CARROLLTON-FARMERS BRANCH ISD

McWhorter Elementary School

CAMPUS IMPROVEMENT PLAN 2010-2011

Benita D. Gordon, Principal

Vision Statement: All students at McWhorter Elementary School will meet the TAKS states assessment standards at the proficient or commended level and be promoted to middle school without remediation.
October 1, 2010

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

CIC MEMBERS
Name Elisasbeth Hassenboehler Ashley McWilliams Kelsey Yowell Heidi McCain Laela Quinn Juli Willis Charles Brantley Blanche Steward Amy Becker Sarita VonSpringer Heather Sweat Imelda Alcala Benita Gordon Josie Eatman Position Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Specials Special Education Instructional Facilitator Instructional Facilitator Counselor Assistant Principal Principal Science Specialist Years Served 1 1 1 1 2 1 2 1 3 3 3 3 4 2 Signature

Campus Improvement Plan 2010-2011

PLANNING PROCESS

Needs Assessment
The Campus Improvement Council is composed of representative professional staff, parents of students enrolled at the campus, business representatives and community members. The Campus Improvement Council establishes and reviews campus educational plans, goals, performance objectives, and major classroom instructional programs. An annual Campus Improvement Plan guides this work. The Campus Improvement Plan is based on a comprehensive needs assessment which includes student achievement indicators, disaggregated by all student groups served by the campus. Additional factors such as school processes (e.g., attendance, graduation, tardies, discipline referrals, teacher absences), perception (e.g., staff, parent and community surveys), and demographics (e.g., enrollment trends, staff turnover) are to be considered. The Campus Improvement Plan is to include (TEC Chapter 11, subchapter F, section 11.253): 1. Assessment of academic achievement for each student using the student achievement indicator system. 2. Set campus performance objectives based on the student achievement indicator system, including objectives for special needs populations, including students in special education. 3. Identification of how campus goals will be met for each student. 4. Identification of resources needed to implement the plan. 5. Identification of staff needed to implement the plan. 6. Timelines for reaching goals. 7. Periodic, measureable progress toward the performance objectives. 8. Goals and methods for violence prevention and intervention on campus. 9. Program for encouraging parental involvement. 10. Goals and objectives for a coordinated health program (elementary and middle schools) which is based on student fitness data, student academic performance data, student attendance rates, percentage of students who are educationally disadvantaged that ensures that students participate in moderate to vigorous physical activity. Annual analysis of the plan and review of various assessment data are used to determine objectives that address campus goals. Specific strategies and action steps are developed to address these objectives. This process ensures a commitment to excellence and a resolve to provide the best instructional plan for every student.

Campus Improvement Plan 2010-2011

Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1 funds will be spent.

Title I --Targeted Assisted ( TA )

Must address the 8 components of a Targeted Assisted Program TA 1. Resources used to help children meet state academic achievement standards TA 2. Planning for identified students incorporated into existing school planning TA 3. Methods and strategies based on scientifically based research TA 4. TA program is coordinated with and supports regular educational programs TA 5. Highly qualified teachers TA 6. Professional Development TA 7. Increase Parental Involvement TA 8. Coordination of federal, state, and local services

Title I -- School-wide Components (TS)

TS 1. Comprehensive needs assessment TS 2. School-wide reform strategies TS 3. Highly qualified teachers TS 4. Professional development TS 5. Strategies to attract high-quality highly qualified teachers to high need schools TS 6. Parental involvement TS 7. Assisting preschool children in the transition from early childhood programs TS 8. Measures to include teachers in the decisions regarding use of academic assessments TS 9. Students difficulties identified on a timely basis TS10.Coordination and integration between federal, state, and local services

Campus Improvement Plan 2010-2011

The Goal of C-FB ISD is high achievement for all students.

Supporting Objective 1: Continuously increase student achievement A. TEA Recognized/Exemplary District B. Recognized/Exemplary Schools C. Adequate Yearly Progress (AYP) D. Achievement Gap E. Special Populations F. TAKS Commended Scores (all students) G. Higher Education Readiness Component (TSI) (EXIT Scores) H. SAT I. PSAT/NMSQT J. Advanced Placement K. Graduation Data Supporting Objective 2: Continuously improve the learning environment for students and staff A. Out of School Suspensions B. DAEP Placements C. Attendance Rate Supporting Objective 3: Continuously increase operational effectiveness A. Financial Integrity Rating System in Texas (School FIRST) B. Increase percentage of operating expenditures expended for instruction C. Fund balance as a percentage of the total expenditure budget excluding TIF and Chapter 41 payments D. Kilowatt hour per sq. ft. usage E. Overtime hours F. Highly Qualified Teachers G. Teacher Classroom Attendance Rate H. All Staff Attendance Rate I. Teacher Turnover Rate J. Availability of Critical Technology Systems Supporting Objective 4: Continuously increase stakeholder confidence and support of our school system A. Parent Survey - Achieving Quality Together B. Stakeholder Survey (to be developed) C. Staff Survey (to be developed)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and bj ti ( k

MEASURES
Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Know and apply science vocabulary/terminology in the area of earth

Identify and describe the characteristics of the sun (3.11D), planets in our solar system and their position in relationship to the sun(3.11C).

District Assessment

Improve Science achievement with 90% of all students in each subgroup meeting or exceeding standards for passing on Science TAKS 2011

Increase achievement on Objective 4 for all Hispanic students by at least 14% and for LEP students by at least 28% increase on Science TAKS

90% of all students will meet or exceed passing standards on TAKS 90% of Hispanic and LEP students will meet or exceed passing standards on TAKS

District Unit Test

5.6A Knows, identifies and describes changes that occur on a regular basis such as daily, weekly, lunar and seasonal cycles

Hands on Science activities using FOSS predetermined assessments Grade Level Common Assessments

Prime Time Formative

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve Math achievement with 90% of all students in each subgroup meeting or exceeding standards for passing on Math TAKS 2011

Increase achievement on Objectives 1 and 6 for all students by at least 6% increase on Math TAKS

5.1 Uses place value to represent whole numbers and decimals 5.3 Adds, subtracts, multiplies, and divides to solve meaningful problems 5.4 Estimates to determine reasonable results. 5.14B Solve problems that incorporate understanding the problem, making a plan, carrying out the plan and evaluating the solution for reasonableness

District Assessments

90% of all students will meet or exceed passing standards on TAKS 90% of students in each subgroup will meet or exceed passing standards on TAKS. 90% of all students are on or above grade level reading inventories.

District Universal Screenings

Grade Level Common Assessments Prime Time Formative Assessments

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas

MEASURES
Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

5.11D Draw inferences and support them with text evidence

5.11C Describe and analyze how the organizational pattern of a text (e.g., cause and effect, compare/contrast, sequential order, logical order, classification schemes)influences relationships among the ideas (Informational/Expository)

Improve reading achievement with 90% of all students in each subgroup meeting or exceeding standards for passing Reading TAKS

Increase achievement on Objective 4 for all LEP students by at least 15% increase on Reading

District Assessments

90% of all students will meet or exceed passing standards on TAKS 90% of LEP students will meet or exceed passing standards on TAKS

QAR On-going Implementation

5.11E Synthesize and make logical connections between ideas within a text and across two or three texts presenting similar or different genres. [Informational/ Expository]

Grade level Common Assessments Prime Time Formative Assessments

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

Campus Improvement Plan 2010-2011

McWhorter Elementary
Campus Goals & Objectives

2010 TAKS, PARTICIPATION, & ATTENDANCE DATA 2011 GOALS

All Students INDICATOR 2010 Data Reading/English Language Arts Mathematics Writing Science Social Studies All Tests Graduation 2009 Graduation 2010 Goal Participation: Reading/Language Arts Participation: Math Attendance 99% 100% 96.6% NA NA 100% 100% 97% 88% 88% 89% 88% NA 2011 Goal 92% 92% 93% 92% NA

African American 2010 Data 90% 87% 81% 96% NA 2011 Goal 94% 91% 90% 97% NA

Hispanic 2010 Data 87% 89% 96% 80% NA 2011 Goal 91% 93% 97% 90% NA 2010 Data 94% 94% 83%

White 2011 Goal 95% 95% 90% 100% NA

Special Ed 2010 Data 93% 93% 0% 100% NA 2011 Goal 95% 95% 90% 100% NA

Economically Disadvantaged 2010 Data 87% 89% 89% 86% NA 2011 Goal 91% 93% 93% 90% NA 2010 Data 85% 88% 93% 61% NA

LEP 2011 Goal 90% 92% 95% 90% NA

100% NA

NA NA 100% 100% 96.2% 100% 100% 97%

NA NA 99% 100% 96.9% 100% 100% 97%

NA NA 100% 100% 96.7% 100% 100% 97%

NA NA 100% 100% 96.1% 100% 100% 97%

NA NA 99% 100% 96.6% 100% 100% 97%

NA NA 98% 100% 97.0% 99% 100% 98%

Campus Improvement Plan 2010-2011

McWhorter Elementary
Campus Goals
2010 Percentage of Commended Students 2011 Goals

All Students INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies
27.88% 34.11% 16% 46% NA

African American 2011 Goal

35% 37% 30% 48% NA

Hispanic 2011 Goal

25% 25% 21% 30% NA

White 2011 Goal

33% 37% 25% 42% NA

State
35% 37% 30% 44% NA

Diff. from state

-7.12% -2.89% -14% +2% NA

Campus
17.19% 30.30% 14% 50% NA

State
25% 23% 21% 28% NA

Diff. from state

-7.1% +7.3% -7% +22% NA

Campus
31.50% 35.88% 19% 40% NA

State
28% 31% 25% 36% NA

Diff. from state

+3.5% +4.8% -6% +4% NA

Campus
44.44% 44.44% 17% 75% NA

State
48% 47% 38% 59% NA

Diff. from state

-3.56% -2.56% -21% +16% NA

2011 Goal
48% 47% 38% 77% NA

Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies
0% 0% 0% 0% NA

Economically Disadvantaged 2011 Goal

17% 17% 11% 24% NA

LEP Campus
17.11% 15.58% 21% 11% NA

State
17% 17% 11% 24% NA

Diff. from state

-17% -17% -11% -24% NA

Campus
26.98% 32.82% 15% 44% NA

State
26% 28% 22% 33% NA

Diff. from state

+.98 % +4.82 % -7% +11% NAN

2011 Goal
28% 34% 22% 45% NA

State
23% 25% 20% 20% NA

Diff. from state

-5.9% -9.42% +1% -9% NA

2011 Goal
23% 25% 22% 20% NA

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Campus Improvement Plan 2010-2011

McWhorter Elementary 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1
Plan and implement strategies that positively impact areas of need including Obj. 4 in Science, Obj. 1, and 6 in Math and Obj. 4 in Reading

Criteria for Success

90% student success on district and common summative assessments and end of unit assessments on specified TEKS. Increase of all students and all sub pops passing TAKS to 90% or better.

Performance Measure
A, B, D, E, F Improve Academic Achievement Improve Academic Achievement A, B, C, D, E Improve Academic Achievement A, B, C, D, E Improve Academic Achievement A, B, C, D, E Improve Academic Achievement A, B, C, E

Increase 15% or more of all students and all sub pops passing specified TEKS

90% of all students in grades K-2 are reading on grade level.

Decrease of 10% of students who qualify for TIER 2 and Tier 3

Campus Focus #2
100% of instructional staff members will understand and implement the SMART Goal and IIP processes.

Criteria for Success

Thorough understanding of the processes as measured by beginning and end of year surveys. 90% student success on district and common summative assessments and end of unit assessments on specified TEKS

Performance Measure
Improve Staff Knowledge A, B, C, D, E Improve Staff Knowledge A, B, C, D, E

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Campus Improvement Plan 2010-2011

Campus Focus #3

Criteria for Success

Performance Measure
Improve Staff Knowledge A, B, C, D, E, F

100% of the instructional staff 90% student success on district and common summative assessments and end will study, implement, and of unit assessments on specified TEKS. (If good formative assessment processes evaluate the use of common are in place then students should be successful on summative assessments.) formative assessments in order to improve First Best Instruction

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Campus Improvement Plan 2010-2011

McWhorter Elementary 2010-11 Campus Focus District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus # 4
Revisit/create procedures that focus on behavior expectations, dismissal and arrival procedures

Criteria for Success

Less than 5% of the student population gets a Step 4 in any given marking period 90% or better of those choosing most of the time on the district annual survey

Performance Measure
Improve student discipline A, B Improve Parent Support

Campus Focus #

Criteria for Success

Performance Measure

Campus Focus #

Criteria for Success

Performance Measure

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Campus Improvement Plan 2010-2011

McWhorter Elementary 2010-11 Campus Focus District Supporting Objective #3: Continuously increase operational effectiveness
Campus Focus #5
Recruit and Retain Highly Qualified personnel

Criteria for Success

All teachers and paraprofessionals meet the State requirement for Highly Qualified Status.

Performance Measure
Maintain 100% HQ Status F, I

Campus Focus #?

Criteria for Success

Performance Measure

Campus Focus #?

Criteria for Success

Performance Measure

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Campus Improvement Plan 2010-2011

McWhorter Elementary 2010-11 Campus Focus District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus #6
Schedule and hold at least two parent education session for grades K-2, 3-5 to focus on how parents can help their children in math and reading

Criteria for Success

Parent feedback forms that ask if these sessions were helpful

Performance Measure
Improve Parent Support A

Campus Focus #7
Increase parent awareness of grade level curriculum through the use of curriculum maps

Criteria for Success

Parent feedback forms that ask if these curriculum maps were helpful

Performance Measure
Improve Parent Support, A

Campus Focus #?

Criteria for Success

Performance Measure

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CAMPUS IMPROVEMENT PLAN 2010-2011

Campus Focus
1 2 3 4 5 6 7
Title Target Area

ACTION STRATEGY

FORMATIVE MEASURE
Dates on Calendar, PLC Agenda

ASSESSMENT TIMELINE
October 6, 2010

RESPONSIBLE PERSON(S)
Villarreal, McCain, Alcala

COST/RESOURCES

X X

TS2, 4, 8

X X

TS 2,8

Train Staff on SMART Goal Process in order to complete Campus and Grade Level SMART Goals Grade Level Teams will create and implement SMART goals for areas of need.

Grade Level SMART goals charts

October 29, 2010

McCain, Villarreal, Alcala

TS2, 4,8

TS2, 4,8

TS2, 4,8, 10

TS2, 8,9

TS2, 4,8

Train all instruction staff on Step 2 of the Instructional Improvement Process in order to answer the What do we want students to learn and be able to do? (From our Professional Learning Communities Work) Front load knowledge of Formative Assessments by processing Chapter 2 of the book Common Formative Assessments in order to answer the question: How will we know when students havent learned? (From our Professional Learning Communities Work) Attend the 2 Day Professional Learning Communities workshop presented by Solution Tree on Balanced Assessment and present to staff After staff has created sets of formative assessments, paired grade levels will review them to determine effectiveness of Formative Assessment Initiative Analyze First Semester Progress and Action Plans on Formative Assessment

Examine grade level worksheet to determine effectiveness of training

December 16, 2010

Eatman, Speckert, Bridges, Gordon

Campus Improvement Plan, TAKS Data Grades 4 and 5, 3rd Grade data base on current assessment TAKS data, Universal Screening Scores, Span./Eng. Reading levels, Unite scores for Math, Science, Practice TAKS scores, Open Ended Questions, DRAs UBD for each grade level for Unit 3 in Reading, Step 2 Worksheet of IIP, IIP Description, Books cited within UBD, Curriculum Continuum from Fontes and Pinnell Article, Binders for collecting assessments and processes,

Staff completes 3-2-1 reflection Blue Refection Cards from August Staff Development

September 22, September 30, October 6

VonSpringer, Willis, McWilliams, Hassenboehler

Registration, notes, feedback form

October 13-14, 2010 November 2nd and 17th December 6th, 10th, 17th

Gordon, VonSpringer, Chavez

$10,000 Stimulus for cost of workshop and materials

Questionnaire, Blue Feedback Cards Used in August Staff Development Results of Analysis of Action Plan Worksheet

VonSpringer

Copied Assessments, Questionnaire

January 19th and 20th

Willis, McWilliams, VonSpringer,

Action Plans, Formative Assessments, Feedback forms

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

X X

TS8, 9

Display Results of Reading Levels, Math Unit Assessments, Science Unit Assessments in order to Progress Monitor

TS 2,8,9

Conduct random reading assessments for Quality Assurance Establish Prime Time times and procedures to answer the questions: 1. How will we respond when students dont learn? And 2. How will we respond when students do learn? (From our Professional Learning Communities Work) Create a template and implement Excel Sheet to display Curriculum Maps for Parents Share Curriculum Maps with Parents in order for them to get a clear understanding of Scope and Sequence of Grade Level Curriculum for each month of the year Hire and use Stevie Wilkins to help tutor students especially in Writing, help meet needs of ESL program Provide Tutorials on Tuesdays and Thursdays as determined by student performance on Released TAKS tests and Common Formative Assessment Present/Process Chapters 4 and 5 of Professional Learning Communities at Work book in order to revise campus Mission and create campus Aspirations Display Campus Mission, Aspirations as a visual reminder

X X X

TS 2, 8, 9

Charts Displayed on Wall, Team Meeting Agenda to show evidence of discussion and next steps of results displayed Compared Results of Random Assessments against Language Arts Teacher Assessments Campus Calendar, Agenda

October 8, December 17, May 25

Hassenboehler LeMaster, VonSpringer

Fountas and Pinnell Kits, DRA, Math and Science Unit Assessment Results

October 15, January 14, June 3

LeMaster, Gordon

Fountas and Pinnell Kits, DRA

August 18, December 17

Gordon, VonSpringer, LeMaster

Professional Learning Community Materials, Notes from May training

X X TS6

Excel Sheets

September 15, 2010

Sweat, Davenport

Pacing Calendar, Excel Sheet

X X

X X TS6, 10

Excel Sheets , Parent Feedback

September 21, 2010

Sweat Davenport

Excel Sheet, Parent Sign in Sheet (Title 1)

TS1, 2,8,9, 10 TS8, 9, 10

Log, Lesson Plans, Writing Assessment results Roster for student and staff, lesson plans, walkthrough forms

End of each marking period

Gordon, Quinn, LeMaster

$5308 Title 1 Money

X X X

January 27, March 31, May 12

Alcala, Gordon

$11, 500 Stimulus Money

TS1, 2,4

Dates on Calendar, Professional Learning Community Agenda

August 16, 2010,

Gordon, VonSpringer, Yowell

Professional Learning Communities at Work, chart paper

TS1, 2,4

Display in Main Foyer

October 30, 2010

Gordon, Quinonez

Art Materials for Display

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Campus Improvement Plan 2010-2011

X X

TS2,9 TS2,9

X X X

TS2, 4,10

X X TS6, 9, 10

X X TS6, 9, 10 X X TS3, 5, 10

of the foundation of the Professional Learning Communities Work Implement R-Time and Make Your Day Review Revise Management of School Procedures in order to maintain a safe and orderly environment Continue Book Study on Classroom Discussions to have a deeper understanding of the 5 Talk Moves and 3 Talk Formats Continue to serve parent and students needs through the mentor program, Bent Tree Bible Fellowship, Big Brothers Big Sisters and CIS Provide parent education Math and reading sessions twice a year for K-2 and 3-5 Maintain appropriate Highly Qualified status of the professional and paraprofessional staff

Campus Calendar, Agenda Campus Calendar, Agenda Campus Calendar, Staff Meeting Agenda Notes CIS Log Counselors Log/ Calendar

August 18 December 17 August 18 December 17 September 15, December 16, May 25 October 27th January 27th, April 6th, and May 31st October 12th and 14th and Twice Second Semester January 4, 2011

Alcala, Sweat Gordon

Copy Paper, Video, R-Time Book Copy Paper, Document Camera, Handouts $500 Stimulus

VonSpringer, Speckert

Sweat, Sawyer, Gray

$40,000 Title 1 Money

Sign In Sheets, Agendas Regions 10 Site, Number of HQ teachers and HQ paraprofessionals

VonSpringer, LeMaster Gordon

$1,021 from Title 1 Money and $2, 161 from Stimulus Money $31,00 Title 1 for ESL IF, $24,00 Title 1 for ELL Aide

X X

TS9

X X

TS9

X X

TS9

X X

TS9

Homeroom teachers will incorporate portions of the fitness gram in daily CATCH All PE Classes will incorporate fitness gram into warm up activities All Health Classes will correlate the importance of fitness to students health, nutrition, and improved standardized test scores. School: Implement Test Protocols/ Procedures as per district/state mandate

Teacher Lesson Plans and CATCH Documentation Teacher Lesson Plans Teacher Lesson Plans

On- going

Team Leaders

CATCH Activity Boxes

On-going

Coach Brantley

Fitness gram Guidelines

On-going

Team Leaders Brantley

Health Textbooks

Fitness gram Test

Fall 2010

Coach Brantley

Fitness gram Assessment

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Campus Improvement Plan 2010-2011

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