Objectives Committee to include the community ingathering information. After all of the information was gathered and prioritized to create the comprehensive needs assessment.

2: Schoolwide Reform Strategies

Poynter held a professional development day led by Dr. Stephen Peters entitled "Strategies to Reach Every Learner." A book was provided for each teacherand we will review his strategies throughout the year. We also have schoolwide intervention time from 8:00-8:45 during which students who are in needreceive intervention for math and reading. We also implement the Fundamental Five and Marzano's strategies with fidelity. These are not new plans for thecampus, but we are asking everyone to take one extra step in the implementation of these practices. We are also continuing PBIS and CHAMPS throughoutthe building.

3: Instruction by highly qualified professional teachers

Poynter had a return rate of 88% of our teaching staff. We work with HR to ensure all new staff meets the highly qualified status. We also ensure all staffmeets the required staff development and structure staff development to the needs of the school.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff


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Campus leadership team and CPOC meet to determine areas of need for the campus. Evidence based professional development is then used to meet theseneeds through campus specific staff development as well as individual staff development. Dr. Stephen Peters was added to our professional development,focusing on meeting the needs of all learners. We are also continuing the study of the Fundamental Five and Marzano's Higher Level InstructionalStrategies.

5: Strategies to attract highly qualified teachers

Poynter Elementary met standards on the STAAR test and was removed from Academically Unacceptable status. Poynter also received an academicdistinction in reading. This led to a higher number of applicants to choose from for our open positions. The district also does recruiting at college campusesto help increase the number of qualified applicants. In addition the Target Success Screener is utilized for the interview process.

6: Strategies to increase parental involvement

Poynter is varying the activities to meet the needs of the campus - Math-o-ween, Poynter Loves to Read. Opportunities are provided for specific grade levelsto perform, increasing attendance at PTA meetings. A parent group newsletter for our WATCH D.O.G.S., which is our father group. Poynter varies thetimes of the activities (i.e. morning, afternoon, and evening) so that we can better meet the times parents are available. Poynter had parent meetings duringthe first six weeks of school, aiming for personal contact with every family, building a strong foundation for communication throughout the year.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

Poynter provides a half-day school program for Pre-Kindergarten students. This allows them them academic instruction with access to the computer lab,library, gym, and the school community activities.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Teachers utilize the Plan Forward software to analyze data to meet the needs of the campus, their grade level and the individual students. Teachers are alsorepresented through the Campus Leadership team and CPOC. These two groups share information and analyze data to make informed decision on behalf ofthe school, staff and scholars.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Poynter provides a forty-five minute intervention time for all students who are working one or more years below grade level. Extended school days areprovided for scholars by classroom teachers on Monday and Tuesday and by the 21st Century program Monday through Friday. Progress reports are senthome every three weeks. Enrichment activities are provided to allow students to encourage higher levels of thinking.


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10: Coordination and integration of federal, state and local services and programs

Poynter will follow all regulations regarding federal and state programs. We will provide in-service to ensure all staff is trained in the implementation of allprograms and how it affects their classroom and their students as well as our campus.


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Title I Personnel

Name Position Program FTE

Kristi Groom Math Specialist 1Melinda Hausner Curriculum Specialist 1


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2014-2015 Campus Performance Objective Committee

Committee Role Name PositionPrincipal JonAnne Ledford PrincipalAssistant Principal Charmaine Rambo Assistant PrincipalClassroom Teacher Jana Black 2nd GradeClassroom Teacher Michael Franklin DWEIC Representative 3rd GradeClassroom Teacher Brittany Hunnicutt 1st GradeClassroom Teacher Melissa Johnson 3rd GradeClassroom Teacher Meshelle Peavler Kindergarten TeacherClassroom Teacher Adrian Williams 3rd Grade TeacherCommunity Representative Ray Baldwin CommunityParaprofessional Estelle Garza Instructional AideParaprofessional Pam Okawa Instructional AideParent Eric Croomes Parent


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Campus Funding Summary

199...11 - General Funds: Basic EducationGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 Books and workbooks $1,500.001 1 3 $0.001 1 4 $0.001 1 5 $0.001 1 6 $0.001 1 7 $0.001 1 8 $0.001 1 9 $0.001 1 10 $0.001 1 11 $0.002 1 3 $0.002 1 4 $0.003 1 1 $0.003 1 2 $0.003 1 3 $0.004 1 1 $0.004 1 2 $0.004 1 4 $0.00

Sub-Total $1,500.00199...23 - General Funds: SPED

Goal Objective Strategy Resources Needed Account Code Amount1 1 2 $0.00

Sub-Total $0.00211...24 - Title I


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Goal Objective Strategy Resources Needed Account Code Amount1 1 1 Consultant $5,000.00

Sub-Total $5,000.00461...99 - Campus Activity Funds

Goal Objective Strategy Resources Needed Account Code Amount1 1 11 $0.00

Sub-Total $0.00Grand Total $6,500.00


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Addendums


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Crowley Independent School District Poynter Elementary ... · Add to attendance incentive for staff...

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