2019-2020 Campus Improvement Plan Carrizo Springs … · 2020-02-24 · 2019 STAAR Performance Data...

Carrizo Springs Independent School District

Carrizo Springs Intermediate

2019-2020 Campus Improvement PlanAccountability Rating: D

Board Approval Date: October 15, 2019Public Presentation Date: October 15, 2019

Carrizo Springs IntermediateGenerated by Plan4Learning.com 1 of 42

Campus #064903103October 25, 2019 9:43 am

Mission StatementCSCISD Mission Statement - “Provide every child a quality education in a safe environment.”

CSI Mission Statement: "Carrizo Springs Intermediate is committed to support our students' emotional, social and academic success with compassionand integrity.

CSCISD Motto: “Kids are first at CSCISD.”

VisionCSCISD Vision Statement – “Inspiring lifelong learners.”

CSI Vision Statement - The vision of CSI is to foster high achieving students who are self-motivated, persistent, and have self-efficacy.

Value StatementCSCISD Belief Statement – “The CSCISD community believe that all children are unique and can learn trough positive reinforcement.”

CSI Values: Commitment, Support, Integrity



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Achievement 6School Culture and Climate 8Staff Quality, Recruitment, and Retention 10Curriculum, Instruction, and Assessment 12Parent and Community Engagement 14School Context and Organization 16Technology 17

Priority Problem Statements 18Comprehensive Needs Assessment Data Documentation 20Goals 22

Goal 1: CSCISD by 2022 will have all campuses rated as a B on state accountability. 22Goal 2: CSCISD by 2022 will leverage financial resources to close the performance gaps by achieving a scale score of 80 on Domain 3 in StateAccountability. 29Goal 3: CSCISD by 2022, will develop and implement a systematic Social Emotional Learning (SEL) process to contribute to student academic andpersonal success through a framework based on the 5 CASEL competencies. 32

State Compensatory 35Personnel for Carrizo Springs Intermediate: 35

Title I Personnel 36Campus Advisory Team 37Campus Instructional Leadership Team 38Campus Funding Summary 39



Comprehensive Needs Assessment

Demographics

Demographics Summary

The staff at Carrizo Springs Intermediate include 33 teachers, 10 paraprofessionals, 1 counselor, and 2 administrators. Total student population is 512. Thestudent population is 3.3% White, 1% African American, 93.9% Hispanic, 0.8% Asian, and 0% Native American. Additionally, the campus serves 78.3%economically disadvantaged students, 10.9% special education students, and 11.5% Limited English Proficient students. The most current data indicate thecampus has a 12% mobility rate.

The following data were reviewed in relation to campus demographics:

https://txschools.gov/schools/064903103/profilePEIMS SAT2300TAPR 2017-18

Upon review of these data, several findings were noted. These findings include: Students enrolled in special programs include:

7% bilingual education8% gifted and talented education7% special education6% migrant65% at-risk

2018-19 attendance rate: 94%

Areas of need include:

Additional staff for academic and behavioral intervention.Incentive plan for increasing student attendance.Full-time homebound teacher is necessary to service homebound students.



https://txschools.gov/schools/064903103/profile

Demographics Strengths

Problem Statements Identifying Demographics Needs

Problem Statement 1: CSI has not leveraged diverse stake holders to review current SEL practices. Root Cause: Lack of proactive approach toward SELstudent needs.



Student Achievement

Student Achievement Summary

The following data were reviewed in relation to Academic Performance:

TEA School Report Card 2018-192019 STAAR Performance Data Table

Upon review of these data, several findings were noted. These findings include: 2019 STAAR Results:

Reading: 62% approaches grade level, 29% meets grade level, 11% masters grade levelMath: 69% approaches grade level, 32% meets grade level,15% masters grade levelScience: 72% approaches grade level, 49% meets grade level, 22% masters grade levelWriting: 44% approaches grade level, 23% meets grade level, 5% masters grade levelCurrently 2018-2019 results showed Migrant students made some gains and are at 44.44% Meets. District goal for all sub-pops is at 50% Meets.Currently 2018-2019 results showed Bilingual students made some gains and are at 45.45% Meets. District goal for all sub-pops is at 50% Meets.Currently 2018-2019 results showed Economic Disadvantage students made some gains and are at 38.97% Meets. District goal for all sub-pops is at50% Meets.Currently 2018-2019 results showed Special Education students made some gains and are at 11.11% Meets. District goal for all sub-pops is at 50%Meets.


Region 20 cohort assistance in Science and Social Studies to align with CSJH.Supplemental curriculum for Math in 4th-5th grades focusing on meets grade level.Supplemental programs providing individualized basic skills practice in Reading and Math focusing on student progress and closing the gaps and forScience that will focus on student achievement.Writing across all content areas and grade levels including writing process alignment between all campuses is needed.Identified District personnel to provide specific content training, support.

Student Achievement Strengths

There had been a slight increase in % for all perfromance levels in all content areas. Science had significant iimprovments in all performance levels.



Problem Statements Identifying Student Achievement Needs

Problem Statement 1: The District Goal of 50% Meets Grade Level hasn't been achieved for all subject areas. Root Cause: The Instructional delivery doesnot meet the standards of the GRR Framework.

Problem Statement 2: Parents would like to receive timely notification of events and events that focus on what my child is learning. Root Cause: Parentsfeel that they are receiving the information shortly before the activity or after the grading period has been completed.



School Culture and Climate

School Culture and Climate Summary

The following data were reviewed in relation to School Culture, Climate, and Organization:

Staff Survey 2018-19Staff and student attendance 2018-19

Upon review of these data, several findings were noted. These findings include:

2018-19 student attendance rate: 94%2018-19 staff attendance rate: 93%Staff survey shows a training need in differentiation, instructional framework, team building, and time management.


Display and communicate campus vision, beliefs, expectations and goals.Strengthen student-staff, staff-admin, and staff-parent-community relationships (social and academic).Restructuring of attendance incentives and rewards for all students and include staff.Administer School Climate Survey for stakeholders three times a year.Introduce the SEL Plan.

District conducted a campus climate survey (18-19)that revealed the following: Do teachers feel students are safe at school: CSI -53%

The survey also revealed that teachers felt their campus was a good place to work: CSI - 42%. At CSI =- 81.1% the students felt they would do their best topass all their classes.

Currently all campuses perform required safety drills as per calendar set by District Police Chief. District safety committes will review procedures in placeto determine identified needs by campuses and the district as per HB 11.

School safety drills are reviewed and practiced at campus and district levels to determine identified needs in regards to the drills. Every campus has anupdated emergency operations plan for safety. Required fire drills and lockdown drills are practiced. Each campus is required to provide presentations onbullying, David’s law, drug abuse, violence and suicide prevention. The training is given to both faculty and students

CSI promotes wide-spread participation in all events, they are all inclusive.



School Culture and Climate Strengths

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Student and Staff attendance does not meet District Goals. Root Cause: Goals and expectations were not consistentlycommunicated to staff, parents and students.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The following data were reviewed in relation to Teacher Quality:

2018-19 CSI Staff List


33 certified teachers10 paraprofessionals


Due to the fact that there are 5 teachers in their 1st and 2nd year of teaching, a continuum of the Mentor program to support these teachers is necessary.

Provide training for para-professionals in areas of small group instruction, instructional accommodations, Supporting Instruction & CurricularModifications, Sharon Wells, working with interventions in the classroom and core subject areas of math, science, ELA and Social Studies.

Teacher certifications; There is a need for bilingual and special education teachers as well. CSCISD will cover various costs (travel) of those staff memberswho are working on earning certification towards becoming a certified teacher or meeting needs of alternative certification.

Review of inexperienced teachers and out of the field. - gaps between low-income students based on the equity plan to provide a strategic compensationplan based on ELA/Math needs.

Staff Quality, Recruitment, and Retention Strengths

Turn-over ratio is 2:24. 5 teachers are continuing on their 2nd Year of the District Mentor program. CSI is not currently employing a Permanent SubstituteTeacher.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: There is a need to actively recruit Bilingual and SPED teachers throughout our community due to a limited number of teacher



applicants. Root Cause: The district needs to strategically increase efforts to recruit teachers of all cultures and ethnicity by growing our own teachersbeginning with current high school students and para-professionals. Attracting experienced teachers with a proven record for effectiveness is difficult giventhe location and the availability of housing.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

In CSI we use the following resources:

Reading

HMHReading PlusTEKS Resource SystemSTAR 360 for screenerRead Well, Language Life (SPED)

Math

Envision MathGo MathSharon WellsGPSVMath (SPED)STAR 360 for screener

Science

STEMScopesiSCIENCERegion 4

Social Studies

Studies WeeklyMc Graw Hill (6th Grade)

RTI

Read:It



Areas of Need:

ELAR: Students generally perform at higher levels at lower grades, but struggle with Reading fluency, potentially producing larger gaps.

MATH: Students lack basic foundational and facts fluency skills.

CSI needs a consistent, effective instruction for student groups such as dyslexia, Tier 2 and 3 students.

Teachers need continuous training on all curriculum and supplemental programs.

Curriculum, Instruction, and Assessment Strengths

We have a variety of instructional and assessment resources available to all Subject areas.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: The teachers may not be utilizing all components of the adopted curriculum as recommended. Root Cause: The teachers utilize thecurricular contents by choice and not by need.



Parent and Community Engagement

Parent and Community Engagement Summary

CSI had a goal of 728 parents/families that were to come up to the school and attend Parent and Family Engagement Events/Night for the 18-19 school year. They had a total of 1,065 parents attend parent and family engagement events for the 18-19school year. This was close to doubling the amount of families needed to meet their 10% increase goal.

According to the End of Year (EOY) Parental Involvement Evaluation Survey that was administered at the end of April of 2019 for all campuses we assessed how welcome parent/families feel at each campus:

CSI 171 parents responded to the survey. 78.3% of the parents responded that they feel quite a bit or extremely welcomed. 4.2% of parents out of 171 stated that they do not feel welcomed.

CSCISD has a district level Parent Advisory Council that is made up of teachers/staff from each campus, surrounding business representatives, and various community members. For example, we have HEB, Wal-Mart, Winter garden’s Women’sShelter, the Carrizo Springs housing Authority. This committee meets at least four times a year. These members are invited to present their company/business at one parent and Family Engagement throughout the year at the different campuses.

Carrizo Springs Parent and Family Engagement program is supported by the community. For example, we had 2 local Dj’s offer their services for free to host the Meet the Teacher Block Party events that we hosted for CSE. We also had HEB sponsora parent and Family Engagement event for CSE on a different occasion. We also had over 23 people/community members’ sign-up for the CSE Trunk a Treat Family Night. The local ambulance business fed all of the families for a parent and familyengagement event. We have high levels of community support for Parent and Family Engagement events.

According to the End of Year (EOY) Parental Involvement Evaluation Survey that was administered at the end of April of 2019 for all campuses we assessed how effective communication was at each campus and which method parents prefer:

CSI 94% of parents agreed that Remind text messages were the way they would prefer to receive communications, and 90% of parents agreed that automated calls were the wat they would prefer to receive communications from the school.

According to all of the CSCISD Campus Parent and Family Engagement policies:

In carrying out the Title I, Part A, parental requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parentsof migratory children, including providing information and school reports required under section 1112 of the ESSA in an understandable and uniform format and, including, alternative formats upon request, and, to the extent practicable, in a languageparents understand.

Translate notes going home for parents into English & Spanish.Newspaper articles will also be published in Spanish.

According to the End of Year (EOY) Parental Involvement Evaluation Survey that was administered at the end of April of 2019 for all campuses we assessed what were the greatest barriers for not attending parent and family engagement events:

CSI 58.9% of parents wanted to have events between 5:30-7:00 P.M. to attend events. 42.9% of parents would like event reminders for parent and family engagement events.

Each campus offers ALL students’ parents and guardians the opportunity to serve on the site-based decision making committee. We also announce it on social media and send out Remind messages inviting all interested parents to be part of ourcommittee. If the response is low, we select parents based on their availability to attend meetings. Their participation is necessary to give input from the parents’ perspective.

The following data were reviewed in relation to Family and Community Engagement:

Parental Engagement Surveys 2018-19, CSI 2018-19 Parent and Family Engagement attendance and participation


Parents would like to receive timely notification of events and events that focus on what my child is learning.Parents would also like frequent notification of child's behavior, academics and campus activities.

For the 2018-2019 school year we hosted the following events: Open House, Abuelito events, Report Card pick-up, Breakfast buddies, Winter night, Let's TACO 'Bout STAAR Night, GT Show Case. For SY 2019-20, we will host the followingevents: Fall and Spring Report Card Conferences, 2 Literacy Nights.



Areas of need include: Provide incentives for parents and students to help improve the attendance of family and community related events.

We reviewed all of the data from the STAAR exams to determine the Reporting Category that would be covered during Parent and Family Engagement Nights. These events also include a Take Away game/activity (that also relates to the focus RC)and this is another resource for parents to us at home to help their child improve/master these categories. Title 1 funds are used to purchase the materials for the activities and the parent take away activity.

CSI 2019-2020 Campus Focus that are aligned to all Parent and Family Engagement Events that are offered this school year.

4th grade: Math: Reporting Category 2: Computations and Algebraic Relationships: The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. CSI will increase from 67.51% to a 73% for the2019-2020 school year.

· Reading: Reporting Category 3: Understanding and Analysis of Informational Texts: The student will demonstrate an ability to understand and informational texts. CSI will increase from a 65% to a 75% for the 2019-2020 school year.

· Writing: Reporting Category 1: Composition: The student will demonstrate an ability to compose a variety of written texts with a clear, central idea; coherent organization; sufficient development; and effective use of language and conventions. CSIwill increase from 53% to a 63% for the 2019-2020 school year.

5th grade:· Math: Reporting Category 2: Computations and Algebraic Relationships: The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. CSI will increase from 50% to a 60% for the2019-2020 school year.

· Reading: Reporting Category 3: Understanding and Analysis of Informational Texts. CSI will increase from 57% to a 67% for the 2019-2020 school year.

· Science: Reporting Category 2: Force, Motion, and Energy CSI will increase from a 68 to a 73% for the 2019-2020 school year.

6th grade:· Math: Reporting Category 2: Computations and Algebraic Relationship: The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. CSI will increase from 63% to a 68% for the2019-2020 school year.

· Reading: Reporting Category 3: Understanding and Analysis of Informational Texts: The student will demonstrate an ability to understand and analyze informational texts. in ways that maintain meaning and logical order within a text and acrosstexts. Readiness Standard (Expository) / Supporting Standard (Persuasive) CSI will increase from 61% to a 66% for the 2019-2020 school year.

Revised on 9/3/2019

Parent and Community Engagement Strengths

Based on Parents' responses regarding a preferred schedule of hosting the events, the campus accommodated the request. With this, the number ofindividuals who attended this year's Parental Involvement activities increased from 662 the previous year to 1,065 this year. 77% of Parents rated thecampus as welcoming from quite a bit to a tremendous amount.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Parents would like to receive timely notification of events and events that focus on what my child is learning. Root Cause: Parentsfeel that they are receiving the information shortly before the activity or after the grading period has been completed.



School Context and Organization

School Context and Organization Summary

For School Year 2019-2020, we changed the Leadership Team to include Department Heads instead of the Grade Level Chairpersons. Monthly Leadershipand Staff Meetings were scheduled for this year. PLCs, ARDs and 504s have been scheduled following District expectations. Supplemental academicprograms (Extended Day, Saturday Academies) are also scheduled to begin during the 1st 6 Weeks.

School Context and Organization Strengths

Administration (Principal and Vice-Principal) was administration was assigned prior to the start of the SY. This allowed the team to plan, organize andimplement campus programs for the new SY.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Supplemental academic programs did not begin in a timely manner. Root Cause: Adminstration was not put in place before theschool year started.



Technology

Technology Summary

CSI is 1:1 campus with chromebooks. SPED is 1:1 with IPADS. All instructional classrooms have Interactive TV. Wi-Fi routers were strategically placed toprovide internet access in all parts of the building. All classrooms were provided with new printers.

Areas of Need:

There is a need to acquire software programs that will comprehensively track, monitor or record student and teacher data.

Training for administration utilizing software programs is necessary.

Technology Strengths

CSI is equipped to provide 1:1 implementation of chromebooks.

Problem Statements Identifying Technology Needs

Problem Statement 1: Teachers do not consistently utilize the technology component of their curriculum. Root Cause: Technology is not used as a tool toenhance learning and engage the students. Teachers may not know how to enhance the curriculum using technology. It is being used for low-level activities.

Problem Statement 2: Administrative organizational tasks were not consistently used. Root Cause: There is no centralized data system for administratorsto track, monitor and review data.



Priority Problem Statements

Problem Statement 1: The District Goal of 50% Meets Grade Level hasn't been achieved for all subject areas.Root Cause 1: The Instructional delivery does not meet the standards of the GRR Framework.Problem Statement 1 Areas: Student Achievement

Problem Statement 2: Student and Staff attendance does not meet District Goals.Root Cause 2: Goals and expectations were not consistently communicated to staff, parents and students.Problem Statement 2 Areas: School Culture and Climate

Problem Statement 3: The teachers may not be utilizing all components of the adopted curriculum as recommended.Root Cause 3: The teachers utilize the curricular contents by choice and not by need.Problem Statement 3 Areas: Curriculum, Instruction, and Assessment

Problem Statement 4: Parents would like to receive timely notification of events and events that focus on what my child is learning.Root Cause 4: Parents feel that they are receiving the information shortly before the activity or after the grading period has been completed.Problem Statement 4 Areas: Student Achievement - Parent and Community Engagement

Problem Statement 5: Supplemental academic programs did not begin in a timely manner.Root Cause 5: Adminstration was not put in place before the school year started.Problem Statement 5 Areas: School Context and Organization



Problem Statement 6: Teachers do not consistently utilize the technology component of their curriculum.Root Cause 6: Technology is not used as a tool to enhance learning and engage the students. Teachers may not know how to enhance the curriculum usingtechnology. It is being used for low-level activities.Problem Statement 6 Areas: Technology

Problem Statement 7: CSI has not leveraged diverse stake holders to review current SEL practices.Root Cause 7: Lack of proactive approach toward SEL student needs.Problem Statement 7 Areas: Demographics

Problem Statement 8: There is a need to actively recruit Bilingual and SPED teachers throughout our community due to a limited number of teacherapplicants.Root Cause 8: The district needs to strategically increase efforts to recruit teachers of all cultures and ethnicity by growing our own teachers beginning withcurrent high school students and para-professionals. Attracting experienced teachers with a proven record for effectiveness is difficult given the location andthe availability of housing.Problem Statement 8 Areas: Staff Quality, Recruitment, and Retention

Problem Statement 9: Administrative organizational tasks were not consistently used.Root Cause 9: There is no centralized data system for administrators to track, monitor and review data.Problem Statement 9 Areas: Technology



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps Domain

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic math assessment dataStudent failure and/or retention ratesLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments data

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline,attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility data



At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataHomeless dataGifted and talented data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus department and/or faculty meeting discussions and dataEvaluation(s) of professional development implementation and impactTTESS data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementation



Goals

Goal 1: CSCISD by 2022 will have all campuses rated as a B on state accountability.

Performance Objective 1: Performance Objective: By May 2020 all campuses will develop district wide vertically aligned ELAR and Math curricula.Target: CSCISD will develop a systematic approach to deliver ELAR and Math TEKS across campuses, with an emphasis on all sub-populations.

Evaluation Data Source(s) 1: STAAR, TELPAS, PBMAS, TAPR, STAR 360, Campus Report Card (2018-19)Build a foundation of reading and mathConnect high school to career and collegeImprove low-performing schoolsRecruit, support, retain teachers and principals

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Feb Apr June

TEA PrioritiesBuild a foundation of reading and math

Improve low-performing schools1) The CSCISD ELAR team will continue tounpack the new TEKS and align the newcurriculum (reading and writing) with TEKSResource System (TRS) assessments.

2.4, 2.5, 2.6 ELAR Dept.HeadPrincipalsInstructionalOfficer

By May 2020, all teachers will be utilizing theTRS assessments based on the new curriculumand the revised ELAR TEKS.

Problem Statements: Curriculum, Instruction, and Assessment 1





TEA PrioritiesRecruit, support, retain teachers and principals

Improve low-performing schools2) Train instructional staff in TRS, to includethe Instructional Focus Document (IFD)Planning Guide.

2.4, 2.5, 2.6 Principal IO By May 2020, all instructional staff will beutilizing TRS and its documents to guide theirlessons and assessments.

Problem Statements: Curriculum, Instruction, and Assessment 1


Improve low-performing schools3) Train instructional staff in the writing processto align with the new ELAR TEKS.

2.4, 2.6 Writing Teachers 100% of writing teachers will be trained on thewriting process aligned to the new ELAR TEKS.

Problem Statements: Curriculum, Instruction, and Assessment 1Funding Sources: Title I - 8000.00, LCFF - Base - 3000.00


Improve low-performing schools4) CSI teachers will use a supplemental mathcurriculum for 4th and 5th grades.

2.4, 2.5, 2.6 4th & 5th gradeMath teacher

Math scores willincrease to 50% Meets Grade Level.

Problem Statements: Student Achievement 1Funding Sources: Title I - 28000.00


Improve low-performing schools5) The SPARC Team will review, monitor andrefer students for services at designated times.

2.4, 2.6 AdministrationTeachers IO

Referral for services will be data driven and willbe evaluated on a regular basis.

Problem Statements: Demographics 1Funding Sources: State Compensatory Education - 1000.00


Build a foundation of reading and mathImprove low-performing schools

6) Para-professionals will be provided withInstructional strategies training.

2.6 AdministrationAcademicDirectors

100% of support staff will attend professionaldevelopment to support student learning andmastery.



Improve low-performing schools7) Bilingual students will be provided dedicatedtutors based on assessment data.

2.4, 2.6 CampusadministrationFederal ProgramsDirectorInstructionalOfficer Tutors

100% of students participating in the programwill be provided service by Tutors.

Problem Statements: Staff Quality, Recruitment, and Retention 1Funding Sources: State Compensatory Education - 8000.00






Improve low-performing schools8) Summer School will be provided to 5thGrade students that are unsuccessful onSTAAR.

2.4, 2.5, 2.6 AdministrationTeachersSummer SchoolCoordinator

Decrease the number of students requiringsummer school services by 10% each year.

Problem Statements: Student Achievement 1Funding Sources: State Compensatory Education - 16000.00



9) Teachers will attend summer planning toupdate scope and sequence, develop commonassessments, and align lessons for the 1st sixweeks based on previous year's studentperformance.

2.4, 2.5, 2.6 AdministratorsTeachers

100% of core contentteachers willparticipate inaligning curriculum.

Problem Statements: Curriculum, Instruction, and Assessment 1Funding Sources: Title I - 4000.00



10) After school tutoring and SaturdayAcademies will be provided to identifiedstudents.

2.4, 2.5, 2.6 Teacher CampusAdministrator Extended DayCoordinator

100% of identified students will be invited toattend after school tutorials and SaturdayAcademies.

Problem Statements: Student Achievement 1Funding Sources: State Compensatory Education - 24833.33

TEA PrioritiesImprove low-performing schools

11) Campus will utilize data desegregation androot cause analysis to improve studentperformance.

2.6 Administration IO

Student will meet 50% Meets Grade Levelexpectations.



Connect high school to career and collegeImprove low-performing schools

12) Identified students will utilize a softwareprogram to practice skills in reading and math toimprove closing the gaps and science for studentachievement.

2.4, 2.5, 2.6 TeacherCampusAdministration

Student grade level fluency and comprehensionwill be at or above the district expectation for"meets grade level" on STAAR (50%).

Problem Statements: Student Achievement 1Funding Sources: Title I - 71300.00, State Compensatory Education - 65000.00






13) Teachers will be provided with constructivecoaching and state conference opportunities.

AdministratorsMath TeachersScience TeachersSocial StudiesTeachers ELARTeachers

Unit assessment results will be at or above thedistrict expectation for "meets grade level" onSTAAR (50%).

Problem Statements: Curriculum, Instruction, and Assessment 1Funding Sources: Title I - 6600.00, LCFF - Base - 7500.00, LCFF - Supplemental - 600.00



14) Campus will utilize Instructional Officers toprovide classroom coaching opportunities forteaching staff members. Strategy will addressclosing the achievement gaps for identifiedstudents and addressing comprehensive needsassessment.

2.4, 2.6 PrincipalsFederal ProgramsDirector

Instructional Officerswill be identified foreach campus.



15) IOs will be provided professionaldevelopment in coaching and resources. (TEKSResource Conference, CAMT, CAST, TCEA)

PrincipalsFederal ProgramsDirector

IO will attend designated professionaldevelopment sessions.

Problem Statements: Student Achievement 1


16) CSI teachers will utilize a Region 20Cooperative

2.5 Principal 100% of designatedteachers will utilizelearning cooperativeresources withidentified students.




17) Train instructional staff in the GradualRelease of Responsibility Framework. (GRR)

2.4, 2.5, 2.6 AdministrationIOs

By May 2020, teachers will utilize GRR in theirdaily lessons.

Problem Statements: Student Achievement 1







18) Provide Summer Leadership Training forInstructional Officers along with campus anddistrict Administrative Teams.

2.4, 2.5, 2.6 SuperintendentDirectors

By July 2020, 100% administrative staff andinstructional officers will complete summerleadership training.



Build a foundation of reading and mathConnect high school to career and college

19) Provide ESC 20 trainings todesignated staff to address theneeds of: Migrant, Bil/LEP, GT,At Risk and SpEd in core contentGT SS PBL Teachers will attendProject Based Learning training

2.4, 2.5, 2.6,3.1, 3.2

Director ofCurriculum andInstructionDirector ofFederal programsPrincipal

100% designated staff trained to address needs ofcampus subgroups

Problem Statements: Student Achievement 1Funding Sources: Title I - 0.00, LCFF - Supplemental - 0.00, Special Education - 0.00


Improve low-performing schools20) A certified teacher will serve homeboundstudents.

2.4, 2.5, 2.6 AdministrationTeacher

100% of students needing support outside ofschool are provided the opportunity fromcertified staff.



21) Staff and counselor will implementcharacter education, anti-bullying through theuse of instructional materials.

2.5, 2.6 TeachersCounselorPrincipal HRDirector

Disciplinary referrals will decrease by at least10% each year.

Problem Statements: Demographics 1Funding Sources: General Fund - 2350.00


22) Accurate reporting of daily studentattendance.

2.5, 2.6 PrincipalAttendance ClerkTeachersTruancy Officer

97% student attendance

Problem Statements: School Culture and Climate 1







23) Teachers assigned to bilingual students areprovided training to become BE/ESL certified.

2.4, 2.5, 2.6 Principal, FederalProgramsdirector, HumanResourcesdirector

All teachers (100%) serving bilingual studentsare identified as highly effective.

Problem Statements: Staff Quality, Recruitment, and Retention 1Funding Sources: LCFF - Supplemental - 3000.00


Improve low-performing schools24) Campus will utilize a program to assistcampus administrators for yearly review andprofessional growth and to monitor teachers forwalkthroughs and observations.

2.6 Campusadministration,HumanResourcesdirector

100% of Staff have necessary training.

Problem Statements: Technology 2Funding Sources: Title I - 0.00


Improve low-performing schools25) New teachers to the district will be part ofthe comprehensive mentor program throughRegion 20.

2.6 HR DirectorAdministration

New teachers will be part of the teachercomprehensive mentor program.

Problem Statements: Staff Quality, Recruitment, and Retention 1Funding Sources: Title I - 37000.00

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

DemographicsProblem Statement 1: CSI has not leveraged diverse stake holders to review current SEL practices. Root Cause 1: Lack of proactive approach toward SEL student needs.

Student AchievementProblem Statement 1: The District Goal of 50% Meets Grade Level hasn't been achieved for all subject areas. Root Cause 1: The Instructional delivery does not meet the standards ofthe GRR Framework.

School Culture and ClimateProblem Statement 1: Student and Staff attendance does not meet District Goals. Root Cause 1: Goals and expectations were not consistently communicated to staff, parents andstudents.



Staff Quality, Recruitment, and RetentionProblem Statement 1: There is a need to actively recruit Bilingual and SPED teachers throughout our community due to a limited number of teacher applicants. Root Cause 1: Thedistrict needs to strategically increase efforts to recruit teachers of all cultures and ethnicity by growing our own teachers beginning with current high school students and para-professionals. Attracting experienced teachers with a proven record for effectiveness is difficult given the location and the availability of housing.

Curriculum, Instruction, and AssessmentProblem Statement 1: The teachers may not be utilizing all components of the adopted curriculum as recommended. Root Cause 1: The teachers utilize the curricular contents by choiceand not by need.

TechnologyProblem Statement 2: Administrative organizational tasks were not consistently used. Root Cause 2: There is no centralized data system for administrators to track, monitor and reviewdata.



Goal 2: CSCISD by 2022 will leverage financial resources to close the performance gaps by achieving ascale score of 80 on Domain 3 in State Accountability.

Performance Objective 1: CSCISD will sustain financial stability through timely submission of all financial reports, unmodified audits, and establishinternal controls. Target: District finance officials will provide guidance on appropriate financial processes for all program directors and principals.Action Steps:1. District finance officials will support campuses on managing campus budgets and provide training if needed. 2. Procurement protocols (EDGAR) will be updated and district finance officials will ensure that all staff members use the new protocols. 3. Finance director will provide training for staff members under his direct supervision and oversee work productivity.

Evaluation Data Source(s) 1:






1) Substitutes will be paid for AtRiskBOY/MOY/EOY meetings and supplementalPD as per campus needs assessment.

2.6 TeachersCampusAdministrators

Utilize 100%substitute pay forspecific trainings andat-risk meetings

Problem Statements: Demographics 1Funding Sources: Title I - 2000.00, State Compensatory Education - 2000.00

2) EPES/CAP Inc Software TechSupport will be provided tokeep balances on campusaccounts.

AdministratorPEIMS Clerk

Continue with 100%campus participation

Problem Statements: Technology 2





Goal 2: CSCISD by 2022 will leverage financial resources to close the performance gaps by achieving a scale score of 80 on Domain 3 in StateAccountability.

Performance Objective 2: All state, federal, and grant funds will be strategically managed to meet the instructional needs of all students and specialpopulations. Target: Finance department personnel will establish procedures manage all programs in accordance with the funds guidelines. Action Steps: 1. District finance officials will support campuses on managing campus budgets and provide training if needed. 2. District finance officials will guide campuses to monitor campus activity funds within program guidelines and financial protocols. 3. The Campus Improvement Plans will include fund identification to meet individual program guidelines.

Evaluation Data Source(s) 2:




1) Continued use ofTitle 1 Crates forfederal compliancepurposes

PrincipalFederal ProgramDirector

Continued use ofTitle 1 Crates forfederal compliancepurposes

Problem Statements: Technology 2






Goal 3: CSCISD by 2022, will develop and implement a systematic Social Emotional Learning (SEL)process to contribute to student academic and personal success through a framework based on the 5CASEL competencies.

Performance Objective 1: By May 2020, CSCISD will assemble a SEL Team to identify campus and district needs and begin the implementation of anSEL program.

Evaluation Data Source(s) 1: SurveysNeeds Assessments from each campus


Targeted or ESF High Priority




Connect high school to career and college1) Counselor will attend mentalhealth trainings to implementSEL protocols

2.5, 2.6 PrincipalCounselorFederal ProgramsDirector

To develop anefficient protocol foraddressing the needsof social, emotionaland behavioralconcerns

Problem Statements: Demographics 1Funding Sources: Title I - 600.00

TEA PrioritiesConnect high school to career and college

Improve low-performing schools2) Counselor will enhance counselingcurriculum and services

2.4, 2.5, 2.6 PrincipalCounselor Fed.ProgramsDirector

Counselor will provide specific resources toassist students on the campus

Problem Statements: Demographics 1Funding Sources: Title I - 4000.00

TEA PrioritiesConnect high school to career and college

3) HB 5 Counselor Activities

2.6 Counselor 100% of studentswill participate inHB 5 related counselor activities, includingCareer Awareness.

Problem Statements: Demographics 1Funding Sources: General Fund - 3500.00






4) McKinney Vento Campus Liaison willprovide assistance to identified students andmonitor their attendance and grades.(TEXSHEP funds)

2.4, 2.5 Principal Liaison

As a result of monitoring, at least 90% of MVidentified students will be promoted to the nextgrade level.

Problem Statements: Demographics 1Funding Sources: Title I Part A: Allocation - 6500.00, Title I - 3000.00


Improve low-performing schools5) CSI will host 4 Family Academic nights theassistance of the Campus/District ParentLiaison.

these events will help parents better understandthe category/TEKS that are being covered inclass and will include a take a way activity thatparents can work with their child at home.

2.4, 2.5, 3.1, 3.2 PrincipalGrade levelchairs andteachersParent Liaison

Participation will increase at events by 10% eachyear.

Problem Statements: Student Achievement 2 - Parent and Community Engagement 1Funding Sources: General Fund - 1400.00, Title I Part A: Parent Involvement - 4500.00


Improve low-performing schools6) All 4 CSCISD campuses will host 2 (1elementary and 1 secondary) Summer Schoolspectacular for the students that attend summerschool.

These events will have a book author that willpromote literacy and share their personalexperiences about school to inspire thesestudents to try their best and continue to reachfor success.

3.1, 3.2 CSCISD FederalPrograms ServiceCoordinator

CampusAdministration Director ofFederal Programs

CSCISD should see an 5% increase in parentparticipation from last year's events

Problem Statements: Student Achievement 2 - Parent and Community Engagement 1Funding Sources: Title I Part A: Parent Involvement - 1250.00


7) Parents will have be provided with opencommunication through (ex. Remind,Flyers/notes sent home) informing parents aboutparental meetings to increase parentalinvolvement .

3.1, 3.2 PrincipalsCSCISD FederalPrograms ServiceCoordinator

By June 2021, 75% of the parents/families willbe signed up and using the remind message

Problem Statements: Student Achievement 2 - Parent and Community Engagement 1





8) Students will participate in a student fitnessprogram, and be evaluated on their performance.

2.5 PE TeacherAdministration

100% of students will participate in the FitnessGram.

Problem Statements: Demographics 1




Student AchievementProblem Statement 2: Parents would like to receive timely notification of events and events that focus on what my child is learning. Root Cause 2: Parents feel that they are receivingthe information shortly before the activity or after the grading period has been completed.

Parent and Community EngagementProblem Statement 1: Parents would like to receive timely notification of events and events that focus on what my child is learning. Root Cause 1: Parents feel that they are receivingthe information shortly before the activity or after the grading period has been completed.



State Compensatory

Personnel for Carrizo Springs Intermediate:

Name Position Program FTE

DORTIZ para-professional - CSI intervention SCE 1MCRUZ para-professional CSI Intervention SCE 1



Title I Personnel

Name Position Program FTE

AGARZA CSI Interventionist Title I 1RVELASQUEZ Instructional Officer Title I 1



Campus Advisory Team

Committee Role Name PositionAdministrator Mario Ruiz PrincipalAdministrator Oralia Paulino Vice-PrincipalClassroom Teacher Rosalinda Mendiola 4th Grade TeacherClassroom Teacher Luis Costilla 5th Grade TeacherClassroom Teacher Richard Gatica 6th Grade TeacherParent Odulia Ortiz ParentParent Corrina Puente Parent



Campus Instructional Leadership Team

Committee Role Name PositionAdministrator Mario Ruiz PrincipalAdministrator Oralia Paulino Vice-PrincipalClassroom Teacher Mary Gonzalez Math Department HeadClassroom Teacher Elizabeth Gonzalez ELAR Department HeadClassroom Teacher Victoria Cardenas Science Department HeadClassroom Teacher Maria Del Carmen Jaime Social Studies Department HeadClassroom Teacher Jennifer Hunter Special Education Department Head



Campus Funding Summary

General FundGoal Objective Strategy Resources Needed Account Code Amount

1 1 21 Character Ed (Books and Supplies) $350.001 1 21 Anti-Bullying (Books and Supplies) $500.001 1 21 Teach-To's $1,500.003 1 3 Travel $3,000.003 1 3 Books/Supplies $500.003 1 5 food $1,400.00

Sub-Total $7,250.00

LCFF - BaseGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 ELAR Support (Professional/Consulting Services) $3,000.001 1 13 CAMT/CAST Registration and Travel $7,500.00

Sub-Total $10,500.00

LCFF - SupplementalGoal Objective Strategy Resources Needed Account Code Amount

1 1 13 LPAC (Travel) $600.001 1 19 $0.001 1 23 Certificated Personnel Salaries $3,000.00

Sub-Total $3,600.00

Special EducationGoal Objective Strategy Resources Needed Account Code Amount

1 1 19 $0.00



Special EducationGoal Objective Strategy Resources Needed Account Code Amount

Sub-Total $0.00

State Compensatory EducationGoal Objective Strategy Resources Needed Account Code Amount

1 1 5 Substitutes for SPARC Meetings $1,000.001 1 6 Paraprofessional Training $600.001 1 8 Summer School Salaries (Teachers/Paraprofessionals) $12,000.001 1 8 Summer School Salaries (Summer School Coordinator) $4,000.001 1 10 Teacher/Extended Day Coordinator Pay $15,000.001 1 10 Paraprofessional Pay $3,000.001 1 10 Transportation $4,333.331 1 10 Snacks/Books/Supplies $2,500.001 1 12 Math Facts In A Flash $5,000.001 1 20 Travel $500.001 1 20 Extra Duty Pay (Certificated Personnel Salaries) $1,000.00

Sub-Total $48,933.33

Title IGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 Travel $3,000.001 1 3 Professional/Consulting Services $5,000.001 1 4 Sharon Wells (Travel) $3,000.001 1 4 Sharon Wells Curriculum $25,000.001 1 9 Teacher Pay $4,000.001 1 11 Professional/Consulting Services $3,000.001 1 12 Reading Plus $10,000.001 1 12 Interventionist $60,000.00



Title IGoal Objective Strategy Resources Needed Account Code Amount

1 1 12 Education Galaxy (Science) $1,300.001 1 13 Region 20 SS Cohort (Prof/Consulting Services) $3,300.001 1 13 Region 20 Science Cohort (Prof/Consulting Services) $3,300.001 1 14 Certificated Personnel Salaries $60,000.001 1 16 Region 20 (Professional/Consulting Services) Living Scince $2,000.001 1 18 Summer Leadership TRaining $0.001 1 19 Region 20 (Professional/Consulting Services) $0.001 1 24 TalentED (Computer Software) $0.001 1 25 Scaffolding Solutions (Technology) $3,000.001 1 25 Region 20 (Professional/Consulting Services) $34,000.002 1 1 Certificated Personnel Salaries $2,000.003 1 1 Travel $600.003 1 2 Books and Supplies $4,000.003 1 4 monitor attendance/grade $3,000.00

Sub-Total $229,500.00

Title I Part A: AllocationGoal Objective Strategy Resources Needed Account Code Amount

3 1 4 transportation $1,500.003 1 4 tutoring $1,000.003 1 4 clothing, and hygiene items $3,500.003 1 4 region 20 $500.00

Sub-Total $6,500.00

Title I Part A: Parent InvolvementGoal Objective Strategy Resources Needed Account Code Amount

3 1 5 CSCISD Federal Programs Service Coordinator travel to campus $1,500.00



Title I Part A: Parent InvolvementGoal Objective Strategy Resources Needed Account Code Amount

3 1 5 take aways $1,000.003 1 5 parent notes/flyers $500.003 1 5 supplies $1,500.003 1 6 supplies $250.003 1 6 book author $500.003 1 6 books $500.00

Sub-Total $5,750.00

State Compensatory EducationGoal Objective Strategy Resources Needed Account Code Amount

1 1 7 Tutor Pay $8,000.001 1 12 Personnel (2 Paraprofessionals) $60,000.002 1 1 Certified Personnel Salaries $2,000.00

Sub-Total $70,000.00Grand Total $382,033.33



2019-2020 Campus Improvement Plan Carrizo Springs … · 2020-02-24 · 2019 STAAR Performance Data...

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