Professional Documents
Culture Documents
McLaughlin/ Strickland
CAMPUS IMPROVEMENT PLAN 2010-2011
Dianna DeDe Lacy, Principal
Vision Statement: McLaughlin/Strickland Elementary, in partnership with our families and community, will develop students who will meet or exceed the local and state standards needed to successfully transition to middle school and to take advantage of the highest educational opportunities available.
October 1, 2010
CIC MEMBERS
Name Dianna DeDe Lacy Julie Rodriguez Craig Rich Laura Gutierrez Tracy Hill Tasha Smith Sarah Winston Briannah Thomas Deanna Robertson Jeannie Dewar Suzanne Snead Position Principal Assistant Principal Assistant Principal Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Specials Areas Specials Areas Years Served 3 3 1 1 1 3 1 2 3 3 1 Signature
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.
Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1 funds will be spent.
SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.
INDICATOR
Standards and objectives (weak areas for students)
TARGETS
The attainable performance level we would like to see.
By the end of the school year 100% of Kindergarten students will be able to read and comprehend a level D book.
100% of the students will incorporate thinking strategies on whole-text level (p153 The Literate Kindergarten by Zimmermann)
TPRI/Tejas Lee
Students will know 54 letters and 54 sounds (English), 61 letters and 61 sounds (Spanish) Show developed in TPRI/Tejas Lee.
100% of students will know 25 high frequency words by the end of the year.
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)
INDICATOR
Standards and objectives (weak areas for students)
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.
Retelling/Summarization
By the end of the year, 100% of the 1st grade students will comprehend level J materials at an instructional level based on F&P/ DRA testing materials
100% of students will consistently give an accurate retelling of stories including character, setting, problem
100% of students will use at least one of the following strategies: pictures, schema, anchor charts, inference, context clues to identify the meaning of unknown words.
Responds to
Guided Reading
Checklist - workshop share times
100% of students will make at least one authentic connections (TS, TT, TW)
Response journal
INDICATOR
Standards and objectives (weak areas for students)
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.
By the end of the year 100% Of 2nd grade student students will score at least 8/10 when applying higher level questioning in reading
100% of students will create at least 2 types of QAR questions for a text
Answer the 4 types of QAR questions for a text. (2 questions for each t )
Classroom dialogue
Teacher created Open Ended Assessment
100% of students will be able to answer all 4 types of QAR questions for a text
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)
SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.
INDICATOR
Standards and objectives (weak areas for students)
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.
By the end of the school year, 90% of third grade students will master 3.3A,B
Practice TAKS
UPS check
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)
SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.
MEASURES
Tools well use to determine where students are now and whether they are improving.
INDICATOR
Standards and objectives (weak areas for students)
TARGETS
The attainable performance level we would like to see.
Target timed test-mixed Pre and Post assessments Students will compare, analyze related multiplication anchor charts and make generalizations that will help in solve unknown multiplication facts. (Classroom Dialogue) Weekly Specific Oriented timed math Test and Mixed timed test Creative Publications problem solver 3 and 4.
100% of the fourth grade students will be able to recall, apply strategies to solve story problems for multiplicatio n facts up to 12 x 12 by the end of the school
Students will be able to recall and apply and use multiplication facts up to 12 x 12. to solve problems Involving 1 digit by 1 digit, 2 digit by 1 digit and 2 digit by 2 digit
100% of the students will be able to recall and apply there multiplication facts up to 12 x 12
Students will be able to select and apply the correct problem solving strategies to mixed word problems.
100% of the students will select or develop an appropriate problemsolving strategy including drawing a picture, looking for patterns, systematic listing, guess and check, or acting out in order to solve a problem. ( obj. 6: 4.14 B
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)
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INDICATOR
Standards and objectives (weak areas for students)
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.
By the end of the 20102011 school year, 100% of 5th grade students will master inferencing on the TAKS reading and science test.
Reading- 4.RC(D) make inferences about text and use textual evidence to support understandings
100% of students will master making inferences about text and use textual evidence to support understandings
Anchor Charts/lessons
Reading Journals
100% of students will master
Science- 5.2(C) analyze and interpret information to construct reasonable analyze and interpret information to construct reasonable
MAP Test
Science Journals
Unit Tests
analyzing and interpreting information to construct reasonable analyze and interpret information to construct reasonable
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)
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INDICATOR
Standards and objectives (weak areas for students)
MEASURES
Tools well use to determine where students are now and whether they are improving.
Performance assessments
TARGETS
The attainable performance level we would like to see.
By the end of the school year, 100% of McLaughlin / Strickland students will be able to see and identify relationships in everyday situations.
Patterns
100% of students will consistently demonstrate knowledge of patterns in content areas 100% of students will be able to identify at least two perspectives in a given scenario
Perspective
Problem Solving
Checklists Pre/post test with scenario
Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)
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McLaughlin / Strickland
Campus Goals & Objectives
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 97.8 100 100 99 89 87 92 93 NA 90 2011 Goal 93 93 97 100 NA 100
African American 2010 Data 94 76 100 * NA 90 2011 Goal 93 92 100 100 NA 100
Hispanic 2010 Data 87 85 89 92 NA 88 2011 Goal 91 90 95 100 NA 100 2010 Data 98 98 100 100 NA 99
Economically Disadvantaged 2010 Data 88 85 93 92 NA 89 2011 Goal 91 90 98 100 NA 100 2010 Data 90 86 100 92 NA 92
100 100 99
100 100 99
100 100 99
100 100 99
99 100 97.9
100 100 99
99 100 98
100 100 99
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McLaughlin / Strickland
Campus Goals
2010 Percentage of Commended Students 2011 Goals
All Students INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 31.7 33.5 43.9 49 NA State 35 37 30 44 NA
Diff. from state
2011 Goal 85 85 88 89 NA
Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 3.1 8.3 20 23.1 NA State 17 17 11 24 NA
Diff. from state
Economically Disadvantaged 2011 Goal 40 40 40 50 NA Campus 25.4 28.4 41.3 43.5 NA State 26 28 22 33 NA
Diff. from state
2011 Goal 50 55 55 55 NA
2011 Goal 50 50 35 40 NA
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McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1 Criteria for Success
100% of students identified as needing additional assistance in focused areas will receive targeted research based instruction in the area of need. 5% increase in all commended subjects and subpops Campus rating of Exemplary from TEA
Performance Measure
B, D, E
F B
Campus Focus #2
Increase number of students reading on grade level
Performance Measure
B, D, E D, E D, E
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McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus #3
Improve the learning environment for students
Performance Measure
A A A A C
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McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #3: Continuously increase operational effectiveness
Campus Focus #4
Decrease spending
Performance Measure
B E
Campus Focus #5
Improve teacher turnover
Performance Measure
I (and C in Obj. 4) F
Campus Focus #6
Decrease energy consumption
Performance Measure
D
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McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus #7
Improve parental involvement
Performance Measure
A A
Campus Focus #8
Provide parent education
Performance Measure
A, TA7, TS6, TS7
Campus Focus #9
Improve the learning environment for staff
Performance Measure
I (and C in Obj. 4)
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ACTION STRATEGY
TS6
Parents of all students will be invited to parent training or provided resources to learn how to best help their children improve their reading and/or math ability.
FORMATIVE MEASURE Documentation of invitations at the parent trainings, topics taught at the trainings, and DVD/recorded training checkout logs Agenda Sign in Sheets & evaluations
ASSESSMENT TIMELINE
RESPONSIBLE PERSON(S)
COST/RESOURCES
January
Develop and provide parent education to parents of struggling students (RtI), and to students in PreK @ Stark to help transition to the elementary school Any student reading below level will receive tutoring at their instructional reading level, in addition to the participation in their daily guided reading groups.
December May
1 2 3 4 5 6 7
TS 8,9
TS 1,2,8 ,9
Students who are below level according to district criteria will participate in tier 2 or 3 interventions
TS9
Carrollton-Farmers Branch ISD Campus Plans
Accurate reading inventory data; tutoring schedules and attendance; teacher dialogue/ collaboration re. reading assessments Biweekly or weekly progress monitoring; documentation of collaboration between the interventionist and classroom teacher Observations, district
DeDe Lacy
DeDe Lacy
Title Funds Salaries for Instructional Facilitators & Instructional Assistants $100,000 Snacks and Tutoring Title funds
September January
TS9
Students who score between 40%-69% will attend after school or morning focused tutorials
benchmarks, end of unit assessments, common assessments, universal math screenings Universal Math Screenings; Documentation of tutorials Excel spreadsheets showing students moving from light green (at level) to dark green (above level) 100% of the students will receive Es and Ss on their report card in the area of citizenship 100% of the students will have Es and Ss on their report cards in the area of citizenship and effort 100% of the students will receive Es and Ss on their report card in the area of citizenship
March
Esther Fraler Linda Folmer Rhonda Lawson Deanna Robertson DeDe Lacy, Julie Rodriguez & Craig Rich Laura Gutierrez Tracy Hill Tasha Smith Sarah Winston Briannah Thomas Deanna Robertson Emily Jackson and Lisa Matthews
$18,000
TS8, 9
Students who score at grade level in reading and/or math will be monitored in order to move them to above level
TS1, 2
TS2, 6
Implement Morning Meetings and Class Meetings in every classroom to build a community of learners Students who are who are having difficulty with following the school and classroom rules after tier 1 interventions have been tried, will receive behavior tier 2 or 3 interventions
Title funds to purchase books and/or video tapes for book study $500
TS9
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TS2, 4
TS1
One teacher at each grade level with reading Teaching Children to Care and share strategies to implement agreed up at the vertical team book study. Calls will be made home daily for students who are absent and administrators will intervene if there is a perpetual issue with absences or tardies. Grade levels will meet for 100 minutes weekly in PLCs MCL/STR will have a set of norms and so will grade level teams for PLCs and meetings Staff members will participate in team building activities for a day during the first week of staff development. Teachers will read How Full is Your Bucket for Kids to their classes and create a structure for daily bucket filling in classrooms Staff will read How Full is Your Bucket and the leaderships team will create a structure for daily bucket filling school wide A situational appraisal will be conducted annually based on the previous
100% of the students will receive Es and Ss on their report card in the area of citizenship
DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez & Craig Rich
TS1, 8,10
Weekly Minutes Increase teacher survey climate by at least .5 from spring 2010 Increase teacher survey climate by at least .5 from spring 2010 100% of the students will receive Es and Ss on their report card in the area of citizenship Increase teacher survey climate by at least .5 from spring 2010 Increase teacher survey climate by at least .5 from
Weekly
X X
TS1
Weekly
X X
TS1, 3,4
X X
TS1, 2
Emily Jackson and Lisa Matthews DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez &
X X
TS1, 2,4
May
X X
TS1, 2,4
May
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TS1, 10
years data. Monitor operational spending to ensure that purchases will aid student achievement Implementation of Watt Watchers program school wide Increase flexibility in the trunk lift by 5%. We can incorporate flexibility stretching for the trunk during stretching. Increase the percentages of passing in the BMI (Body Mass Index) Healthy Fitness Zone by 3 %. We can do this by promoting healthy choices and Whoa, Go, Slow, and increasing physical fitness at recess, team tiger, PE. Encourage students and parents to MOVE and eat healthier at home! 1st and 2nd graders will have the opportunity to participate in the McLaughlin Run Club October-March/one time per week after school. 2nd grade PACER scores will be submitted to the district in the spring of 2011
spring 2010 Documentation of budget sheets/staff dialogue C-FB DBR (Dash Board Report)
TS 10
TS 10
On-going
Fitnessgram Guidelines
TS 10
On-going
Health textbooks
TS 10
On-going
Corrie Kantor
Fitnessgram assessment
TS 10
Fitnessgram test
Spring 2011
Fitnessgram assessment
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