East Central Independent School District Highland Forest Elementary 2015-2016 Campus Improvement Plan December 15, 2015
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Table of Contents Critical Success Factors……….…………………………………………….3- 4 Professional Development Plan………………………………………………5 Highly Qualified Plan ………………………………………………………..5 Parental Involvement Policy and Plan……………………………………….6-7 Campus Goals and Performance Objectives………………………………...8-10 Campus Improvement Plan………………………………………………….10-24 CATCH………………………………………………………………………24 SCE Budget………………………………………………………………25 Federal Budget…………………………………………………………..26-27 Site-base Committee Members…………………………………………..28 Parent Compact…………………………………………………………...29
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Summary of Critical Success Factors Improving Academic Performance ● Reading intervention kits for dual language ● Build teacher capacity for accurately targeting and responding to needs of struggling students. ● Strengthen Tier 1 instruction through use of research based best practices and resources. ● Identify strategies/resources which help to ensure at least one year’s growth for every student. ● Differentiate interventions for students who are not making progress in Tier 2. ● SMI in Spanish ● Research other math interventions for Tier 2 ● Certified Special education teacher for each grade level ● Certified bilingual special education support ● Aligned universal math assessment and screener ● Oral Language lab ● Quality math curriculum for Life Skills ● More staff development for bilingual/dual language strategies
Increase Teacher Quality ● Staff stability and retention ● Teacher led professional development ● Provide opportunities for increasing mentor/mentee collaboration ● Continue grade level learning walks ● Provide more professional development opportunities
Increase the Use of Data to Drive Instruction ● Specific, targeted professional development in RW Workshop to build capacity of the teachers to build the “How” and strategies ● Model teaches needed ● Identify foundational need of each student in the area of reading and math based on istation and SMI ● Provide teachers with data reports that are teacher specific, grade level specific and campus specific to reflect and provide interventions for all students ● Encourage students to take ownership of assessment results by creating their own goals graphing assessment scores
Increase Learning Time ● Book study, PLC/PLN to continue professional development growth ● Continuous professional development in Readers and Writers workshop and 90 minute Math block ● Continue to provide coaching sessions for all teachers to help close the knowing/doing gap. ● Model teaches needed in the areas of reading, writing and math.
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Family and Community Engagement ● Documents in English and Spanish ● More parent information sessions about RTI ● More parent volunteer activities on campus (making copies, making materials) ● Grade level performances during PTA Meetings ● Allow parents at special events (bike rodeo, fiesta parade, etc.) ● Increase resources to support family involvement activities
School Climate ● Ensure fidelity of Tier 1 behavior ● Continue understanding and evidence of behavior of science, Emergent Tree ● Implement Tier 2 behavior system ● More team building activities to increase positivity. ● Increase positive feedback and positive redirection of students ● Continue to provide parent involvement nights and staff participation ● Parent teacher conferences ● Implement a system for more staff recognition
Increase Leadership Effectiveness ● Continue Instructional Leadership Team Meetings ● Continue coaching knowledge to provide targeted feedback to staff members
Technology Chromebooks and iPad Mini’s ● Readers’/Writers’ Workshop ● Math resources (digital) and opportunities for authentic problemsolving and critical thinking experiences ● Student collaboration with a variety of authentic learning opportunities ● Professional Learning Network (Twitter) ● Showcase student engagement and learning experiences to the community through digital bulletin boards and Twitter Professional development needed: ● Use and management of Google Sites and Google Classroom ● Maximizing the collaborative power of Google apps for faculty and student use ● Creating student digital lockers ● Creating and maintaining digital bulletin boards ● Various educational creation-based apps for use in studentdirected learning stations/centers
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2015-2016 Highland Forest Professional Development Plan
District Professional Development ● ● ● ● ● ● ● ● ● ● ● ● ●
Campus Professional Development
District Leadership Conference Words Their Way New Teacher Staff Development Math Vertical Alignment Team Meetings Math Curricular Plan (Horizontal Planning) Reader's/Writer’s Workshop with Sam Hoffman, Elizabeth Martin or Becky Koesel Tier 2 Emergent Tree Training Safety Care Tips and Tools by Learning Forward Digital Citizenship Safe Schools Online Modules Coaching with Karen Anderson Dual Language Instruction A-Z with Else Hamayan
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Instructional Leadership Team Welcome Back Team Leader Welcome Back Handbook, Policies and Procedures RTI-What Are Your Other Kids Doing During RTI RTI-Universal Screeners, Data and Planning Emergency Procedures Quarterly Collaborative Planning CCG Tier 2 BUBS Training Coaching with Karen Anderson TELPAS Training Simple Starts with Kari Yates Jennifer Serravalo at Region 20 Running Record Training Standards Based Grading
2015-2016 Highland Forest Highly Qualified Plan Highland Forest will recruit, retain, hire and train 100% of highly qualified staff. Activities to support efforts will include but not limited to: 1. Providing new teacher support by assigning mentors. 2. Modeling lessons/strategies for all teachers (by Instructional Coach, NCLB and Librarian) 3. If a member of teaching staff is not highly qualified, parental notification will be provided. 4. Building capacity of the highly qualified teaching staff by providing professional development in current educational practices and research based activities/strategies. 5. Providing access to instructional coaches. Responsible person: Irma Jean Williams Resources: District/Campus Funds, Title 1, Title II, Title III, SCE 5
2015-2016 Highland Forest Parental Involvement Policy Highland Forest will promote parent participation and maintain community support for our school evidenced by an increase in participation in parent and community events. Highland Forest will develop a strong cooperative partnership between school, parents and community to help students achieve the state’s high performance standards for foundational subjects. Highland Forest will: 1. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way. 2. Involve parents in the joint, development of any school-wide program plan, in an organized, ongoing, and timely way. 3. Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend. 4. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and to the extent practicable, in a language that parents can understand. 5. Provide to parents of participating children, information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet. 6. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children. The school will respond to any such suggestions as soon as practicably possible. 7. Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading. 8. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002). 9. Recommend to the local educational agency (LEA), the names of parents of participating children of Title I, Part A programs who are interested in serving on the District’s Parent Advisory Committee.
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2015-2016 Highland Forest Parental Involvement Events
1. Meet the Teacher 2. Open House 3. Title 1 Parent’s Right to Know Meeting 4. Academic Family Night (Math and Reading activities) 5. Ice Cream Socials-PTA 6. Spirit Nights-PTA 7. School Carnival-PTA 8. Field Day 9. Standards Based Grading Informational Night 10. Grandparent’s Luncheon 11. Lunch with a Veteran Week 12. Pumpkin Decorating Contest 13. Dual Language Informational Night 14. PTA meetings 15. Pastorela 16. Reading Pajama Party 17. Awards Ceremonies 18. Choir Performances 19. Bike Rodeo 20. Parent/Teacher Conferences 21. VIP Training Person Accountable: Principal, NCLB, Librarian, Counselor Resources: Local, Activity, and Title I, part A Evaluation: Survey, Interviews, Sign-in Sheets Summative Evaluation: Increase in parent participation, increase opportunities for parental involvement and increase in student achievement, Increase in VIP hours
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2015-2016 Campus Goals and Performance Objectives District Goal: The district will provide an exceptional learning environment. Campus Academic Learning Environment Goal #1: Continued fidelity to balanced literacy approach in reading and writing will lead to improved academic achievement as evidenced by a 10% increase in growth based on istation: Current Status: ● Status 1: 2014-2015 istation campus end of year growth rate: 63% of all Highland Forest students exhibited one year’s growth or more. Performance Objective: ● Objective 1 : At the end of 2015-2016 school year, 73% of Highland Forest students will exhibit one year’s growth or more. Goal #2: Continued fidelity of a balanced math approach through the 90 minute math block structure will lead to improved achievement evidenced by a 10% increase in Math SMI scores. Current Status: ● Status 1: At the end of 2014-2015 school year, 59% of Highland Forest students exhibited one year’s growth or more. Performance Objective: ● Objective : At the end of 2015-2016 school year, 69% of Highland Forest students will exhibit one year’s growth or more. Campus Culture/Climate Goal #3: Professional development will build capacity for all staff by focusing on research based instructional practices/strategies, including instructional coaching. Coaching will build capacity so that teachers and/or grade levels are able to set instructional goals from data gathered from learning walks and planning to improve instructional practice. Current Status: ● Status 1: 100% of teachers and administration participated in coaching conversations. Performance Objective: ● Objective 1: 100% of teachers and administration at Highland Forest teachers and administration will continue to participate in coaching conversations. 8
Goal #4: Learning in an exceptional environment is a shared responsibility. Highland Forest staff and students will foster an academic climate that aligns with our beliefs, and is (a) engaging by design, (b) safe, secure, tolerant, (c) ensures share ownership and accountability for the learning process and (d) provide an environment conducive to learning. Current Status: ● Status 1: Emergent Tree Tier 1: 92% implementation rate in 2014-2015. ● Status 2: Emergent Tree Tier 2: Year 1 Implementation is 2015-2016 ● Status 3: Emergent Tree Tier 3: 59% implementation rate in 2014-2015. Performance Objective(s): ● Objective 1: Staff and students will continue to adhere to Emergent Tree Tier 1 safe, respectful and responsible expectations with a 95% implementation rate. ● Objective 2: Implement Tier 2 behavior plan with fidelity to district model in order to provide an environment conducive to learning with a goal of 70% implementation rate for 2015-2016 school year. ● Objective 3: Emergent 3 behavior classroom(s) will implement Tier 3 behavior strategies with a 65% implementation rate. Campus Finance Goal #5: Highland Forest will maintain financial integrity by aligning purchases to needs and best instructional materials. Current Status: ● Status 1: At the end of year 2014-2015, Highland Forest had 21.52% remaining fund balance. Performance Objective: ● Objective 1: Highland Forest will return 10% or less to fund balance at end 2015-2016 budget year. Technology Goal #6: Highland Forest will equip and utilize 21st century technology in all classrooms and prepare students for challenges and success in the future. Current Status: ● Status 1: According to 2014-2015 BrightBytes survey, Highland Forest rated Emerging (900-999) in Classroom component. ● Status 2: According to 2014-2015 BrightBytes survey, Highland Forest rated advanced (1100-1199) in Access component. ● Status 3: According to 2014-2015 BrightBytes survey, Highland Forest rated Advanced (1100-1199) in Skills component. ● Status 4: According to 2014-2015 BrightBytes survey, Highland Forest rated Proficient (1000-1099) in the Environment component. Performance Objective(s): 9
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Objective 1: Highland Forest will rate Proficient (1000-1099) in the Classroom component of the BrightBytes survey. Objective 2: Highland Forest will maintain the Advanced rating in the Access component of the BrightBytes survey. Objective 3: Highland Forest will maintain the Advanced rating in the Skills component of the BrightBytes survey. Objective 4: Objective 2: Highland Forest will rate Advanced in the Environment component of the BrightBytes survey.
Parent Involvement Goal #7: Promote parent participation and maintain community support for our school evidenced by an increase in participation in parent and community events. Current Status: ● In 2014-2015 school year, Highland Forest hosted nine events that sought to promote positive school/family partnerships. Performance Objective(s): ● Objective 3: In 2015-2016 school year, Highland Forest will increase the number of school events that promote positive school/family partnerships to 12 events. District Goal Addressed: The district will provide an exceptional learning environment. Campus Academic Learning Environment Goal #1: Continued fidelity to balanced literacy approach in reading and writing will lead to improved academic achievement as evidenced by a 10% increase in growth based on istation. Current Status: ● Status 1: 2014-2015 istation campus end of year growth rate: 63% of all Highland Forest students exhibited one year’s growth or more. Performance Objective: ● Objective 1 : At the end of 2015-2016 school year, 73% of Highland Forest students will exhibit one year’s growth or more on istation. Strategies/Activities Person(s) Resources Timeline Formative Summative Accountable Evaluation Evaluation Disaggregate Data: Thorough Analysis of K- Teachers Local Funds, Quarterly Data Analysis Increased rates of 3rd grade common assessment results, IPrincipal Title 1 Report passing on STAAR, STATION , TEKS RESOURCE Assistant Principal universal screeners, SYSTEM,STAAR raw results NCLB campus assessments Instructional Coach and district Librarian assessments. Analyze and identify objectives in need of improvement, as well as areas of strength.
Teacher Principal
Local Funds, Title 1
Ongoing
Progress monitoring results
Increased rates of passing on STAAR, 10
Assistant Principal NCLB Instructional Coach
and tier documentation
Utilize I-STATION to identify Tier Intervention groups and identify student skill level (including supplies to document intervention)
Teacher Principal Assistant Principal NCLB Instructional Coach
District Funds, Title 1
BOY, MOY, EOY and bimonthly progress monitoring checks.
Teachers will use Revving up Your Readers Growth Charts to track students growth
Teacher Principal NCLB Instructional Coach
Local Funds, Title I
BOY, MOY, EOY tracking
Ensure that teachers are teachers are teaching instructional objectives (TEKS) in all classrooms and related programs (i.e. G/T, Special Education)
GT Teacher Special Ed Teachers Principal Assistant Principal NCLB Instructional Coach
Local Funds Title I Title III LEP SCE Sp. Ed
Ongoing
Strengthen the instructional strategies being provided in the Two-Way Immersion/Dual Language classes for LEP and non LEP students
Bilingual Coordinator Bilingual/Dual Language Teacher Principal
Local Funds, Title 1 Title III SCE
Quarterly
Documentation of instructional group members and skill levels, progress monitoring results, quarterly RtI meetings with documented progress. Progress monitoring, Revving up your Readers growth charts, Student conferences/goal setting Walk-throughs, classroom visits, weekly grade level planning meetings, lesson plans, Nine week planning, Coaching Walks Learning Walks
Class roster, Woodcock-Munoz Home Language Surveys, Spanish
universal screeners, campus assessments and district assessments. Increase the number of students moving out of Tier 2 and into Tier 1. Increased rates of passing on STAAR, universal screeners, campus /district assessments 100% of all students will make one year’s growth or more based on istation
Consistent use of assessments to identify instructional needs resulting in data-driven instruction and Increased rates of passing on STAAR, universal screeners, campus / district assessments. PDAS, TELPAS, Increased rates of passing on STAAR, universal screeners, 11
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ELPS Training Model Teaches Classroom Observational Visits SLAR Alignment Training
Assistant Principal NCLB Instructional Coach
Support dyslexia teacher in identifying and addressing the needs of students with dyslexia in English and Spanish
Teacher Dyslexia teacher Bilingual Dyslexia teacher NCLB Dist. Dyslexia committee
Title I SCE
Quarterly
Use ECISD ELAR Year at a Glance timeline/pacing guide for K-3 and follow time allocations for instruction based on the needs identified for each of the student groups.
Teacher Principal NCLB Instructional Coach District Curriculum Personnel
Title 1 Local SCE
Quarterly
Analyze data and monitor students in system safeguard population
Teachers Special Ed Teachers Principal NCLB Instructional Coach Special Ed Facilitator Teachers Principal NCLB Instructional Coach
Title 1 SCE Local Sp. Ed. Funds
Ongoing
Local Funds, SCE Title 1
Ongoing
Implement strategies and activities from district/campus writing workshop training in grades K-3
version of District Assessments, LPAC (Language Proficiency Assessments committee minutes) Dyslexia folders and OrtonGillingham Method assessments, progress monitoring results, walkthroughs, RTI Meetings, Dyslexia consults with teachers when requested Lesson Plans, Protocol sheets, Reading/Writing Workshop Calendars, TEKS objectives, Walk throughs, Learning Walks Data Meetings Istation Summary Reports Reading/Writing Conferring Records Writing conferences, small group writing conferences, Lesson plans, results of district
campus /district assessments
Increased rates of passing on STAAR, universal screeners, campus assessments/district assessments, PDAS
Increased rates of passing on STAAR, universal screeners, campus /district assessments, PDAS
Increased passing rates on universal screeners, campus/district assessments, PDAS and STAAR. Evidence of improved reading skills on STAAR assessment, improved district assessment scores and, increased 12
assessments, progress monitoring assessments
Support Reader’s Workshop and Balanced Literacy components to meet the needs of all students by implementing strategies provided through district guided reading training sessions with the goal that students will increase time they spend in reading to 120 minutes (time for Self-selected reading, reading centers, book clubs and classroom library) Continue the Stetson Model to ensure special education students are in correct placement and receiving appropriate classroom support
Teachers Special Ed Teachers Principal NCLB Instructional Coach
SCE Title 1 EC Foundation Grant,
Ongoing
Teachers Special Ed Teachers Principal NCLB Instructional Coach Special Education Facilitator Special Education teachers
Title 1 Special Education
Ongoing
Increased accuracy, fluency and comprehension levels as exhibited through reading conferences, running records and small guided reading groups Student enrollment, student schedules, Student support team reports, progress monitoring, special education report cards
accuracy, fluency and comprehension rates as measured by Istation, Fluency scores, conferring notes Improved campus/district assessment results, improved istation and STAAR Reading results.
Special Education students will have increased achievement in the all areas of literacy.
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District Goal Addressed: The district will provide an exceptional learning environment. Campus Academic Learning Environment Goal # 2 : Continued fidelity of a balanced math approach through the 90 minute math block structure will lead to improved achievement evidenced by a 10% increase in Math SMI scores. Current Status: ● Status 1: At the end of 2014-2015 school year, 59% of Highland Forest students exhibited one year’s growth or more on SMI. Performance Objective: ● Objective : At the end of 2015-2016 school year, 69% of Highland Forest students will exhibit one year’s growth or more on SMI. Strategies/Activities Person(s) Resources Timeline Formative Summative Accountable Evaluation Evaluation Analyze and identify mathematics objectives in need Teachers Local Funds, Ongoing SMI reports, Students will of improvement, as well as areas of strength.. Special Ed Title 1 Progress demonstrate improved Teachers SCE Monitoring academic math skills ● SMI Principal Data as evidenced by 2016 ● Data Meetings NCLB Weekly benchmark data, Instructional Coach formative increased STAAR assessments Math results and increased campus/district assessment results. Plan tier intervention strategies for students who Teachers Title 1 Ongoing Progress Increased rates of have been identified as being in need of intervention Special Ed SCE Funds, monitoring passing on Math in the area of mathematics and who will participate Teachers Title II results STAAR, universal in Math Tier II intervention activities Principal screeners, campus NCLB assessments /district ● Texas Early Mathematics Inventory assessments. ● Marilyn Burns Do the Math Intervention Kits Instructional Coach Use ECISD Math IFD’s timeline/pacing guide for K-3
Ensure that teachers are teaching instructional objectives (TEKS) in all classrooms and related
Teachers Special Ed Teachers Principal NCLB Instructional Coach Librarian District curriculum personnel GT Teacher Bilingual/Dual
Title 1 SCE Funds
Quarterly
Lesson plans, walkthroughs, learning walks, observations, nine-week planning, and weekly think tank sessions.
Effective use of timeline for instruction to ensure benchmark passing rate, and one year’s growth on SMI.
Title 1 SCE
Quarterly
Results of district and
Increased rates of passing on STAAR, 14
programs such as Gifted/Talented (G/T) Dual Language and special education
Language. Teacher Principal NCLB Instructional Coach
Title III LEP
Utilize supplemental materials to differentiate instruction
Teachers
Title I SCE funds Title III
Quarterly
Problem solving skills, related enrichment and spiraling will be reinforced during the 90 minute math block for all students to increase rigor in the classroom including materials for Tier I and Tier II intervention activities
Teachers Principal NCLB Instructional Coach
Local Funds, Title I SCE
Ongoing
Provide high-quality professional development on 90 Minute Math block, UPS check, and research based strategies, materials, and methods for teaching math to diverse population in district & in house trainings to support balanced math approach.
District Math Specialist Teachers Principal NCLB Instructional Coach
Title I SCE
Ongoing
Teachers will utilize the Moving Mathematicians Growth Chart to track student’s growth
Teacher Principal NCLB Instructional Coach
Local Funds, Title 1
BOY, MOY, EOY AND MIDPOINT
campus assessments, lesson plans, Student IEP, G/T checklist, RPTE,LPAC, walk throughs Lesson plans Walkthroughs, learning walks, observations, nine week planning, weekly think tank sessions. Lesson plans, posted UPS check strategies, student produced work Sign in sheets, workshop certificates, minutes, staff developed agendas, SBDM meetings
Progress monitoring, Moving Mathematician
universal screeners, campus assessments/district assessments, TELPAS Results and PDAS
Focus on mathematics reflected in STAAR assessments, district and benchmark passing rates, one year’s growth on SMI.
Increased rates of passing on STAAR, universal screeners, campus assessments and district assessments. Evaluation of professional development activities to ensure a positive impact on student performance. Increased rates of passing on STAAR, universal screeners, campus assessments and district assessments. 100% of all students will make one year’s growth or more based on SMI. 15
SMI CHECKS
Continue the Stetson Model to ensure special education students are in correct placement and receiving appropriate classroom support in the area of mathematics.
Analyze data and monitor students in system safeguard population
Teachers Principal NCLB Instructional Coach Special Education Facilitator Special Education teachers Teachers Principal NCLB Instructional Coach Special Education Facilitator
Local Funds Title I Sp. Ed Funds,
Ongoing
Local Funds, Title 1 SCE
Ongoing
s growth charts, Student conferences/go al setting Student support team reports, progress monitoring, special education report cards Data Meetings SMI Reports Anecdotal Math notes, progress monitoring results Formative assessments used in classrooms
Special Education students will have increased achievement in the area of mathematics
Increased passing rates on universal screeners, campus/district assessments, PDAS and STAAR.
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District Goal Addressed: The district will provide an exceptional learning environment. Campus Goal #3 : Professional development will build capacity for all staff by focusing on research based instructional practices/strategies, including instructional coaching. Coaching will build capacity so that teachers and/or grade levels are able to set instructional goals from data gathered from learning walks and planning to improve instructional practice. Current Status: ● Status 1: 100% of teachers and administration participated in coaching conversations. Performance Objective: ● Objective 1: 100% of teachers and administration at Highland Forest teachers and administration will continue to participate in coaching conversations to . Strategies/Activities Person(s) Resources Timeline Formative Summative Accountable Evaluation Evaluation Professional Development - Provide Teachers District/Local Ongoing Sign-in sheets, staff Evaluation of professional development (including Principal Funds, SCE developed agenda, professional quarterly planning days) for teachers and NCLB Title I, Title II, site-based minutes, development administrators in grades K-3 in the areas of : Instructional Coach Title III, Sp. District Curriculum activities to ensure Reference Professional Development Librarian assessment a positive impact in Ed. Funds Activities on page 5. materials, student certificates performance, education impact reflections, needs assessments, staff development reflections Principal and the Instructional leadership team Teachers Local Funds, Ongoing Classroom Disaggregating the will visit classrooms to assist teachers in Principal SCE, Title 1 snapshots snapshots data with improving the learning process Assistant Principal documentation, grade levels and NCLB coaching finding an Instructional Coach documentation, walk increased incidence Librarian throughs of the grade level Learning Walks goal, (snapshots) PDAS Coaching-Provide continuous and job Teachers Local Funds, Ongoing Teacher Disaggregating data embedded training on coaching model and its Principal SCE, Title I, observations, with individual purpose to enhance self-reflection on best NCLB Title II coaching language is teachers and practices Instructional Coach being used and finding an Librarian meeting. Teachers increased incidence are requesting of the teacher’s 17
ILT and other identified teaching staff members will engage in Learning Walks to observe school-wide trends, fidelity to implementation,
Identified Teachers Principal, NCLB Instructional Coach Librarian Assistant Principal
Local Funds, Title I
Ongoing
coaching sessions, and coaches are initiating coaching sessions. Coaching Walks Upon data collection obtained from learning walks, grade levels will cocreate a grade level goal.
goal, PDAS
Data from Learning Walks shows an increased incidence of the grade level’s agreed upon goal.
District Goal Addressed: The district will provide an exceptional learning environment. Campus Goal #4: Learning in an exceptional environment is a shared responsibility. Highland Forest staff and students will foster an academic climate that aligns with our beliefs, and is (a) engaging by design, (b) safe, secure, tolerant, (c) ensures share ownership and accountability for the learning process and (d) provide an environment conducive to learning. Current Status: ● Status 1: Emergent Tree Tier 1: 92% implementation rate in 2014-2015. ● Status 2: Emergent Tree Tier 2: Year 1 Implementation is 2015-2016 ● Status 3: Emergent Tree Tier 3: 59% implementation rate in 2014-2015. Performance Objective(s): ● Objective 1: Staff and students will continue to adhere to Emergent Tree Tier 1 safe, respectful and responsible expectations with a 95% implementation rate. ● Objective 2: Implement Tier 2 behavior plan with fidelity to district model in order to provide an environment conducive to learning with a goal of 70% implementation rate for 2015-2016 school year. ● Objective 3: Emergent 3 behavior classroom(s) will implement Tier 3 behavior strategies with a 65% implementation rate. Strategies/Activities Person(s) Resources Timeline Formative Summative Accountable Evaluation Evaluation Grade level teams will meet on a regular basis to Teachers Local Funds, Ongoing Report cards, Increased passing ensure monitoring and progress checks on all Principal Title I Campus progress monitoring rates on STAAR, students including at risk students. NCLB documentation, universal Instructional Coach anecdotal records, screeners, campus ● Weekly planning during conferences Librarian reading/writing assessments and ● Nine Week Planning (one full day per conferencing district grade level) documentation. assessments. 18
School -wide focus on high expectations for student success reflected in cooperative planning.
Teachers Principal NCLB Instructional Coach Assistant Principal Librarian
Local Funds, SCE, Title I
Quarterly
Teaching and support staff will continue personal growth and personal professional development to meet student needs, through active engagement in PLN (Professional Learning Networks)
Teachers Principal NCLB Instructional Coach Librarian Assistant Principal
Local Funds, SCE, Title 1, Title II, Title III, Sp. Ed. Funds
Ongoing
Provide training for all staff members in the campus discipline management plan and continue to monitor implementation of Emergent Tree Tier Behavior Plan through campus fidelity checks, and monthly behavior team meetings.
Principal Assistant Principal NCLB Tree Team
Local Special Ed
Each quarter
Sign in sheets, evidence of improved coordinated planning, protocol sheets for ELAR and Math Teachers will seek and find professional articles, build their Twitter PLN and participate in chats, walk throughs
Discipline Committee Team Meetings
Increased rates of passing on STAAR, universal screeners, campus assessments and district assessments. Teachers will seek and find professional articles, build their Twitter PLN and participate in chats, Teachers will seek/implement best practices, PDAS Staff evaluation indicating understanding of consistent classroom management, decreased number of students receiving office referrals, decrease number of students on Tier 2 and Tier 3 behavior plans.
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District Goal Addressed: The district will provide an exceptional learning environment. Campus Goal: #5: Highland Forest will maintain financial integrity by aligning purchases to needs and best instructional materials. Current Status: ● Status 1: At the end of year 2014-2015, Highland Forest had 21.52% remaining fund balance. Performance Objective: ● Objective 1: Highland Forest will return 10% or less to fund balance at end 2015-2016 budget year. Strategies/Activities Person(s) Resources Timeline Formative Summative Accountable Evaluation Evaluation Continue evaluation of the available reading Principal Title 1 Ongoing List of all math and 2015-2016 End and math instructional materials by gathering NCLB SCE reading inventory, of Year budget. List of outdated all inventory, disposing of outdated materials, instructional EC Foundation materials that we will and distributing only research based materials coach. Grants be disposing of. Checkout sheets for reading/ math inventory. More hands on activities being utilized in the classrooms. Purchasing only items that align with grade Principal Title 1 Ongoing Instructional Coach, 2015-2016 End level TEKS and are research based, NCLB SCE EC NCLB and Principal of Year budget instructionally sound resources and materials. Instructional Foundation will evaluate coach. Grants curriculum purchase orders to ensure that the materials being requested are research based and necessary. Evaluate available technology resources and Principal Technology Ongoing CTC will maintain 2015-2016 End dispose of outdated technological equipment Campus funds equipment, dispose of of Year budget and replace only when deemed appropriate Technology outdated equipment Coordinator when necessary and replace when deemed appropriate.
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District Goal Addressed: The district will provide an exceptional learning environment. Campus Goal # 6: Highland Forest will equip and utilize 21st century technology in all classrooms and prepare students for challenges and success in the future. Current Status: ● Status 1: According to 2014-2015 BrightBytes survey, Highland Forest rated Emerging (900-999) in Classroom component. ● Status 2: According to 2014-2015 BrightBytes survey, Highland Forest rated advanced (1100-1199) in Access component. ● Status 3: According to 2014-2015 BrightBytes survey, Highland Forest rated Advanced (1100-1199) in Skills component. ● Status 4: According to 2014-2015 BrightBytes survey, Highland Forest rated Proficient (1000-1099) in the Environment component.
Performance Objective(s): ● Objective 1: Highland Forest will rate Proficient (1000-1099) in the Classroom component of the BrightBytes survey. ● Objective 2: Highland Forest will maintain the advanced rating in the Access component of the BrightBytes survey. ● Objective 3: Highland Forest will maintain the advanced rating in the Skills component of the BrightBytes survey. ● Objective 4: Objective 2: Highland Forest will rate Advanced in the Environment component of the BrightBytes survey. ● Increased opportunities for students to utilize technology in their learning. ● Increased student access to current 21st century technology. Strategies/Activities Person(s) Resources Timeline Formative Summative Accountable Evaluation Evaluation Promote student collaboration and communication with peers and staff through the use of Google Apps for Education, and other online tools. Students will engage in authentic learning and problem solving in Reading & Writing-- demonstrating their mastery of content through generating products like iMovie, Green Screen, Adobe Voice / Slate, Storybird, Glogster, etc..
Campus Admin, District Technology 2015-16 Classroom Teachers, Fund School Year
Provide access to online Mathematics resources Campus Admin, and support instruction and enhance classroom Classroom Teachers instructional strategies in the math classroom through the use of digital tools. Provide access to online Mathematics. Students will engage in authentic learning and problem solving -demonstrating their mastery of content through
District Technology 2015-16 Fund School Year
Lesson plans, coaching walks, learning walks, Google Apps for Education, student presentations, staff development signin sheets
Ongoing student collaboration and communication within Google Apps for Education and student digital lockers
Lesson plans, coaching walks, learning walks, student and teacher products
Improved instructional practices and student learning.
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generating products like iMovie, Green Screen, Adobe Voice / Slate, Storybird, Glogster, etc.. Multimedia showcasing of student engagement and learning experiences to the community through digital bulletin boards and Twitter.
Campus Admin, CTC, Webmaster, Classroom Teachers
District Technology 2015-16 Fund School Year
Content on digital bulletin boards, websites, Monitor Twitter feed, staff development signin sheets
Parent Survey, content on social media and digital bulletin boards
Collaboratively plan units of instruction involving embedded research skills and processes with integrated technology components.
Technology coordinator, district instructional technology team , librarian, teachers.
Technology funds Title II PTA Funds Title I
Monthly
Survey results, Each grade level will plan and deliver.
Maintain and update existing technology to serve the needs of students (including new computers, printers, software, hardware)
Tech coordinator, admin
Technology funds
Ongoing
Increased use of technology by students and staff
Teacher will incorporate the use of technology tools such as text to speech and word processing hardware and software into the classroom in order to facilitate the writing process, promote creativity, and increase accessibility to text content. Lesson plans and Integrated thematic Units must document the integration of technology to the classroom instruction (K-3) Students will use technology resources for solving problems and making informed decisions in technology infused mathematics, science, social studies, and language Arts class (K-3) Students will use technology enhanced research tools to locate, evaluate, and collect information from a variety of sources. (K-3)
Technology coordinator, Teachers, Principal, NCLB, librarian
Local District Title I
Quarterly
Successful practice in the classroom and computer lab
End of year analysis of collaborative research projects to see increased Loertscher level of collaboration. Increased student performance on assessments. Increased academic achievement in all grade levels
Technology coordinator, Teachers, librarian
Local District Title 1
Quarterly
Successful practice in the classroom and computer lab
Technology Coordinator, Teachers, librarian
Local District Title I
Quarterly
Successful practice in the classroom and lab
Increased academic achievement in all grade levels (K-3) Increased academic achievement 22
District Goal Addressed: The district will provide an exceptional learning environment. Campus Goal: #7: Promote parent participation and maintain community support for our school evidenced by an increase in participation in parent and community events. Current Status: ● In 2014-2015 school year, Highland Forest hosted nine events that sought to promote positive school/family partnerships. Performance Objective(s): ● Objective 3: In 2015-2016 school year, Highland Forest will increase the number of school events that promote positive school/family partnerships to 12 events. Strategies/Activities Person(s) Resources Timeline Formative Summative Accountable Evaluation Evaluation Encourage increased parental involvement Campus staff, Local Funds, Ongoing Evaluation forms, Evidence of and awareness through multiple school parent teachers, Parent Title I Campus parent surveys home/school involvement events. See list of school events Involvement partnership with on page 8. committee, NCLB increased positive interactions, increased parental involvement Provide parents with strategies on how to NCLB Local Funds, Ongoing Samples of Evidence of strong better help students in the areas of reading Teachers Title I Campus literature sent home/school through classroom newsletters, book checkout Librarian home available in partnership with system, summer library program, istation Parent increased positive training. involvement interaction, and binder check out increased logs participation in parent workshops/book checkout. Provide parents with literacy materials and NCLB Title I Campus Quarterly Check out records Parent surveys math manipulatives and activities to be Teachers utilized at home Librarian Conduct parent academic information NCLB Title I Campus, Yearly Agenda, Sign-in Parent surveys, meetings to get information two way Bilingual/Dual SCE, Local increased number of immersion program Language Funds participants in Teachers meetings. Ensure meaningful communication between Principal Title I Campus Ongoing Phone logs, Results of parent parents on an ongoing basis through parent Assistant Principal conference notes, survey documenting link, parent/teacher conferences, frequent NCLB progress reports, meaningful progress reports, increased information in Teachers, Campus report cards communication school wide newsletter, web page, and webmaster 23
training for staff members in how to communicate with parents (including materials regarding expectations for the next grade level) Collaborate with PTA to inform parents and community members of school activities
Parents will share the responsibility for improved student achievement and behavior by signing the Title I School Parent Compact
Inform parents of the Emergent Tree Tier 1 Behavior Plan Parent volunteer trainings will be required for parents that volunteer in the classroom and on field trips Community/ business InvolvementEncourage increased community/businesses involvement and awareness by providing opportunities to participate and establish partnerships
Principal NCLB PTA reps
PTA Title I Campus
Monthly
PTA Agenda, Parent responses
Parent survey, increased number of attendees at PTA events. Increased parent involvement
Parents Teachers NCLB Principal Assistant Principal Principal Assistant Principal Teachers Principal VIP Trainer (Librarian) NCLB Principal SBDM Committee
Title I Campus
Yearly
Signed compacts, record of parent conferences
Title I Campus SCE
Weekly
Reduction in office referrals
Local Funds, Title I Campus
Monthly
Sign in sheets, homework/ Pie sheets Sign in sheets
PTA Title I Campus
Quarterly
Participation in school functions, support activities, donations
Increased awareness and participation of community/business members in school functions and activities.
Sign in sheets
CATCH Highland Forest Elementary CATCH team is Monica Johnson, Lisa Granato, Sonia Tonsul, Marylou Sanchez, parent pending List of activities include, but not limited to: CATCH movement lessons, nutrition lessons using Brain Pop jr., my plate, slow, go, whoa, and Nurse Granato presenting Texas Agrilife Food and Nutrition Education, Bike Rodeo, Red-Ribbon Week, Academic Family Night, and Field Day Location/Style of Activities: regular classroom, physical education, cafeteria, after-school challenge program, and family engagement nights. Campus Goal - 3 nutrition/fitness family activities per year. 24
STATE COMPENSATORY EDUCATION FUNDS Campus coordinates its SCE and Title budgets in a manner to maximize efforts and properly service those within its defined school-wide program Highland Forest State Comp Ed Budget 2015/16 Teachers Cansino, Joy
1.00%
Dyslexia Teacher
$
60,912
$ $
1,000 2,000
$ $
24,844 24,980
$
49,824
$
113,736
$ $ $ $ $ $ $
1,036 1,038 10,000 50 184 200 650
Total Appropriations HF 62xx to 64xx
$
13,158
Total All Appropriations HF
$
126,894
Other Payroll Payments: Substitutes for Paraprofessional Staff Devlopment Subs Paraprofessionals: Castelo Jimenez, M
1%
Bilingual Asst.
Lopez, Joanna
1%
At Risk Asst.
Total Paraprofessionals Total FTE's for Highland Forest
2.0% $
-
3.00% Total Charged to 169/181-11 (Instructional)
181-11-6339-19-106-630 169-11-6339-00-106-630 169-11-6329-00-106-630 181-11-6329-19-106-630 181-11-6399-19-106-630 169-13-6399-00-106-630 169-13-6411-19-106-630
Testing Materials/Dyslexia Testing Materials Inst Reading Materials Inst Reading Materials/Dylexia Instructional Supplies/Postage-Dysleixa Stf DVlp Supplies Staff Development Travel/Dyslexia
25
TITLE I
211 211 211 211 211
11 13 13 23 23
6399 6299 6411 6299 6411
sub 00 00 00 00 00
211 211 211 211 211 211 211 211 211 211 211 211 211 211 211
31 61 61 61 11 13 11 13 13 11 13 13 13 13 61
6411 6329 6399 6497 6329 6299 6112 6118 6119 6119 6118 6119 6399 6411 6119
00 00 00 00 01 01 13 CO CO NC NC NC NC NC NC
106 106 106 106 106
6 30 6 30 6 30 6 30 6 30
0 0 0 0 0
00 00 00 00 00
TITLE 1, PART A HIGHLAND FOREST Description HF TI SUPPLIES HF TI,A STF DVLP CONT SVS HF TI,A STF DVLP TRAVEL HF TI,A ADMIN CONT SVS HF TI,A ADM STF DVLP TRAVEL
106 106 106 106 106 106 106 106 106 106 106 106 106 106 106
6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
00 00 00 00 00 00 00 00 00 00 00 00 00 00 00
HF TI,A COUNSEL TRAVEL HF TI,A PI READ MTLS HF TI,A PI SUPPLIES HF TI,A PI REFRSHMENTS HF TI READING MTLS HF TI,A STF DVLP CONT SVS HF TI,A SB SUBS HF TI INST COACH STIPEND HF TI,1 INST COACH HF TI,A NCLB HF TI NCLB STIPEND HF TI,A NCLB HF TI,A NCLB SUPPLIES HF TI,A NCLB TRAVEL HF TI,A NCLB
8/26/2015 NOTES $ $ $ $ $
5,000.00 1,050.00 k anderson/rest in TII 450.00 1,050.00 k anderson/rest in TII 450.00
$ 450.00 $ 600.00 $ 700.00 $ 205.00 $ 7,325.00 $ 275.00 $ 1,000.00 $ 1,500.00 $ 37,000.00 $ 13,000.00 $ 1,500.00 $ 37,031.00 $ 150.00 $ 450.00 $ 13,000.00 $ 122,186.00
subscription campus base ins co - burns (20,000) ins co - burns (20,000) nclb-moreno nclb-moreno nclb-moreno nclb-moreno nclb-moreno nclb-moreno
26
TITLE I – RESERVATION 211 211 211 211 211 211 211 211 211 211 211
11 11 11 13 11 13 13 13 31 61 61
6112 6112 6112 6299 6112 6299 6329 6411 6411 6419 6494
DC DP DS DS DW DW DW PI PI PI PI
106 106 106 106 106 106 106 106 106 106 106
6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30 6 30
0 0 0 0 0 0 0 0 0 0 0
00 00 00 00 00 00 00 00 00 00 00
HF TI,A STF DVLP SUBS HF TI,A SB SUBS HF TI, STF DVLP SUBS HF TI ST DVLP CONT SVS HF TI,A STF WS SUBS HF TI,A SFT DVLP CONT SVS HF TI,A SFT READ MTLS HF TI,A STF DVLP TRAVEL HF TI,A COUNSEL TRAVEL HF TI, PI PARENT TRAVEL HF TI,A PI BUS USE
$ 600.00 $ 5,000.00 $ 300.00 $ 150.00 $ 6,000.00 $ 8,579.00 $ 2,350.00 $ 50.00 $ 50.00 $ 100.00 $ 50.00 $ 23,229.00
K Anderson planning (3400) Stetson Workshop Workshop words their way PI-Region 20/SAAABE - Teacher PI-Region 20/SAAABE -CO PI-Region 20/SAAABE- Parent Bus transportation
TITLE II 255 255 255 255 255
13 23 13 13 23
6299 6299 6118 6299 6299
DC DC DD DD DD
106 106 106 106 106
6 6 6 6 6
24 24 24 24 24
0 0 0 0 0
00 00 00 00 00
TITLE II HF TII,A STF DVLP CONT SVS HF TII,A ADM COACH CONT SVS HF TII,A STF DVLP PAY HF TII, A CONT SERV HF TII, ADMIN CONT SERV
255 255 255 255
11 13 13 13
6112 6118 6239 6299
DT DT DT DT
106 106 106 106
6 6 6 6
24 24 24 24
0 0 0 0
00 00 00 00
HF TII, MENTOR/MENTEE SUBS HF TII,A STF XTR/DUTY PAY HF TII,A STF (NEW T'S) HF TII, A CONT SERV
00 00 00 00 00 00
TITLE III HF LEP SB SUBS HF LEP ALEK LICENSES HF LEP STAFF CONT SVS HF LEP STF DVLP TRAVEL HF LEP ADM CONT SVS HF LEP ADM TRAVEL
$ 1,121.00 $ 1,153.00 $ 75.00 $ 140.00 $ 140.00 $ 400.00 55.00 $ $ 175.00 $ 135.00 $ 3,394.00
TITLE III
263 263 263 263 263 263
11 11 13 13 23 23
6112 6299 6299 6411 6299 6411
13 00 00 00 00 00
106 106 106 106 106 106
6 6 6 6 6 6
25 25 25 25 25 25
0 0 0 0 0 0
$ 900.00 $ 500.00 $ 95.00 $ 450.00 $ 95.00 $ 150.00 $ 2,190.00
NOTES split with title 1 split with title 1 Summer pD LEADER($140) LEADER($140) NT/MENTOR SUB new teacher trainer region 20 - para Stetson (135)
COACHING Karen Anderson SUM DISTRICT DEVELOPMENT NEW TEACHER & MENTORS
NOTES LEP PD/Planning DL/ESL alek SUPPLIES for LEP Dr. E Hamayan TEACHER dl conference/SAAABE over flowTEACHER Dr. E Hamayan ADMIN dl conference/SAAABE over flowADMIN
27
Site Based Decision Making Committee: Irma Jean Williams
___________________
Principal
Christina Moreno
___________________
Professional (Non-teaching)
Jessica Gonzales
___________________
Teacher Representative
Vanessa Stoltz
___________________
Teacher Representative
Cynthia Talamantez
___________________
Paraprofessional Representative
Stephanie Kosub
___________________
Assistant Principal
Veronica Rojas
___________________
Parent Representative
Marguerite Lowak
___________________
District Representative
Vacant
–––––––––––––––––––
Community Representative
28
Parent Compact 2015-2016 Shared Responsibilities for High Student Performance Both the school, ___Highland Forest_____(represented by teacher _____________________________________), and the parent of ____________________________________, Grade ___________, realize that the responsibility must be shared for the student to meet the State’s high performance standards. Both the school and parent realize the importance of regular communication and quality instructional time. To accomplish this goal, both agree to do the following to support this child’s education: The school shall: (check all that apply)
The parent shall: (check all that apply):
Provide high quality curriculum (what the child is taught).
Make sure child comes to school and on time.
Provide a safe and nurturing atmosphere for the child to grow and learn.
Check child’s folder for progress reports, accountability sheet and daily homework and sign daily.
Provide engaging, high-quality instruction (how the child is taught).
Encourage and provide support with your child’s homework and to help maintain positive classroom behavior.
Hold parent teacher conferences in relation to the child’s school achievement, as needed.
Read books and play educational games with your child.
Provide frequent reports to parents on student’s progress.
Communicate with your child’s teacher if any concerns arise prior to contacting administration.
Provide opportunities for parents to visit and observe activities.
Attend a parent-teacher conference as needed to discuss your child’s achievement.
Provide opportunities for parents to volunteer and participate.
Participate in decisions relating to the education of children such as school board elections, parent surveys, PTA meetings and other meetings.
Provide learning opportunities so the child can learn about community and culture.
Attend VIP training and volunteer at the school when possible.
Provide a setting for positive classroom behavior.
Try to ensure that your child has a choice in after school activities.
Provide a grade level and/or a weekly class newsletter to parents.
Ensure that your child gets plenty of rest on school nights.
Provide a monthly school newsletter
Agree to read the class, grade level and the monthly school newsletter.
Other:
Other:
TEACHER SIGNATURE:_______________________________________
PARENT SIGNATURE:____________________________
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