Clear Creek ISD Strategic Plan Armand Bayou Elementary ... · Objective 1: Each student experiences...

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Clear Creek ISD Strategic Plan Armand Bayou Elementary Strategic Plan 2017-2018

Clear Creek I.S.D. Mission Statement The mission of the Clear Creek Independent School District, the leader in visionary education, is to ensure that each student discovers and develops his or her unique talents and interests while realizing personal success and positively impacting their world through a new system distinguished by integrity, meaningful relationships, personalized learning, achievement, and a continuing commitment to Courage, Collaboration, Innovation, and Self-Direction.

Statement of Beliefs We believe that:

People flourish only in a culture based on integrity

Today’s experiences are as valuable as tomorrow’s opportunities

One’s heartfelt passion creates limitless possibilities

Trust is built on what we do, not just what we say

Shared responsibility is essential to community success

Each person bears the responsibility to create his or her future

Each person possesses unique talents and creative ability

Everyone deserves to be physically and emotionally safe

Relationships are critical to meaningful teaching and learning

Respect for diversity strengthens community

The measure of any community is the success of its children

Each person deserves compassion and respect

Core Values

Trustworthiness: Act with honesty in all that you do

Respect: Value yourself and others

Responsibility: Own your choices

Fairness: Play by the rules and consider the needs of others

Caring: Be kind to others

Citizenship: Work to improve your school, community, and country.

Parameters

We will make all decisions based on the best interest of the student.

We will honor the dignity of each person.

We will operate in a culture of collaboration.

We will make optimal use of transformative technology.

We will protect and defend our local autonomy.

We will accept nothing less than excellence.

We will not compromise integrity in the pursuit of excellence.

Objectives

Each student sustains a fulfilled life actualizing his or her personal talents and interests.

Each student optimizes his or her potential by continuously setting and achieving individual learningObjectives.

Each student actively enriches and advances his or her community and greater society.

Strategies I. We will inspire learning through an array of personalized opportunities and experiences.

II. We will provide support to meet the needs and aspirations of each student.

III. We will ensure safe and nurturing learning environments.

IV. We will ensure each student understands and assumes his or her role as a productive citizen.

V. We will broaden and strengthen connections within our communities.

VI. We will ensure mutual understanding and support through effective communication.

VII. We will build capacity for organizational change.

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Armand Bayou Elementary Strategic Plan 2017-2018

School Mission Statement:

The mission of Armand Bayou Elementary, the frontier for opportunity, is to ensure that each child is empowered

to discover and achieve his or her limitless academic, social, and emotional potential while positively impacting

his or her community and transforming their future through an innovative system distinguished by shared core

values and personalized learning experiences that challenge, engage and inspire.

School Objectives, Tactics, and Action Plan Specific Result Statements:

Objective 1: Each student experiences personal success by setting, tracking and achieving individual

goals for continual academic improvement.

Tactic:

We will provide support and time for student goal setting and self-reflection to nurture continuous growth.

Specific Result Statements & Action Steps:

1. Student ownership of learning through personal goal setting

Establish school-wide components of goal setting.

Determine data to be used by each grade level to establish goals.

Develop grade-level expectations for goal setting and share with students.

Provide time and support to analyze data, create, and record initial goals.

2. Student self-awareness of progress evidenced by portfolios that reflect learner data and celebrate

accomplishments.

Create tracking system per grade level for data collection and monitoring of goals.

Schedule time to allow for ongoing student documentation and reflection of progress toward goals.

Implement flexible grouping based on needs.

Create a plan for celebration of student progress.

Objective 2: Each student recognizes his or her impact on society and is committed to enriching the

community.

Tactic:

We will promote a culture of shared responsibility that equips individuals with core values to positively impact

our community and reach their full potential.

Specific Result Statements & Action Steps:

1. Student ownership of behaviors and learning.

Create student data binders to track behaviors and learning.

Provide time for students to set goals for behaviors and learning.

Implement meaningful activities (including Morning Meetings and CAMP Character) that teach and

promote core values, focusing on respect and responsibility.

Implement school-wide and campus job opportunities to promote shared responsibility.

2. Core Values embedded in every aspect of our school culture.

Brainstorm and identify core values and common strategies for implementation as a campus.

Provide time for grade level teams to create age appropriate activities that promote core values.

Develop a calendar for school celebration rallies that reinforce school values.

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Objective 3: Each student embraces his or her unique talents, learning styles, and passions in order to

fulfill personal aspirations.

Tactic:

We will design experiences that allow each individual to explore and cultivate his or her unique learning styles

and talents.

Specific Result Statements& Action Steps:

1. Meaningful real world experiences and interactions with the community that promote higher order thinking,

decision making, time management, and cooperative learning

Develop and utilize a system to increase parent and community involvement opportunities including guest

speakers and parent volunteers for project-based learning time.

Plan for research lessons, project-based learning activities, and related service learning projects

connected to the learning.

Establish a calendar for campus and community participants.

Share student learning experiences with parents and community through technology tools.

2. Student investment in learning through individual choices and learning opportunities.

Conduct planning sessions to develop pathways for personalized learning options within the grade level

based on student interest responses.

Provide students with choice to utilize interests and talents when creating products.

Create an event to showcase the learning including products/performances.

Conduct a 5-10 item student learning survey to gain feedback and data on the level of engagement

students experienced during project based learning.

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Armand Bayou Elementary Focus Action Plan for 2017-2018

DISTRICT STRATEGY:

SCHOOL TACTIC #2: We will establish a culture of shared responsibility that equips all learners with the core values that that motivate them to reach their full potential.

SPECIFIC RESULT: We will provide the structure and support to ensure learners own their progress as it relates to academics and behavior.

VISION FOR THIS SPECIFIC RESULT: Continuous improvement for all learners through engaging in practices that enable students and adults to take charge of their own learning. Learners synergize to develop the ability to define their own goals, use metacognitive strategies to self-monitor and self-reflect on progress. This self-awareness drives actions that positively impacts the learner and their community. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

Teachers will plan collaboratively, at least once a week, to support student progress.

Teachers collect individualized data and share with students regularly.

Teachers plan for and conduct meaningful morning meetings that support our core values.

Teachers and students set goals and engage in the continuous cycle of improvement.

ACTION STEPS PERSON RESPONSIBLE TIMELINE

1. Provide the professional learning to develop a clear understanding of the criteria used to set goals

Instructional Leadership Team (instructional coaches, administrators, counselor)

August 2017-April 2018 (ongoing)

2. Provide time and support to analyze data to support the continuous cycle of improvement

Instructional Leadership Team (instructional coaches, administrators, counselor)


3. Create a system for data collection and monitoring of goals. All teachers, instructional coaches, Administration

August 2017-November 2017

4. Schedule time to allow for ongoing learner documentation and reflection of progress toward goals.

All teachers and support staff

August 2017-May 2018 (ongoing)

5. Implement continued learning activities based on needs. All teachers and support staff

August 2017-June 2018 (ongoing)

6. Create a plan and calendar for celebration of learner progress that includes all stake holders in the nomination and recognition process.

Leadership Events Action Team

August 2017-November 2017

7. Plan for morning meetings that clearly communicate the core values and the habits that support them.

Counselor and classroom teachers

August 2017-June 2018 (ongoing)

8. Plan for community outreach that clearly communicates the core values and the habits that support them.

CIIC, Family Learning Action Team, and Administrators


9. Establish common language that supports the core values and habits. ABE TLIM Lighthouse Team

August 2017-September 2017 (revisit June 2018)

10. Implement school-wide and classroom job opportunities to promote shared responsibility.

Shared Leadership Action Team and classroom teachers

August 2017-September 2017 (rollout)

11. Create and distribute surveys for all stake holders that assess the effectiveness of this tactic (pre-assess & post-assess)

ABE TLIM Lighthouse Team

October 2017 (Pre-assess)

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Comprehensive Needs Assessment

Armand Bayou Elementary is one of forty-four campuses in Clear Creek Independent School District. It was founded in 1975. The drive located on Hickory Knoll is named after Armand Bayou’s first principal, Martha Daniels. The school is located next to the Brook Forest Green Belt. In the 2017-2018 school year, Armand Bayou Elementary became a Leader in Me school.

Armand Bayou Elementary serves 547 students in grades PK through 5 compared to 509 students in 2013-14. 39.5 percent of our students are economically disadvantaged, and 25.5 percent of our students meet the criteria for at-risk. Armand Bayou serves 77 (13.9%) English Language Learner students, 40 (7.3%) students in the Gifted and Talented program, and 49 (8.6%) students served though special education services. The staff population is 6.9% African-American, 72.5% Anglo, 0% Asian, 17.2% Hispanic, 3.4% male and 96.6% female. 94.7% of Armand Bayou’s teachers have 6 or more years of experience. The overall mobility rate for the campus is approximately 17.8%. The average daily attendance rate for students is 95.9%.

Student Population 2017-2018

African-American 14.21%

Hispanic 26.05%

White 40.98%

Asian 12.02%

Pacific Islander .36%

Native American .73%

Our State Compensatory Education (SCE) program consists of staff that provides instructional

interventions to support students that are performing below grade level in Reading and or Math. Academic coaches also support the SCE program by training teachers in best practices for assisting at-risk students, ESL program for LEP students, and early interventions to prevent retentions.

According to the 2017 Accountability Summary from the Texas Education Agency, Armand Bayou Elementary met the state standard in all accountability ratings and achieved a distinction in Top 25 Percent Student Progress.

2016 2017

Index 1 84 80

Index 2 50 52

Index 3 46 44

Index 4 47 41

STAAR 2013 2016 3 year change

Reading 88% 86% -2%

Mathematics 80% 89% 9%

Writing 77% 71% -6%

Science 72% 79% 7%

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The Armand Bayou Elementary instructional leadership team and CIIC used the following data to evaluate effectiveness: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2016 survey). The following strengths and needs were identified: Student: Strengths: All students have begun setting academic and behavioral goals and tracking their own progress. Campus survey data indicated that 81% of 1st-5th graders responded affirmatively to the statement, “Setting goals helps me to know what I need to work on.” 91% of 1st-5th grade students responded affirmatively to the statement, “My school teaches us about ways to show good character.” According to district survey data given to 4th and 5th graders, 95% of our students strongly agree or agree that Armand Bayou has them prepared for the next grade level. We have zero retention across all grade levels. Needs: Our students’ writing data indicates that there is a need for additional learning experiences that support them in successfully applying grammar and conventions skills and knowledge. Math data indicates that students in grades 3-5 need additional support with learning experiences that build from concrete to pictorial to abstract. Students also have a need for authentic Science learning experiences that support them in applying the information. Students need learning experiences in the summer to support retention of knowledge and skills. Staff: Strengths: According to our campus survey, 96% of teachers implement Positive Behavior Supports in classrooms. According to district survey data, 100% of teachers responded affirmatively that parents feel welcome at our campus. 100% of teachers at Armand Bayou participate in goal setting that is geared toward improving their professional practice. They keep in contact with parents in various ways – email, phone calls, in-person conferences, online communication tools. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in May 2017, approximately 30% of teachers need additional support with how to effectively implement goal setting and progress monitoring with students. Teachers have also indicated a need for further support with formative assessment especially in grades that have begun implementing standards-based grading. This year we have invested time in campus professional development opportunities and planning sessions that specifically support these needs. Parental Involvement: Strengths: According to district survey data, 97% of parents respond affirmatively that they feel welcome in our school and 95% respond affirmatively that the school has prepared their child for the next grade level. According to campus survey data, 95% of parents respond affirmatively that there is an emphasis on character building at Armand Bayou Elementary. The PTA supports our school and encourages family involvement. Needs: 25% of parents that responded to campus survey do not refer to the core values taught at Armand Bayou Elementary at home. Also, the parents of our students who live in our areas that qualify for transportation services do not attend school events as frequently as those who live in areas that do not qualify for transportation. Armand Bayou will continue to provide transportation so that all students can be involved in after school activities including clubs and tutorials. We will also continue to schedule events and activities in the neighborhoods / apartment complexes that require transportation services. We will continue to utilize the Skylert and Livingtree online communication tools to reach all of our parents.

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ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES

DISTRICT STRATEGY II: We will provide support to meet the needs and aspirations of each student.

PERFORMANCE OBJECTIVE II.1: A systematic approach for instructional and behavioral supports for each student.

OUTCOME(S): By February 2018, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed, documented, and acted upon.

ACTION STEPS NEEDS

ASSESSMENT RESPONSIBLE

FUNDING SOURCE

TIMELINE RESOURCES

NEEDED

EVIDENCE OF MONITORING EVALUATION

Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I)

Student Assessment Data, Parent Involvement

Data

Title I Principal, Teachers

Title I April 2017 – September

2017

Transition information

ESSA Compliance

Documentation

Coordinate and integrate federal, state and local services and programs to meet individual needs and student achievement goals.

Student Assessment

Data


Local Title I, State Comp

August 1, 2017 – June

2, 2018

Intervention resources

Student performance

data, SST


PERFORMANCE OBJECTIVE II.3: Each student will meet or exceed performance expectations on STAAR Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades.

OUTCOME: By June 2018 a minimum of 85% of students will meet performance expectations on each STAAR tested area.

Use effective instructional strategies to

improve student passing on STAAR as follows:

3rd grade reading from 79% to 85%

3rd grade math from 82% to 87%

4th grade reading from 85% to 90%

4th grade math from 69% to 85%

4th grade writing from 55% to 85%


5th grade math from 94% to 98%

5th grade science from 67% to 85%

Individual student data

reports identifying

strengths and weaknesses

Assistant Superintendents

, Director of Assessment &

Evaluation, Principal, Teachers

Local, State comp, Title I

August 22, 2017 – May

6, 2018

AWARE data, designated, time for data review,

time for intervention,

communication methods

Ongoing progress reports for each student


PERFORMANCE OBJECTIVE II.3: Support so that each student receiving services through Limited English Proficient (LEP), At-Risk, Dyslexia, Special Education or Gifted and Talented Programs will be provided research-based instructional strategies to improve academic achievement.

OUTCOME: By June 2018, students receiving services through Bilingual/ESL will show growth in academic achievement on each STAAR tested area or other appropriate measure.

Implement effective instructional strategies, including Sheltered Instruction strategies that will be used to address the needs of students identified as ELL.

Student assessment

data

Director for ELL; Bilingual

Coordinator Local, Title III


2, 2018

Research-based Professional

Learning

Student assessment

results

Implement effective instructional strategies,

including leveled instructional groups (guided reading, guided math) that will be used to address the needs of students identified as At-Risk.

Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results

Implement effective instructional strategies including specialized groups in addition to first instruction that will be used to address the needs of students receiving special education services.

Student assessment

data

Director of Special

Education; Principal

Local, IDEA Funds


2, 2018


Learning

Student assessment

results

Implement effective instructional strategies

that will be used to address the needs of students receiving Section 504 services, including those students supported through Dyslexia services.

Student assessment

data

Section 504 Coordinator

Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


that will be used to address the needs of students identified as Gifted and Talented.

Student assessment

data

Director of G/T and Advanced

Academics Local


2, 2018


Learning

Student assessment

results

DISTRICT STRATEGY VI: We will ensure mutual understanding and support through effective communication

PERFORMANCE OBJECTIVE VI.1: Mutual understanding and support through effective communication.

OUTCOME: By June 2018 at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate survey.

Teachers will conference with parents at least once each year to provide a variety of information, including:

what the school will do to help students meet performance standards;

what the parent can do to help the student’s performance;

additional effective and timely assistance available at the school. (Title I)

Parent/Teacher Conference

Records


; Principal Local

August 22, 2017- June 1,

2018

Meeting time; meeting space

Conference Logs

All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication

School correspondence

Principal Title I August 22,

2017- June 1, 2018

District survey; meeting time;

plan to improve

2014 Parent Involvement

Survey

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and individual student assessment results in a language the parent can understand. (Title I)

DISTRICT STRATEGY VII: We will build capacity for organizational change.

PERFORMANCE OBJECTIVE VII.1 An instructional coaching model to facilitate the building of teacher capacity and highly qualified teachers.

OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan, that will be monitored and reported to demonstrate growth over time.

Teachers and aides will be provided quality and ongoing job embedded professional learning to enhance first time instruction.

Individual teacher goals Campus data

Campus needs

Teachers, instructional

coaches, principal

Local, Title II, Title I


2018

PL Plan; Campus Support meetings

Coaches’ calendars

Teacher goal sheets

Instructional coaches will work directly with teachers and teacher teams in making decisions about assessments to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction.

Individual teacher goals Team meeting

notes Campus data Campus needs


coaches, principal



2018


Student data Number of students requiring

intervention Discipline data

Campus and District personnel will utilize strategies to attract and retain High Quality, Highly Qualified teaching staff that includes providing mentoring, coaching, professional learning opportunities and individual support.

Highly Qualified Report, Manning Report, Highly Qualified Plan

Executive Director of

Human Resources,

Principal

Local, Title I, Title II

August 22, 2017-June 2,

2018

Scientific Research-Based

methods including

professional learning and

coaching

Highly Qualified report, PBMAS,

ICRs

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Clear Creek ISD Strategic Plan Henry F. Bauerschlag Elementary Strategic Plan 2017-2018

Clear Creek I.S.D. Mission Statement The mission of the Clear Creek Independent School District, the leader in visionary education, is to ensure that each student discovers and develops his or her unique talents and interests while realizing personal success and positively impacting their world through a new system distinguished by integrity, meaningful relationships, personalized learning, achievement, and a continuing commitment to Courage, Collaboration, Innovation, and Self-Direction. Statement of Beliefs

We believe that:

• People flourish only in a culture based on integrity

• Today’s experiences are as valuable as tomorrow’s opportunities

• One’s heartfelt passion creates limitless possibilities

• Trust is built on what we do, not just what we say

• Shared responsibility is essential to community success

• Each person bears the responsibility to create his or her future

• Each person possesses unique talents and creative ability

• Everyone deserves to be physically and emotionally safe

• Relationships are critical to meaningful teaching and learning

• Respect for diversity strengthens community

• The measure of any community is the success of its children

• Each person deserves compassion and respect

Core Values

• Trustworthiness: Act with honesty in all that you do

• Respect: Value yourself and others

• Responsibility: Own your choices

• Fairness: Play by the rules and consider the needs of others

• Caring: Be kind to others

• Citizenship: Work to improve your school, community, and country.

Parameters

• We will make all decisions based on the best interest of the student.

• We will honor the dignity of each person.

• We will operate in a culture of collaboration.

• We will make optimal use of transformative technology.

• We will protect and defend our local autonomy.

• We will accept nothing less than excellence.

• We will not compromise integrity in the pursuit of excellence.

Objectives

• Each student sustains a fulfilled life actualizing his or her personal talents and interests.

• Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives.

• Each student actively enriches and advances his or her community and greater society.








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Henry F. Bauerschlag Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of Henry Bauerschlag Elementary, the leader of self-

directed learning, is to empower each student to have confidence in determining his or her own path

and to experience personal growth and success through the investment in meaningful relationships

and the cultivation of each student’s unique strengths and talents to meet the challenges of tomorrow.

School Objectives:

• Each student embodies confidence, personal growth, and success. • Each student engages in meaningful relationships that enable him or her to contribute to

his or her community. • Each student cultivates his or her individual talents to empower self-directed, lifelong

learning.

School Tactics and Action Plan Specific Result Statements:

Strategic Plan Bauerschlag Tactics

1. We will foster a readiness for change through self-directed, personalized learning and discovery.

2. We will ensure each student actively participates as a member of his or her community through real- world experiences

3. We will establish an environment of shared responsibility in promoting trust and effective communication.

Focus Action Plans for 2017-2018

DISTRICT STRATEGY IV: We will ensure each student understands and assumes his or her role as a productive citizen. TACTIC IV: We will ensure each student actively participates as a member of his or her community through real-world experiences. SPECIFIC RESULT: Character education incorporated in classrooms on a weekly basis through the school year. VISION FOR THIS SPECIFIC RESULT: : By June of 2018, 100% of the students will have participated in character lessons and activities as evidenced by student work, Bear Paws, and less office referrals. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:


1. Character pep rallies on early dismissal days, days will vary each year Counselor, Student Council, Staff, Students, Admin.

August 2017 – June 2018

2. Character lessons incorporated into language arts and/or social studies lessons. Books would be provided to each grade level based on the relevance /appropriateness of the book for each age group.

Teachers, Administrators, Counselor, Inst. Coaches


3. Incentive and reward system with “Bear Paws” for those showing good character.

All staff August 2017 – June 2018

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4. Continue with Character Education during P.D. Time

Counselor, Block teachers August 2017 – June 2018

5. Continue weekly character announcements on the intercom system.

Counselor, Administrator, students


6. Continue with character trait awards, once every weeks. Counselor, staff, students, and parents


7. 100% of teachers will be holding Morning Meetings on a daily basis. Teachers August 2017- June 2018

DISTRICT STRATEGY: We will ensure mutual understanding and support through effective communication.

TACTIC VI: We will establish an environment of shared responsibility in promoting trust and effective communication.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: 6.2 Consistently follow clear expectations to ensure our vision of meaningful communication for all Bauerschlag staff.

VISION FOR THIS SPECIFIC RESULT: By June of 2018, 100% of classroom teachers will have professional learning based on their needs as evidenced by surveys and professional learning calendar. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:


1. Establish clear expectations for staff roles and responsibilities

Administration August 2017 – June 2018

2. Provide professional learning opportunities to expand on procedures and expectations.

Admin, coaches, Team leaders


3. Personalize professional Learning Time to meet grade level needs. Admin, coaches, Team leaders


4. Establish consistent communication weekly within grade level teams. Admin, coaches, Team leaders


5. Incorporate support staff in grade level team meetings and professional learning time as needed.

Admin, coaches, Team leaders


Comprehensive Needs Assessment Henry F. Bauerschlag is one of forty-four campuses in the Clear Creek Independent School District. Henry F. Bauerschlag opened its doors in 2001 and served 368 students. Our population grew steadily to a height of 971 students in the 2008 – 2009 school year before a new school was opened. Our population then dropped to 699 in the 2009 – 2010 school year. In the 2015 – 2016 school year, we ended the year with 950 students. This school year, 2017 – 2018, we have 941 students in grades PreK 3 to Fifth Grade.


African-American 7%

Hispanic 24%

White 63%

Asian 7%

Pacific Islander 1%

Native American 1%

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Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Bauerschlag has a small percentage of economically disadvantaged students, and we have a supportive parent base of many working parents. Our students display good character and enjoy coming to school and participating beyond the regular school day. Our students enjoy taking books home to read every night. They participate in after school events such as: Student Council, Character Club, Choir, History Club, tutoring, fine arts night, curriculum night and more. Students have a desire to learn and be successful in academic and non-academic activities. Needs: Some of our students need extra support – academically, socially and emotionally. It is our responsibility to provide these experiences for them. Our students also need interventions to begin earlier in their academic careers. According to our test scores, although they are above state and district averages, have decreased by up to 8% points. Our Math scores are higher than our Reading scores, which is attributed to having a Math Instructional coach on campus. There is a need to continue this support for our teachers and students to include support in Language Arts. We will be working with aura Adlis and other Literacy coaches in the district to strengthen reading abilities. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Students need experiences in the summer to continue their learning. Staff: Strengths: Our staff is committed to helping our students feel successful. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, transitioning through vertical alignment in math, time to plan lessons (depth). We will continue to support the staff by providing campus professional development opportunities. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. Teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue it’s in-school professional talk times. Professional Learning will target curriculum and CCISD best practices.

TAKS 2006 2011 Rating

Reading 97% 98% EXEMPLARY

Mathematics 96% 97% EXEMPLARY

Writing 95% 94% EXEMPLARY

Science 96% 95% EXEMPLARY

STAAR 2015 2016 2017

Index 1 93% 93% 91%

Index 2 53% 53% 46%

Index 3 52% 52% 52%

Index 4 50% 66% 60%

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Parental Involvement: Strengths: Bauerschlag parents do everything they can to ensure our students have a balanced educational experience. They are active in school activities. Our PTA has been an integral part of the involvement of our parents and families. They provide an instructional fund for teacher needs, and they sponsor many activities that bring our community together. They publish a monthly newsletter and support our school, and encourages family involvement. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. Our climate survey reflects a need for closer communication between teachers and home. Teachers are asked to conference with all parents during the 1st 9 weeks, and again in the spring semester. Struggling students will be contacted weekly to ensure collaboration for their child’s success. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone and email. ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES




ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST




Use effective instructional strategies to improve student passing on STAAR as follows:

• 3rd grade reading from 85% to 85%

• 3rd grade math from 92% to 93%*

• 4th grade reading from 87.5% to 89%

• 4th grade math from 90.5% to 92%*

• 4th grade writing from 83% to 84%

• 5th grade reading from 86.5% to 90%

• 5th grade math from 96.6% to 98%

• 5th grade science from 96.64% to 98%


reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results

Implement effective instructional strategies, including leveled instructional groups (guided reading, guided math) that will be used to address the needs of students identified as At-Risk.

Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results

6

Implement effective instructional strategies that will be used to address the needs of students receiving Section 504 services, including those students supported through Dyslexia services.

Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results

Implement effective instructional strategies that will be used to address the needs of students identified as Gifted and Talented.

Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results





• what the school will do to help students meet performance standards;

• what the parent can do to help the student’s performance;

• additional effective and timely assistance available at the school. (Title I)


Records


; Principal Local


2018


Conference Logs

All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a

language the parent can understand. (Title I)



2017- June 1, 2018


plan to improve


Survey



OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan, that will be monitored and reported to

demonstrate growth over time.



Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Bay Elementary Strategic Plan 2017-2018











Core Values







Parameters








Objectives











2

Bay Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of James F. Bay Elementary, the safe haven for limitless possibilities, is to develop and inspire

independent learners who discover their unique abilities through a committed and personalized system

distinguished by the passion, collaboration, confidence, and meaningful relationships necessary to excel in our

global society.

School Objectives:




School Tactics and Action Plan Specific Result Statements: Focus Action Plan for 2017-2018

DISTRICT STRATEGY: We will inspire learning through an array of personalized opportunities and experiences.

SCHOOL TACTIC #: We will build confident leaders and inspire passion for change.

SPECIFIC RESULT: Teachers and students will serve in leadership capacities to effect change within the school community.

VISION FOR THIS SPECIFIC RESULT: Promote teacher leaders

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Teachers will share instructional strategies and techniques on a monthly basis based on teacher needs.


1. Through COPS, teachers will plan intentional opportunities that create student agency and ownership in learning.

Teachers, Coaches Sept 2017-2018

2. We will establish COP’s that build leadership in teachers and students to develop ownership of learning.

Teachers, Coaches, Admin, Students

Sept 2017-2018

3. Teachers have the opportunity to self-select learning walks. Teachers & Staff Members Sept 2017-2018

Focus Action Plan for 2017-2018




VISION FOR THIS SPECIFIC RESULT: Promote student leadership

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Teacher leadership will be promoted through the study of Leader in Me.


1. Teachers will collaborate on a Monthly basis in Leader in Me COP’s to develop ideas to implement

Teachers, Coaches, Admin Sept 2017-2018

2. As a faculty, we will examine the methodology of the Leader in Me to create various leadership roles for students


3. As a Faculty, we will engage monthly in a book study of The Leader in Me


3





VISION FOR THIS SPECIFIC RESULT: Promote teacher and student leadership

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Student Leadership will be promoted through the study of Leader in Me.


1. We will promote student leadership by providing opportunities for students to apply and interview for campus specific jobs


2. Continue to offer and foster club opportunities for students (Students Council, Garden Club, Eagles Quest, Orff, Choir, Sweet 16 Volleyball, Robotics, Spirit Team, Travel Club)

Teachers Sept 2017-2018

3. Students take responsibility to self reflect and set personal and academic goals for continuous improvement.

Teachers, Students Sept 2017-2018


James F Bay Elementary in one of 44 campuses in Clear Creek Independent School District, a high performing school district south of Houston. Bay has 732 students in grades PK3-fifth grade. 41 percent of our students are economically disadvantaged.

The table below shows the student population of Bay Elementary in 2012-2013 compared to 2017-2018.

Demographic 2012-13 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

African American 5.6% 4.8% 4.2% 4.8% 5.55% 5.56%

Hispanic 21.8% 21.2% 21.2% 20.1% 22.19% 21.98%

White 63.5% 65% 65.9% 65.2% 62.52% 62.96%

American Indian 0.1% 0.3% 0.1% 0.3% 0.14% 0.41%

Asian 5.6% 5.1% 4.6% 4.8% 4.87% 4.07%

Pacific Islander 0.0% 0.1% 0.0% 0.0% 0.0% 0.0%

Two or More Races 3.3% 3.6% 4.0% 4.9% 4.74% 5.02%

Economically Disadv. 39.9% 37.2% 36.2% 37.6% 38.2% 40.22%

Limited English Prof. 9.9% 10.3% 10.8% 10.1% 10.83% 10.04%

Our school wide Title I program consists of parent involvement activities, summer programs for at-risk students, tutoring for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science) and instructional coaches (math & literacy).

In 2008, 2009, 2010 and 2011,James F Bay Elementary was named an Exemplary school. In 2014, we received the distinguished honor from the United States Department of Education as a National Blue Ribbon School.

4

Elementary 2014-2015 STAAR Student Results*: State Average Compared to CCISD Average

Grade Level

Subject State %

Satisfactory Region 4 % Satisfactory

CCISD % Satisfactory

BAY % Satisfactory

3 Reading 76% 77% 87% 87%

4 Reading 74% 75% 86% 82%

5 Reading 86% 86% 95% 94%

4 Writing 73% 74% 84% 84%

3 Mathematics 71% 73% 78% 85%

4 Mathematics 71% 74% 80% 86%

5 Mathematics 88% 89% 95% 93%

5 Science 74% 75% 84% 93%


Grade Level

Subject State %



BAY % Satisfactory

3 Reading 76% 77% 87% 84%

4 Reading 74% 75% 86% 88%

5 Reading 86% 86% 95% 90%

4 Writing 73% 74% 84% 78%

3 Mathematics 71% 73% 78% 86%

4 Mathematics 71% 74% 80% 82%

5 Mathematics 88% 89% 95% 95%

5 Science 74% 75% 84% 87%


Grade Level

Subject State %

Approaches Region 4 % Approaches

CCISD % Approaches

BAY % Approaches

3 Reading N/A N/A 83% 81%



4 Writing N/A N/A 70% 66%

3 Mathematics N/A N/A 85% 85%



5 Science N/A N/A 80% 81%

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2015 survey). Using this data, the team considered our areas of strengths and needs. We found the following:

5

Student: Strengths: Although 41% of our students come from an economically disadvantaged home. Despite their lack of experience, our students are successful in many areas. Students participate in after school events such as: choir, Orff, Robotics, Art Club, Travel Club, Eagles Quest, Sweet 16 Volleyball, Gardening Club, Mathletes, Spirit Team, Student Council, Safety Patrol and more. Students have a desire to learn and be successful in academic and non-academic activities.

Needs: Our students have academic, social and emotional needs. Student needs are met on an individual basis. Interventions begin in September for those in need. Our interventionist push in to classrooms to provide support according to student needs. Services are provided based on data collected at the end of each year and pre-assessments done in Kindergarten Camp. We provide services in the summer for struggling students based on end of the year data. Through our intervention and SST process, we continue to see gains each year.

Staff: Staff Strengths: Staff members at Bay are dedicated to helping students experience academic and personal success. Our teachers engage in a continuous cycle for professional learning to help them meet the needs of individual students. We take pride in making choices that are best for students. As we work towards our Problem of Practice developing teacher and student leadership, we are excited to see the outcomes at Bay. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: time to plan lessons (depth), meaningful personalized learning experiences and the ability to be part of the decision in professional learning. We are excited to support the staff by providing opportunities for personalized learning. In addition, the staff is in need of behavior supports and strategies to apply in the classroom. This year we are meeting these needs through Behavior 101 and the Leader in Me. Parental Involvement: Strengths: Bay parents attend the majority of our student events that take place at night. Although most of them hold full time jobs and are unable to be here during the day, they support the staff and their children by taking things home to do for teachers. Our parents actively participate at home reading with their children and in parent conferences. Needs: Many of our Bay parents work multiple jobs making it difficult for them to remain involved in their child’s education during the work day. Our events with the most parental support begin at 7 or later and provide dinner opportunities for families. We provide many opportunities for parents to be involved but many times have low turnout for parents to be involved in. We utilize the Skylert call out system to communicate with our parents.

6





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED


Provide transition opportunities for students to different grade levels (including Pre-K),

different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I)


Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST







• 4th grade reading from 79% to 84%

• 4th grade math from 83% to 88%*




• 5th grade science from 81% to 85%


reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results



Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results



Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results



Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

7


All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I)



2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets

Instructional coaches will work directly with teachers and teacher teams in making decisions about assessments to maximize

teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction.




coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Brookwood Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Brookwood Strategic Plan 2017-2018

Strategic Plan Campus Mission Statement for Brookwood Elementary The mission of Brookwood Elementary, a model of academic success embedded within a multicultural community, is to develop well-rounded, respectful, compassionate, confident students who reach their full potential through a supportive system distinguished by shared responsibility, meaningful relationships, integrity and high expectations for all. Strategic Plan Campus Strategic Objectives for Brookwood Elementary Each student exhibits character traits that actively enrich the school community. Strategic Plan Campus Tactics We will broaden the scope of a character development program to enrich the overall school community.

Action Plan Specific Result Statements: Students demonstrate outstanding character through a variety

of social interactions during their elementary experience.

DISTRICT STRATEGY IV: We will ensure each student understands and assumes his or her role as a productive citizen.

SCHOOL TACTIC #2: We will create a culture of character based on the Clear Creek ISD Core Values; Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship.

SPECIFIC RESULT: Each student demonstrates the BWE character code: Be Safe, Do Right, Work Hard, Be Kind

VISION FOR THIS SPECIFIC RESULT: We will build a culture of character among Brookwood staff and students that promotes school pride, celebrates successes and utilizes common language and expectations.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Staff and student will exhibit kind and respectful actions toward one another, inside and outside of the classroom. Staff and students will demonstrate common language and expectations and live out the character pledge.

ACTION STEPS PERSON

RESPONSIBLE TIMELINE

1. Form a core Character Cadre made up of teachers from each grade level.

Counselor By Aug 14th

2. Discuss observations and ideas gained from campus visits in the Spring at NPE, Robinson and FPE.

Char Cadre Aug 14-18

3. Develop character education lessons and resources for teachers that emphasize CCISD Core Values

Counselor By Aug 18

4. Hold daily classroom morning meetings that focus on core values Teachers Daily, starting 1st day of school

5. Emphasize core values during content area lessons and character development opportunities that arise as teachable moments during the school day

Teachers Daily

6. Hold character rallies each month. Principal/Counselor 1st Friday of each month

7. Implement common expectations for Restroom, Hallway, Cafeteria, Recess – Day 2 Character Hunt

Teachers Daily

8. Develop a Character Crew made up of student to help run character rallies.

Counselor By end of October

9. Develop a spirit squad made up of students to help bring spirit to character rallies.

Character Cadre members

By end of October

3

10. Purchase character classroom sets of books for each classroom. Principal By first Friday in September

11. Update our character pledge for the campus – need something easier to remember.

Character Cadre By Aug 14th

12. Touch base with staff 3 times throughout the year on common expectations, morning meetings and overall character implementation.

Principal Nov 7 Jan 8 March 9

Comprehensive Needs Assessment Brookwood Elementary is one of forty-four campuses in Clear Creek Independent School District. Brookwood was founded in 1992 and, as of 2017-18. It is one of now five elementary campuses serving bilingual students from all over the district. This school year, Brookwood implemented a dual language program in Kindergarten. Next year, the program will move to first grade and will continue this pattern until it spans through 5th grade. Our FLEP program (Foreign Language Enrichment Program) has transitioned to the block rotation and focuses on conversational Spanish as opposed to a content focus in Math or Science. Brookwood Elementary received distinctions on the state assessment in Spring 2017 in the areas of Reading, Math and Science.

Brookwood Elementary serves 753 students in grades pre-kindergarten to fifth grade. 34.66 percent of our students are economically disadvantaged, and 44.36 percent of our students meet the criteria for at-risk. 37.45% of students are English Language Learners, 12.75% of students are in the Gifted and Talented program, 7.7% of students receive special education services.



Hispanic 42.9%

White 34.79%

Asian 16.47%

Pacific Islander 0.4%

Native American 0.13%

Two or More races 3.32%

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (CIIC Committee). Using this data, the team considered our areas of strengths and needs. We found the following: Student Strengths:

• Participation in before and after school activities

• STAAR scores show a high percentage of students performing above or on grade level

• BAS scores and DNC assessments show a majority of students on or above level

• Students from the Brookwood area are well-rounded and exposed to many experiences outside of school Student Needs:

• Recess time – all students need movement and a break in their academic day

• Spanish speaking students need exposure to more non-fiction texts in Spanish

• Our Spanish speaking students need growth on SEL scores

4

• Writing scores for all of our students in 4th grade (STAAR)

• Character development Staff Strengths:

• Experience in Education

• Willingness to explore new ideas for teaching/learning

• Math and Reading instruction – high STAAR scores

• Science STAAR scores

Staff Needs:

• GW training for Kinder teachers

• Training for challenging high achievers to their potential

• Bilingual Resources

• Teachers taking ownership for all students on their grade level Parental Strengths:

• High parent participation for school events

• High parent academic support

• During our first PK Literacy night (bilingual), we had more than 70% of families participate Parent Needs:

• Seek out campuses with good bilingual parental involvement with PTA for ideas

• Communication between monolingual and bilingual parents

• Respectful communication on social media regarding school concerns

5





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST






• 3rd reading Spanish from 54% to 60%


• 3rd math Spanish from 58% to 70%


• 4th reading Spanish from 42% to 60%

• 4th grade math from 94% to 97%

• 4th math Spanish from 8% to 30%


• 4th writing Spanish from 61% to 70%


• 5th reading Spanish from 40% to 50%


• 5th math Spanish from 20% to 40%



reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results




6






Records


; Principal Local


2018


Conference Logs




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Clear Lake City Elementary Strategic Plan 2017-2018


We believe that: • People flourish only in a culture based on integrity • Today’s experiences are as valuable as tomorrow’s opportunities • One’s heartfelt passion creates limitless possibilities • Trust is built on what we do, not just what we say • Shared responsibility is essential to community success • Each person bears the responsibility to create his or her future • Each person possesses unique talents and creative ability • Everyone deserves to be physically and emotionally safe • Relationships are critical to meaningful teaching and learning • Respect for diversity strengthens community • The measure of any community is the success of its children • Each person deserves compassion and respect

Core Values • Trustworthiness: Act with honesty in all that you do • Respect: Value yourself and others • Responsibility: Own your choices • Fairness: Play by the rules and consider the needs of others • Caring: Be kind to others • Citizenship: Work to improve your school, community, and country.

Parameters • We will make all decisions based on the best interest of the student. • We will honor the dignity of each person. • We will operate in a culture of collaboration. • We will make optimal use of transformative technology. • We will protect and defend our local autonomy. • We will accept nothing less than excellence. • We will not compromise integrity in the pursuit of excellence.

Objectives

• Each student sustains a fulfilled life actualizing his or her personal talents and interests. • Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives. • Each student actively enriches and advances his or her community and greater society.

Strategies

I. We will inspire learning through an array of personalized opportunities and experiences. II. We will provide support to meet the needs and aspirations of each student.

III. We will ensure safe and nurturing learning environments. IV. We will ensure each student understands and assumes his or her role as a productive citizen. V. We will broaden and strengthen connections within our communities.

VI. We will ensure mutual understanding and support through effective communication. VII. We will build capacity for organizational change.

2

Clear Lake City Elementary Strategic Plan 2017-2018


The mission of Clear Lake City Elementary School, the heart of Clear Lake tradition and the home of pioneering education, is to build a safe and trusting community where each person takes ownership of his or her learning, develops confidence, and explores his or her unique interests and talents through nurturing relationships distinguished by a passion for developing life-long learners and leaders of character where all are welcomed, wanted, and worthwhile.

School Objectives:

• Each student optimizes learning opportunities while exploring and cultivating his or her unique interests and talents. • Each student maximizes his or her potential by taking ownership of his or her own learning. • Each student actively enriches his or her community by being a leader of character.

School Tactics and Action Plan Specific Result Statements: I. Tactic 1 Specific Results Statement - We will ensure a safe and trusting learning environment grounded in the CCISD Core Values.

A. Intentional culture of school safety grounded in the CCISD Core Values. B. Supportive professional relationships (model CCISD Core Values). C. Explicit instructional processes that meet the diverse needs of all participants. D. Supportive and collaborative environment in which participants feel comfortable to take risks. E. Students feel known, valued, and important in our school community. F. Sustain State and National School of Character certification.

II. Tactic 2 Specific Results Statement - We will strengthen connections within our community through effective and supportive communication.

A. We will continue to provide and seek additional opportunities for our community to interact with our Thunderbirds. B. Thunderbird Tribune for parents.

III. Tactic 3 Specific Results Statement - We will cultivate student ownership and responsibility of learning. A. Student Portfolio: Processes that record and demonstrate individual student progress throughout their pk-5

education. B. Student Agency: Each individual student maximizes their potential by concluding that classroom participation,

work, attendance, late arrivals, and behavior directly affect their learning progression. C. Home Partnership: Parents/guardians are aware of academic goals and learning progression and are active in

guiding student achievement. Positive and meaningful relationships are established between home and school.

3


DISTRICT STRATEGY: I. We will inspire learning through an array of personalized opportunities and experiences. SCHOOL TACTIC #: III. We will cultivate student ownership and responsibility of learning. SPECIFIC RESULT: III.1 Student Portfolios: Processes that record and demonstrate individual student progress throughout their pk-5 education. VISION FOR THIS SPECIFIC RESULT: Student Portfolios to support students with organizing and tracking their student data in order to support their daily learning experiences. Student Portfolios to be aligned from K-5th grade to maintain consistency for students and to show the continuum of learning across all grade levels. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

ACTION STEPS PERSON RESPONSIBLE TIMELINE 1. Meet with grade levels to discuss, organize, and create Student Portfolio. Meet with

Kindergarten first in order to utilize this as the foundation for the 1st Grade meeting. (To promote consistency with the tool for students.) Following suit, meet with 2nd Grade after 1st Grade’s meeting to do the same, and so on.

2. Purchase 600 binders and sets of dividers. 3. Assemble Student Portfolio binders. 4. Introduce Student Portfolios to students. 5. Meet mid-year with teachers to discuss what is working, what is not, and possible

changes that are needed.

6. Meet at the end of the year to discuss what worked well and what needs to be changed (following the same system as in #1.) The conclusion of this meeting is to yield the new version of the Student Binder for the next school year.

DISTRICT STRATEGY: I. We will inspire learning through an array of personalized opportunities and experiences. SCHOOL TACTIC #: III. We will cultivate learner ownership and responsibility of the learning process. SPECIFIC RESULT: III.2 Agency: Each individual learner maximizes their potential by tracking, monitoring, and using their data to select appropriate learning experiences that best support their individual needs. VISION FOR THIS SPECIFIC RESULT: Learners will link variables (participation, work, work ethic, attendance, late arrivals, and behavior) to their impact on their learning progress by tracking this information within their portfolio. This work will increase their understanding of the purpose behind each variable which, in turn, will strengthen their intrinsic motivation to own their learning process. This will also allow students to personalize their learning experiences on a daily basis. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

ACTION STEPS PERSON RESPONSIBLE TIMELINE 1. Student portfolios are used by the students on a daily basis. 2. Students independently select learning experiences/workstations/etc.by looking at

their data in their portfolios on a daily basis.

3. Teachers meet with students about their portfolios at least once every two weeks to review student progress and to assist students with making the connection between the variables listed above and their learning progress.

4. Teachers participate in the CLCE Personalized Professional Learning Course to individualize their own learning process.

5. Create, collect, and organize workstation activities by TEKS and/or Learning Progressions.

6. Create, collect, and organize instructional videos by TEKS and/or Learning Progressions.

DISTRICT STRATEGY: I. We will inspire learning through an array of personalized opportunities and experiences. SCHOOL TACTIC #: III. We will cultivate student ownership and responsibility of learning. SPECIFIC RESULT: III.3 Home Partnership: Parents/guardians are aware of academic goals and learning progression and are active in guiding student achievement. Positive and meaningful relationships are established between home and school. VISION FOR THIS SPECIFIC RESULT: Parents/guardians are fully aware and involved in the learning process of their student. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

ACTION STEPS PERSON RESPONSIBLE TIMELINE 1. Send home Parent/Student/Teacher compacts (Title I). 2. Student Led Conference professional learning for teachers. 3. Students to lead the conversation about their learning progress with their parent and

teacher.

4

Required Initiatives/Activities:

� Maintain a safe and nurturing learning environment, adhering to all District safety initiatives.

� Implement the CCISD RtI/SST Procedures with fidelity, utilizing Skyward RtI to document and progress monitor.

� Personalize learning and provide students choice in accessing, engaging, and interacting with learning activities.

� Utilize itslearning and update posted information at least once each week.

� Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I)

� Ensure that each student meets or exceeds performance expectations on STAAR Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades.

� Use effective instructional strategies to improve student passing on STAAR and other assessments.

� Integrate Core Values in all aspects of school and district operations.

� Ensure the Core Values team meets regularly to plan and implement Core Values in daily teaching and learning.

� Model Core Values through your words and your actions.

� Post Core Values in all classrooms, common areas, and offices.

� Reference Core Values in teaching and classroom discussions daily.

� Teach good Digital Citizenship and engage in appropriate use of technology to support learning.

� Post information on the college from which teachers graduated either inside or outside their classroom.

� Facilitate PK-12 communities; such as coordinating and collaborating activity calendars, shared communication and options for shared events.

� Provide opportunities for students in need of additional support to be mentored by either staff or an approved community mentoring program, such as Big Brothers, Big Sisters or Kids Hope USA.

� Implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I)

� Provide high quality and ongoing professional learning to teachers and all employees in a cycle of continuous improvement.

� Provide instructional coaching directly to teachers and teacher teams in making decisions about assessments to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction.

� Utilize strategies to attract and retain high quality, highly qualified teaching staff that includes providing mentoring, coaching, professional learning opportunities and individual support.

5


Clear Lake City Elementary is one of forty-four campuses in Clear Creek Independent School District. Clear Lake City

Elementary opened its doors in 1974 and serves 591 students in grades pre-kindergarten (3-year-old) to fifth grade. 48.9 percent of our students are economically disadvantaged, and 27.8 percent of our students meet the criteria for at-risk. Clear Lake City Elementary serves 49 (8.29%) English Language Learner students, 27 (4.58%) students in the Gifted and Talented program, and 59 (10%) students served though special education services. The staff population is 0% African-American, 88.9% Anglo, 0.0% Asian, 11.1% Hispanic, 5.6% male and 94.4% female with an average of 8.9 years of experience. The overall mobility rate for the campus is approximately 15.9%. The average daily attendance rate for students is 95.5%.


African-American 8.97% Hispanic 34.01% White 42.98% Asian 5.25% Pacific Islander 0.17% Native American 0.17%

Our school wide Title I program consists of parent involvement activities, summer programs for at-risk students,

tutoring for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science) and instructional coaches (math, literacy, science). Our State Compensatory Education (SCE) program consists of academic coaches who train teachers in best practices for assisting at-risk students, ESL program for LEP students, and early interventions to prevent retentions.

STARR 2015 2016 Index 1 88 87 Index 2 55 53 Index 3 48 49 Index 4 42 53

TAKS 2003 2011 8 yr change Reading 83% 97% + 14% Mathematics 82% 94% + 12% Writing 73% 93% + 20% Science 62% 87% + 25%

6

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2015 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although 49% of our students come from an economically disadvantaged home, they are successful in many areas. Our students enjoy taking books home to read every night. They participate in before and/or after school events such as: student council, choir, bells, robotics, art club, chess club, journalism club, game on club, maker space club, tutoring, STEM Night, curriculum night and more. Students have a desire to learn and be successful in academic and non-academic activities. Needs: A large portion of our students need extra support – academically, socially and emotionally. Because much of learning builds from life experiences, our students often do not have various home experiences. It is our responsibility to provide these experiences for them. Our students also need interventions to begin earlier in their academic careers. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences, which we provide by STEM lab experiences, field trips, guest presenters and more. Students need experiences in the summer to continue their learning. In addition, although we are a certified National School of Character, it is important that we continue to provide daily experiences with our CCISD Core Values. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, transitioning through vertical alignment in all subjects, time to plan lessons (depth). We will continue to support the staff by providing campus professional development opportunities. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue it’s after school professional development, in-school professional talk times and summer professional development. For the growth of our ELA teachers, we will provide professional learning with Elizabeth Martin. Professional Learning will target curriculum, diversity, character education, personalization of learning, and differentiation. With title funds, we will fund an instructional coach, a half-time STEM Lab teacher, and a full time intervention teacher. Parental Involvement: Strengths: Our CLCE parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in our school events. During curriculum night, close to half of our student population was represented with their family. Parents are also willing to help their students with academics, so our teachers use the family nights and parent conferences to show the parents how to continue supporting their child at home. The teachers provide strategies, books, manipulatives and other items for the parents to use at home. We have seen success with our students after the teachers have spent time teaching the parents how to support the students at home. The CLCE PTA has been an integral part of the involvement of our parents and families. They provide instructional funds for teacher needs, and they sponsor many activities, such as a Family Fun Day, Movie Nights, Dances, monthly birthday celebrations and much more. They publish a weekly newsletter four our Thunderbird Community. The PTA supports our school and encourages family involvement. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. The parents of our LEP students have not been as active as those of non-LEP students. CLCE will continue to provide after school programs and activities for parents to be involved in. We will continue to utilize the Skylert call out system to reach all of our parents.

7





ACTION STEPS NEEDS ASSESSMENT RESPONSIBLE FUNDING

SOURCE TIMELINE RESOURCES NEEDED



Student Assessment Data,

Parent Involvement Data

Title I Principal, Teachers Title I

April 2017 – September

2017


ESSA Compliance

Documentation


Student Assessment Data



August 1, 2017 – June 2, 2018


Student performance data,

SST




Use effective instructional strategies to improve student passing on STAAR as follows: Set your campus specific STAAR goals and delete those gradelevels that do not apply to your campus

• 3rd grade reading from 77% to 82% • 3rd grade math from 74% to 82%* • 4th grade reading from 84% to 89% • 4th grade math from 74% to 82%* • 4th grade writing from 75% to 82% • 5th grade reading from 89% to 94% • 5th grade math from 94% to 96%* • 5th grade science from 80% to 85% •

Individual student data reports identifying


Assistant Superintendents,

Director of Assessment &



August 22, 2017 – May 6,

2018




Ongoing progress reports for each

student





Student assessment data



August 22, 2017 – June 2,

2018


Learning

Student assessment results



At-Risk Coordinator

Local, State Comp


2018


Learning




Director of Special


Local, IDEA Funds


2018


Learning




Section 504 Coordinator Local


2018


Learning





Academics Local


2018


Learning




OUTCOME: By June 2018 at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate survey. Teachers will conference with parents at least once each year to provide a variety of information, including: • what the school will do to help students meet

performance standards; • what the parent can do to help the student’s

performance;


Records

Assistant Superintendents;

Principal Local


2018

Meeting time; meeting space Conference Logs

8



School correspondence Principal Title I


2018


plan to improve


Survey

DISTRICT STRATEGY VII: We will build capacity for organizational change. PERFORMANCE OBJECTIVE VII.1 An instructional coaching model to facilitate the building of teacher capacity and highly qualified teachers. OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan, that will be monitored and reported to demonstrate growth over time.


Individual teacher goals

Campus data Campus needs


coaches, principal



2018

PL Plan; Campus Support

meetings


Teacher goal sheets



Team meeting notes



coaches, principal



2018


meetings

Student data Number of

students requiring intervention

Discipline data




Human Resources, Principal



2018


methods including professional learning and

coaching


ICRs

1

Clear Creek ISD Strategic Plan Falcon Pass Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Falcon Pass Elementary Strategic Plan 2017-2018


The mission of Falcon Pass Elementary School, the transformative learning environment built on character

development and grounded in educational opportunity, is to empower students to become confident,

compassionate, and responsible leaders through a community that practices and promotes meaningful

relationships, provides personalized learning experiences and encourages student ownership of his or her

unique abilities.

School Objectives:

1. Each student sustains a fulfilled life actualizing his or her personal talents and interests.

2. Each student optimizes his or her potential by continuously setting and achieving individual learning

objectives.

3. Each student actively enriches and advances his or her community and greater society.


* year 2 implementation plan *continuation of year 1 implementation

Tactic 1: We will model and expect that each FPE community member is valued for their

individuality and diverse capabilities.

1.1 Individuals are valued, appreciated, and empowered by highlighting successes 1.2 Provide professional learning on growth mindset 1.3 Individuals are valued, appreciated, and empowered with opportunities to provide feedback about their learning 1.4 Individuals are valued and appreciated by being welcomed onto the campus by staff, parents and

students 1.5 Create a supportive and encouraging environment in the cafeteria 1.6 Increase opportunities for male role model involvement and collaboration within the campus 1.7 Increase technology awareness opportunities for involvement and collaboration 1.8 Increase opportunities for parent involvement and collaboration

Tactic 2: We will increase character development and academic achievement through an

array of engaging, personalized opportunities and experiences. 2.1 Establish a multi-grade level buddy system to model and promote good character

2.2 Intentionally integrate character into instruction and lesson plans

2.3 Create a school-wide character plan

2.4 Foster a productive caring citizens through monthly service projects (Voyagers

Give Back)

3

Tactic 3: We will be responsible for our actions and take ownership of our learning.

3.1 Increase student awareness and self-reflection of academic goals 3.2 Intentional use of time 3.3 Provide opportunities for independent and self-directed learning 3.4 Implement consistent campus discipline plan


DISTRICT STRATEGY: IV We will ensure each student understands and assumes his or her role as a productive citizen.

SCHOOL TACTIC #: 2 We will increase character development and academic achievement through an array of engaging, personalized opportunities and experiences.

SPECIFIC RESULT: Productive and caring citizens.

VISION FOR THIS SPECIFIC RESULT: service learning projects for all students

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: staff training and experience of SL, student learning on SL, process for

selection of SL projects, Grade level team action plans for SL project, field trip to connect to real world


1. Character committee meets to plan and organize process & materials for SL Committee members May & Summer 2017

2. Lauren trains staff on SL ½ day, staff SL project 2nd ½ day Lauren Tragni, counselor Back to School week

3. Classes share SL ppt in morning meetings Teachers 2nd week of school

4. Faculty meeting to explain team planning guide & requirements Tragni Sept 6th

5. Family input forms go home & project selections are chosen Teachers Sept 15th

6. Planning time for grade levels to complete team SL action plans Lauren train/Teaching Teams

Sept 20th

7. Final SL plans due Team Leaders Sept 29th

8. Complete grade level SL projects Team Leaders By May

9. Evaluate student participation and reflect on impact Grade level teams By May

10. Character committee meets to evaluate and make adjustments for continuation in future years.

Committee members May/Summer 2018

THE LEADER IN ME

Falcon Pass is in the second year of implementation of The Leader in Me program. Year 2 goals focus on aligning academics and continuing to build upon year 1 goals of culture and leadership. Our campus goal is to apply for lighthouse status, the highest honor for a Leader in Me campus, at the end of the 2018-2019 school year. The action plans for this school year are included above and align with both district and campus strategic plans. Our Wildly Important Goals (WIGS) for The Leader in Me implementation this year are:

Goal: Voyagers will take ownership of their behavior and academic progress. Lead Measures: 1, Students in all classes K-5th grade will update, reflect and set goals weekly using their Leadership Notebooks 34 out of 37 school weeks. 2. At the end of the 1st 9 weeks 250 students will complete a Student Led Conference with their parent, guardian or trusted adult. 3. Students will set, track and reflect on their character and behavior goals. 4. Voyagers will complete one Service Learning Project this year. -----

4


Falcon Pass Elementary opened its doors in 2002. We currently serve 616 students in grades pre-kindergarten to fifth grade. 209 students (33.93%) are coded as economically disadvantaged, 42 are coded as immigrants, and 143 are coded as At Risk. Falcon Pass serves 70 (11.36%) English Language Learner students, 79 (12.82%) students in the Gifted and Talented program, and 81 (13.15%) students served though special education services.



Hispanic 28.25%

White 42.53%

Asian 14.29



2016 2017

Index 1 87 84

Index 2 44 49

Index 3 50 43

Index 4 56 66

Mobility rate 12.8% 18.2%

2016 2017

below on above below on above

K BAS 26 21 54 26 28 46

1st BAS 25 28 47 28 31 41

2nd BAS 18 18 64 15 9 76

STAAR 2016 2017 Approaches Meets Masters Approaches Meets Masters 3rd Rdg 83 56 27 82 58 41 3rd Math 84 62 43 77 49 25 4th Rdg 91 66 38 80 59 41 4th Math 81 55 37 79 55 39 4th Writing 78 47 16 69 49 21 5th Rdg 90 66 35 95 71 44 5th Math 89 58 33 96 67 41 5th Science 85 53 15 82 46 24

Green=above district average The campus leadership team & lighthouse team analyzed campus data and made the following observations: Student: Strengths: The students at Falcon Pass have more opportunities than ever before to take initiative in their school through leadership roles both in their classrooms and school wide. Students are taking a larger role in school operations, campus decisions, problem solving and planning. Students are also being encouraged to set and monitor both academic and personal goals. This past year was the first year we incorporated student choice and ownership into academic interventions at the 3rd-5th levels which we felt led to an increase in the number of students performing at the highest levels on the STAAR. Students have a better understanding of their academic & behavior standing and progress with the use of tools such as shade your successes, classroom WIG boards and the use of their leadership notebooks. A large number of our students are achieving at the highest levels

5

according to BAS reports and STAAR percentages at the Mastery levels. This year we received our highest index 4 score for the amount of students performing at the highest level on STAAR. Needs: While the number of students who performed at the highest levels increased, we also had an increase in the number of students who did not pass STAAR or performed below level on BAS reading assessments in K-2. Specifically our Hispanic and economically disadvantaged subgroups. Our campus mobility rate also jumped up from 12%-18%. We have a significant number of students who require intense interventions both academically and behaviorally. Our teachers struggle to meet the needs of all students without the support of an additional intervention teacher for academic areas or support from administrative staff and counselor for behavior support. Staff: Strengths: Our staff is committed to helping students experience success through building meaningful relationships. They attend professional development sessions on campus, in the district and beyond. They keep in contact with parents in various ways – email, phone calls, in-person conferences. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of students through SST. The staff utilizes the cycle of continuous improvement to personalize their learning goals and address the needs of their students while also collaborating through PL cadres to share ideas and strategies that are proving successful in the classroom. The staff is committed to The Leader in Me program and collectively works together to learn and implement the components effectively. Staff model and teach the Core Values and 7 Habits. Needs: Based off of staff feedback in surveys and collaborative conversations express the following areas of need. They need time to collaborate and plan as teams to utilize and implement the district curriculum, assess students and analyze data as a teacher and in teams, understand and implement the learning progressions with fidelity, and meet the wide academic and behavioral needs of all students. They ask for additional intervention for students performing significantly below level. Parental Involvement: Strengths: Falcon Pass has a very active and supportive PTA that enriches the educational opportunities of students as well as fosters a supportive & cohesive school community through many school-wide events such as Fall Sock Hop, monthly popsicles on the playground events, school carnival, and maintaining social media sites for Q&A and the sharing of school information. The firs t9 weeks we had over 325 students who led their parents in their first student led conference. We have a good turnout for meet the teacher and parent night events as well as other campus-wide events. Needs: While many of our parents are supportive of their children’s learning and the school, there is still quite a few who do not engage or take ownership of supporting their child’s progress in both academics and behavior. Our PTA also has difficulty bringing in new people to share the work of the PTA. A large majority of our families have working parents and there is an expressed need for more evening opportunities for involvement. Parents also express the want for more instructional feedback on how their child is doing in school and how to help them at home.

6





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST






• 3rd grade math from 77% to 80%




• 5th Grade Reading STAAR, we will improve “Approaches” growth of 4th grade Reading STAAR 80% to 85%.

• 5th Grade Math STAAR, we will improve “Approaches” growth of 4thgrade Math STAAR 79% to 84%.

• 5th grade Science STAAR from 82% to 85%.


reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results



OUTCOME: By June 2018 at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the

school climate survey.

7






Records


; Principal Local


2018


Conference Logs




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Ferguson Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Ferguson Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of Ferguson Elementary School, the navigator of innovative

learners, is to create a safe environment that nourishes hearts and minds and ensures the achievement of

each learner’s full potential through a flexible system of personalized learning that embraces diversity,

collaboration, and character building distinguished by life-long learners driven by perseverance, passion,

and purpose.

Intentionally planned opportunities for reflection and Collaboration Team

• Targeted groups form and collaborate, based on the identified needs. Groups set goals and schedule

follow-ups.

• Updates and celebrations are to be shared at faculty meetings as they arise.

• Teachers invite needed campus members based on individual strengths and students needs to the

meetings.

Instruction is aligned to the TEKS, so that students achieve mastery at high levels and transfer those skills to

real world opportunity.

• Provide feedback to parents and students about mastery level of specific TEKS.

• Provide weekly intervention and enrichment instruction based on data collections.

School Objectives:

• Each learner values character and pursues personal talents and interests while growing academically, socially, and emotionally.

• Each learner sustains a sense of curiosity and resiliency to challenge him/herself to accomplish personal goals.

School Tactics and Action Plan Specific Result Statements: We will ignite creative learning through personalized opportunities and experiences that embrace the individuality and developmental needs of each learner.

3



SCHOOL TACTIC #: 1 We will ignite creative learning through personalized opportunities and experiences that embrace the

individuality and developmental needs of each learner.

SPECIFIC RESULT: We will provide opportunities for all learners to collaborate with others as dictated by their needs or interests. VISION FOR THIS SPECIFIC RESULT: All learners (students and adults) have opportunity for flexible, personalized learning driven

by needs and interests not bound by age or ability. To us learners are defined as adults and students collaborating to learn from one another. Personalized learning happens when learners have the opportunity to access, engage, and express new learning.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

• Learners are collaborating to share new learning in a variety of ways.

• Learners are engaged in personalized learning activities based on needs, interests or abilities.

• Teachers work collaboratively to provide opportunities for personalized learning based on data collected.


1. Students showcase new learning in a variety of ways: gallery walk,

presentations, digitally, tv in cafeteria, sharing-vertically, campus wide and

within grade level.

Student and Teachers Sept. 2017- May 2018

2. Teachers showcase their learning by sharing what they have learned in

PLCs, RCTs and Faculty Meetings.

Teachers Sept.2017- May 2018

3. Teachers provide student inventories to determine interests and/or abilities.

Teachers Sept.-Oct. 2017

4. Teachers design learning experiences based on student inventories and

data showing student needs.

Teachers October 2017- May 2018

5. Students are provided opportunities to collaborate with each other through engaging instructional methods such as turn and talk, workshop model, small group instruction, etc.

Teachers and Instructional Coaches

Sept. 2017- May 2018

6. Teachers collect data using district assessments, observations, anecdotal notes, student work samples.

Teachers Sept. 2017- May 2018

7. Teachers meet weekly in grade level PLCs to discuss personalized learning experiences for students and/or collected data.

Teachers, Instructional Coaches

Oct. 2017-May 2018

4


Lloyd Ferguson is one of forty-four campuses in Clear Creek Independent School District. Ferguson Elementary opened its doors Ferguson Elementary serves 800 students in grades Kindergarten to fifth grade. 16% of our students are economically disadvantaged with 84% non-economically disadvantaged, and 30% of our students meet the criteria for at-risk. Ferguson Elementary serves 36 English Language Learner students, 56 students in the Gifted and Talented program, and 81 students served though special education services. The staff population is 0% African-American, 95.2 % Anglo, 0 % Asian, 4.8% Hispanic, 7.1 % male and 92.9% female with an average of 13.5 years of experience. The overall mobility rate for the campus is approximately 10.5%. The average daily attendance rate for students is 96.1%.



Hispanic 20.8%

White 62.8%

Asian 3.3%



2015 2016

Index 1 93% 91%

Index 2 50% 50%

Index 3 49% 51%

Index 4 51% 58%

TAKS 2003 2011 8 yr change

Reading 98% 99% +1

Mathematics 98% 99% +1

Writing 97% 96% -1

Science 92% 99% +7

5

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members. Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although 16% of our students are economically disadvantaged 30% are considered at risk, they are successful in many areas. Our school community takes pride in begin Ferguson Sailors. They participate in before and after school activities such as chess club, green team, robotics, choir, kindness club, UHCL art, Medi Guitar, Running Club, curriculum nights and cultural celebrations, etc. Our school and PTA offer rich experiences for all students to help support current academic and curriculum goals. Students have a desire to learn and be successful in academic and non-academic activities. They are striving to become self-directed learners in their social and academic environment, and have a desire to become leaders. Needs: Many of our students need extra support – academically, socially and emotionally. Because much of learning builds from life experiences, struggling students often do not have various home experiences. The teachers and staff of Ferguson Elementary believe it is our responsibility to provide these experiences for them. The school and PTA provide opportunities to build experiences through activities such as field trips, author speakers, character programs, mentoring programs, career day, international day, and small group and differentiated instruction, and more. Our students also need interventions to begin earlier in their academic careers. A Student Success Team meets to address individual student’s needs. According to our test scores, our students are making progress. However, we attribute much of this progress to the teachers providing intentional instruction that is aligned to the district’s curriculum and TEKS. In addition, the support the academic coaches and support staff provide the teachers each day increase the success for all students. Teachers meet in PLCs to learn how to increase personalize learning in their classrooms for each student. Staff: Strengths: Our staff is committed to helping our students experience academic success and to help them be successful in the classroom and on assessments. The staff meets regularly in PLCs to plan experiences for students to help them be successful. They spend many hours before and after school offering tutoring, sponsoring clubs, and providing leadership opportunities for the students. Our staff is a seasoned staff that offers varied experiences to help reach students in different ways. They have varied professional experiences to implement in the classroom to help reach different types of learners. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: more emphasis on character development and behavior supports, more hands-on technology training including the use of itslearning, vertical alignment discussions in math and reading instruction led by an academic coach or teacher leader, writing instruction, ELL supports and time to plan. We will continue to support the staff by providing campus professional development opportunities as well provide time for teachers to meet vertically, with their team, and the faculty to gain the learning they are requesting. Teachers will be provided time to plan each nine weeks in addition to time during staff development days and early release days. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue it’s after school professional development, planning days, and in-school professional learning time. Elizabeth Martin will provide writing professional development throughout the year for teachers. Professional Learning will target curriculum, character education, personalized learning with goal setting as the topic, and technology.

6

Parental Involvement: Strengths: Our Ferguson parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in school activities such as family nights, Career Day, International Day, Science Fair, Reading Buddies, etc. Many of the Ferguson families attend the school wide events. Teachers meet with parents in parent teacher conferences to communicate the progress of the student and how to help at home. The teachers provide strategies, books, manipulatives and other items for the parents to use at home. Kindergarten and 1st grade parents offer a summer reading checkout program to encourage students to read leveled readers over the summer. We have seen success with our students after the teachers have spent time teaching the parents how to support the students at home. The Ferguson PTA has been an integral part of the involvement of our parents and families. They provide an instructional fund of $30,000 for teacher needs, and they sponsor many activities, such as a Carnival, Movie Nights, Dances, instructional and character programs, teacher luncheons, and more. They publish a monthly newsletter in as well as update information through Facebook to supports our school and encourage family involvement. Needs: Many of our parents are very involved and want more opportunities to participate in the school environment. There are a large group of parents that are a single parent and are not able to be involved during the school day due to work. This makes it difficult for them to help at home with homework as well. Ferguson parents like to kept informed with consistent communication on the needs of the school as well as the progress of their child. Many parents are active in PTA and support the programs and activities they provide for the students. We will also focus on increasing our parent involvement with reading buddies, informational coffee talks, email blasts to keep parents informed weekly, and encourage them to participate in academic nights, Career Day, International Fair, etc.

7





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

8






2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Darwin Gilmore Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Gilmore Elementary Strategic Plan 2017-2018


The mission of Gilmore Elementary School, the fearless leader of innovation, is to ignite a passion in each

student to become a confident learner with the character, core values and perseverance to succeed, through a

foundation distinguished by dynamic instruction, personalized learning, and meaningful relationships to instill a

legacy of “Gator Pride.”

School Objectives:

I. Each student optimizes his or her potential by setting and achieving individual learning goals that

build confidence in his or her ability to succeed. II. Each student commits to actively participating in his or her own learning and strives for success with

integrity. III. Each student actively enriches and advances his or her community through critical thinking and

problem solving.


I. We will provide individualized instruction to promote high levels of academic achievement. II. We will cultivate an environment of active engagement through innovative teaching. III. We will create a culture that fosters strong character and a sense of value in each student.

3



SCHOOL TACTIC #: We will provide individualized instruction to promote high levels of academic achievement.

SPECIFIC RESULT: Each student optimizes his or her potential by setting and achieving individual learning goals that build confidence in his or her ability to succeed.

VISION FOR THIS SPECIFIC RESULT: Teachers will identify a grade level/content area problem of practice (POP). Through ongoing collaboration meetings, they will use formal and informal data to provide individualized instruction and increase student learning.



1. Grade level teams identify a problem of practice based on an area in which is difficult to teach and difficult to reach student learners during first time instruction.

Individual Grade Levels Administrators Coaches

Ongoing

2. Determine specific informal data (student work) or formal data that the team will use in monthly collaboration meetings.

Teachers Coaches

1 x Monthly

3. Use a student work protocol to determine next steps for instruction. Teachers Coaches Administrators

Ongoing PL

4. Teachers work collaboratively with coaches to determine JEPL (co-teach, reading an article specific to their POP, modeling of a lesson followed by a coaching conversation).

Teachers Coaches Administrators

Ongoing PL

5. Learning walks/observations to promote additional collaborative discussion and monitoring of needed adjustments

Teachers Coaches Administrators

Ongoing

6. Share out monthly to CIIC as part of monitoring campus goals/action plan. Teachers Coaches Administrators

Ongoing

7. Monthly professional learning presentations facilitated by teams/content areas on problems of practice during faculty meetings.

Teachers/Grade Levels 1 x Monthly

4


Darwin Gilmore Elementary is one of forty-four campuses in Clear Creek Independent School District. Gilmore Elementary was the 26th elementary school built in our school district. It was named in honor of Mr. Darwin Gilmore whose teaching and administrative career spanned over four decades. The school was opened its doors to approximately 776 students in August of 2005 and has continued to grow with the expansion of the west side of League City. Darwin Gilmore Elementary serves 860 students in grades pre-kindergarten to fifth grade. 11.9 percent of our students participate in gifted and talented education. 9.3 percent of our students are supported through special education, and 18.8 percent (148) students are identified as at risk. Gilmore is home to the Galveston County Co-Op for the Hearing Impaired where are 36 students are served from 10 surrounding districts.The staff population is 92.8% white, 4.8% African-American, 0% Anglo, 0% Asian, 2.4% Hispanic, 2.1% male and 98.9% female with an average of 12.2 years of experience. The overall mobility rate for the campus is approximately 5.6%. The average daily attendance rate for students is 96.9%.



Hispanic 23.8%

White 62.9%

Asian 4.2%


Native American 0%

Our school wide program consists of parent and student involvement activities such as choir, robotics,

and clubs, tutoring for content areas (math, reading, writing, science), early literacy and math interventions, job embedded professional development (math, reading, writing, science) and instructional coaches (math, literacy, science). Our State Compensatory Education (SCE) program consists of academic coaches who train teachers in best practices for assisting at-risk students, as well as provide professional learning and growth for teaching staff. In addition, our ESL program for LEP students, and early interventions support the prevention of retentions.

Gilmore opened its doors in 2005-2006. From the first reporting of the Academic Excellence Indicator System (AEIS), Gilmore received Exemplary school ratings from 2006-2011. In 2013 and 2015, we received Academic Achievement in Science.

2015 2016

Index 1 90 89

Index 2 44 47

Index 3 46 47

Index 4 52 58


Reading 98% 98% 0%


Writing 96% 99% 3%

Science 92% 98% 1%

5

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2015 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: The students at Gilmore walk through the doors with a wide variety of prior knowledge and experiences. Some have traveled many places within the United States and abroad, giving them depth of knowledge that can be applied into their academic experience within personalized learning activities.They are heavily involved in extracurricular activities outside of school and many are exposed to the fine arts such as piano, violin, musical theatre, dance, sports, and voice lessons from a very young age, enjoy reading challenges set by the school and teachers. They participate in after school events such as: choir, robotics, art club, chess club, tutoring, fine arts night, curriculum night and more. Students have a desire to learn and be successful in academic and non-academic activities. Needs: Although Gilmore is home to many students with opportunities for prior knowledge based on their experiences, a portion of our students need extra support – academically, socially, emotionally, and behaviorally. Gilmore is one of many campuses that supports 2 behavior programs for students in our district. It is also home to our deaf education program which requires all staff to not only learn how to meet the needs of those learners, but to adapt to additional staff members being in their rooms to support the learning of those students (deaf ed teachers/staff members, interpreters, interveners, etc.) Because much of learning builds from life experiences, our students in those programs often do not have positive home experiences. It is our responsibility to provide these experiences for them through modeling appropriate behavior and supporting academics through teachers and staff members creating an individualized support system for academics and accountability for behavior. Our students also need interventions to begin earlier in their academic careers. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers in the area of first time instruction. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books, language materials, library books, and math manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Like all students, our students also need to incentives to continue working on skills during the summer. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to continue to evaluate instructional strategies in an effort to improve the learning and academic performance of students. In addition, teachers reported that they continue to collaborate to make sure the work provided for students is engaging. They are committed to attending professional learning sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, and reminder/sign up phone apps. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students, as well as next steps in improving their instructional strategies. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: transitioning ownership from teacher to student, transitioning through vertical alignment in math, time to plan lessons (depth), and embracing change to create a supportive, goal oriented environment in every classroom. We will continue to support the staff by providing campus job embedded professional learning opportunities. We will have an in-depth focus on using student work to change instruction and provide authentic lessons that will improve student outcomes. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue it’s after school professional development, in-school professional talk times

6

and learning walks. Professional Learning will target curriculum, scaffolding, character education and differentiation. Parental Involvement: Strengths: Our Gilmore parents are committed to doing everything they can to ensure our students have an educational experience that includes very high standards. They are active in our family nights (Literacy, Math and Science) and other school activities. During our curriculum night, over half of our student population was represented with their family. Parents are also willing to help their students with academics, so our teachers use the family nights and parent conferences to show the parents how to continue supporting their child at home. The teachers provide strategies, books, manipulatives and other items for the parents to use at home. We have seen success with our students after the teachers have spent time teaching the parents how to support the students at home. The Gilmore PTA has been an integral part of the involvement of our parents and families. They provide an instructional fund every year for teacher needs, and they sponsor many activities, such as a our annual Gator Bash (carnival), Movie Nights, and dances. In addition, they sponsor a PTA Principal’s account in our café to provide a hot lunch to every student who forgets their lunch money. No student has to eat a cheese sandwich thanks to the efforts of the PTA. The PTA supports our school and encourages family involvement, as well as volunteer opportunities. Volunteerism is a critical and successful element at Gilmore. Our volunteer efforts not only support teachers directly in their classrooms, but also supports areas throughout our school. These areas where our volunteers make such an impact are our literacy library where volunteers collect books from teachers and keep all leveled books organized for check in and check out, our art room, science lab, and our library. Needs: Many of our parents have high stress careers that require long hours; this can be difficult for them to remain involved in their child’s education during the work day. We believe this can be a factor for students’ emotional and attentional needs not being met. Gilmore will continue to search for additional ways parents can stay connected to what is going on at school, as well as provide opportunities for our students to learn ways to gain attention in positive ways. We will also focus on increasing our parent education classes, both during the day and after school. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone and email. We will also utilize Twitter, our school website, and work with PTA to align all communication of events on both their website and Facebook page.

7





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results



Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results



Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results



Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

8





2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Goforth Elementary Strategic Plan 2017-2018



People flourish only in a culture based on integrity

Today’s experiences are as valuable as tomorrow’s opportunities

One’s heartfelt passion creates limitless possibilities

Trust is built on what we do, not just what we say

Shared responsibility is essential to community success

Each person bears the responsibility to create his or her future

Each person possesses unique talents and creative ability

Everyone deserves to be physically and emotionally safe

Relationships are critical to meaningful teaching and learning

Respect for diversity strengthens community

The measure of any community is the success of its children

Each person deserves compassion and respect

Core Values

Trustworthiness: Act with honesty in all that you do

Respect: Value yourself and others

Responsibility: Own your choices

Fairness: Play by the rules and consider the needs of others

Caring: Be kind to others

Citizenship: Work to improve your school, community, and country.

Parameters

We will make all decisions based on the best interest of the student.

We will honor the dignity of each person.

We will operate in a culture of collaboration.

We will make optimal use of transformative technology.

We will protect and defend our local autonomy.

We will accept nothing less than excellence.

We will not compromise integrity in the pursuit of excellence.

Objectives

Each student sustains a fulfilled life actualizing his or her personal talents and interests.

Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives.

Each student actively enriches and advances his or her community and greater society.





2




Goforth Elementary Strategic Plan 2017-2018


The mission of Goforth Elementary, the community partnership of dynamic learners, is to ensure that each learner is supported through personalized learning experiences that create limitless opportunities to investigate his or her interests and develop enduring relationships through a constantly transforming system distinguished by embracing integrity, adaptability, diversity, community involvement, and the continued pursuit of a passion for life-long learning by Guiding and Fostering Exploration.

School Objectives:

I. Each student selects personalized learning experiences to acquire tools necessary to successfully

contribute to the world around them.

II. Each student acts with integrity, setting and fulfilling personal goals.

III. Each student sustains a fulfilled life, building enduring relationships in his or her community.


Tactic 1: We will provide personalized learning experiences to meet the needs of each student.

Specific Result:

I. Through individualized learning, teachers and students will use goal setting to ensure greater

ownership of their learning.

II. Through individualized learning, teachers and students will access an array of resources to increase

levels of learning and student engagement.

Tactic 2: We will ensure collaborative, consistent communication to meet the needs of each student.

Specific Result:

I. Opportunities to increase parent awareness about student experiences in the school.

II. Opportunities to develop personal and professional relationships among staff.

III. Student and teacher collaboration and self-regulation of learning to reach personal goals.

Tactic 3: We will use the core values structure to ensure mutual understanding of our diversities and strengthen

student character.

Specific Result:

I. Meaningful relationships that integrate different abilities and cultures.

II. Develop a culture of acceptance that maximized unity among all community members.

III. Embrace diversity through intentional approaches that build stronger relationships from increased

understanding of core values.

3


DISTRICT STRATEGY:

SCHOOL TACTIC #: We will ensure (collective efficacy) collaborative consistent communication to meet the needs of each student. SPECIFIC RESULT: Opportunities to develop (collective efficacy through) collaborative relationships among staff members. VISION FOR THIS SPECIFIC RESULT: All staff will value working together to establish opportunities to collaborate and utilize relationships that will lead to student success. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

I. Sharing resources for the benefit of all II. Vertical teaming III. Establish a designated time for sharing IV. Teams create norms to be used in collaboration V. Teachers are given opportunities to collaborate and learn from professionals across the

campus. ACTION STEPS PERSON RESPONSIBLE TIMELINE

1. Each staff member will use a shout out pad to share feedback and ideas AP, Coaches, Classroom teachers

August 2017

2. Vertical teams will collect, evaluate, design, and present campus initiatives Principal, AP, Counselor, Instructional Coaches

9/17 – 5/18

3. Strategic vertical grouping will be used during campus professional learning Principal, Instructional Coaches

10/17-5/18

4. Align planning structures (team time, planning days, LP study, SE planning) to ensure alignment and understanding between classes and service providers

SE Team Leader, Instructional Coaches,

Team Leaders

9/17 – 10/18

5. Team leaders will be provided tools for norms and conflict resolution Principal, Team Leaders September 2017

4


Art & Pat Goforth Elementary is one of forty-four campuses in Clear Creek Independent School District. Art & Pat Goforth Elementary School opened its doors in 2001 and its population grew steadily in the 2008-2009 school year before a new school was opened. Art & Pat Goforth Elementary currently serves 891 students in grades pre-kindergarten to fifth grade which is up from an enrollment of 806 in 2016-2017. Goforth’s TAPR indicates that 19 percent of our students are economically disadvantaged, and 37.5% percent of our students meet the criteria for at-risk. Art & Pat Goforth serves 72 English Language Learner students, 33 students in the Gifted and Talented program, and 96 students served though special education services. The staff population is 6% African-American, 56% White, 5.8% Asian, and 26.9% Hispanic. The overall mobility rate for the campus is approximately 13.5%. The average daily attendance rate for students is 95.9%



Hispanic 26.9%

White 56.0%

Asian 5.8%



One of the most prominent features of Goforth Elementary is the sense of community. Parents,

community members, and businesses have taking a special ownership in this campus family. All Pro Dads and iMoms work to assist students, high school students and PALS connect with specific students in need, and organizations work to support struggling students. Intervention efforts begin in the classroom with first time instruction and move to assist At-Risk learners with more strategic systems such as guided reading and math groupings, LLI, and DtM supports. Targeted assistance and compensatory education funding allows research-based practices for ELL, At-Risk, and RtI students.

2015 2016

Index 1 88 85

Index 2 53 44

Index 3 51 48

Index 4 38 40

TAKS / STAAR 08-09 16-17 8 yr change

Reading 97% 86% (12%)

Mathematics 94% 86% (8%)

Writing 93% 71% (22%)

Science 94% 83% (11%)

5

The leadership team and CIIC team looked at the following data as we studied our strengths and needs: TAPR report, PEIMS data, multi-year data from AEIS and TAPR reports, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, 2016-2017 parent, student, and staff survey results. Using this data, the team considered our areas of strengths and needs. We determined the following: Student: Strengths: One of the core values of Goforth is an emphasis on demonstrating compassion and service toward others in need. While we are certainly continuing to develop in positive character behaviors, this is central to our campus. Student leadership teams focus on supporting local needs and developing student initiative. Learners also enjoy extracurricular opportunities such as Safety Patrol, Makerspace, Jog Club, Robotics, Honor Choir, and the Art Club. Needs: While academic needs at Goforth may seem comparatively less significant, student have a broad range of academic, emotional, and behavioral backgrounds. As we work to develop positive character, there is often a need to help students improve behavioral practices with targeted strategies. Additionally, academic interventions are provided to ensure inclusive, specific models for addressing deficits. Goforth has a higher percentage of students served in special education, yet passing STAAR scores only range from 50% – 73%. This team is working more closely with both general education staff and the district special education department to better identify and apply strategies. Staff: Strengths: Like students, the Goforth staff is continually involved in serving the students and families of this community. Parents and community members attend staff offerings with high turnouts because they recognize the staff commitment to learners. Whether it is a Veteran’s Day, Grandparent’s Day, Real Men Read, or parent content nights, the staff makes the experience meaningful and provides valuable supports for the learning community. Teams meet each week during block, after school on Wednesdays, and during planning days to review student data and develop supports. The work this year has centered on the CCISD expectation that all teachers have the same access and deep understanding of the grade level curriculum and student outcomes. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs:

Stronger alignment and better conversations between general and special education teams Improved communication of behavior/academic needs and the system for developing interventions A more aligned plan to communicate resources and district updates as a vertical and grade level team

A deep understanding of student learning progressions and systems to document progress Clear communication with parents of student progress and support recommendations

Parental Involvement: Strengths: In addition to campus staff, one of the greatest assets to Goforth Elementary has been the parent and community involvement. This year, families reached out to provide significant support for students and families affected by Hurricane Harvey. Parents and community members donated time and materials to offer the Explorer Camp during the break. High school students performed band demonstrations and assisted camp activities to two days. Although the storm has long disappeared, the parents and PTA are focused on avoiding any additional financial hardship while maintaining a balance of emotional and instructional support with the remaining calendar. Goforth Dads, Copy Cats, iMoms, Real Men Read, PTA, and daily volunteers are all part of the reason that Goforth students succeed. Needs: Like many schools, time can be one of the greatest obstacles to parent involvement. There is clearly a need to expand opportunities for parent support to those with the “busiest” lives. One of our key areas of focus is to provide online resources (Skylert, It’s, www) to parents who are not routinely able to come to school functions. There are a mixture of during, afterschool, and evening opportunities, but it can still be difficult for many families already stretched thin. Our goal has been to provide the resources at a general campus level (Skylert, parent nights) and then again at specific moments of need (parent conferences).

6




OUTCOME(S): By February 2018, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed,

documented, and acted upon.

ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST





3rd grade reading from 83.9% to 89%

3rd grade math from 81.6% to 87%*

4th grade reading from 85% to90%

4th grade math from 83.2% to 88%*

4th grade writing from 71.7% to 81%


5th grade math from 92% to 94%*

5th grade science from 84% to 89%


reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results



Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results



Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results



Student

assessment data

Director of G/T

and Advanced Academics

Local

August 24,

2017 – June 2, 2018

Research-based

Professional Learning

Student

assessment results





what the school will do to help students meet performance standards;

what the parent can do to help the student’s performance;


Records


; Principal Local


2018


Conference Logs

7

additional effective and timely assistance available at the school. (Title I)

All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy

and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I)



2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan P.H. Greene Strategic Plan 2017-2018















Core Values







Parameters








Objectives






2






P.H. Greene Strategic Plan 2017-2018


The mission of P.H. Greene Elementary, the cultivators of individuality, is to inspire each student to discover

his or her unique talents and abilities to positively impact his or her global community through a nurturing

environment distinguished by intentional academic, artistic, and social learning experiences that encourage

creativity, confidence, and the courage to take risks.

School Objectives:

1. Each student feels valued and accepted for his or her individuality, unique talents, and willingness to take

risks.

2. Each student participates in intentional social and academic learning experiences to become a well-rounded

citizen.

3. Each student acquires knowledge in a manner that enriches and promotes his or her individual learning style.

School Tactics and Action Plan Specific Result Statements: 1. We will utilize a variety of methods to enhance communication between parents, staff, and students to build collaborative relationships. 2. We will broaden and strengthen the inclusion of all cultures within our community. 3. We will provide intentional academic, artistic, and social experiences that support authentic, personalized learning.

3



SCHOOL TACTIC # 3: We will provide intentional academic, artistic, and social experiences that support authentic, personalized learning.

SPECIFIC RESULT: Students, staff, and community members will collaborate through designated times set aside to work together to support our school community.

VISION FOR THIS SPECIFIC RESULT: Collabaoration will lead to good first instruction, increase the rigor, close instructional gaps, and align intervention.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Quality instructional time and strategies, addressing individual student needs, analysis of student work, and use of academic vocabulary across grade levels.


1. The administrator will provide time within the instructional day for teachers to collaborate within grade levels, across grade levels, and across departments and campus.

Principal Sept. 2017-May 2018

2. The teacher will provide time within the instructional day for students to talk and share to include, but not limited to morning meetings and conferences.

Principal Sept. 2017-May 2018

3. Vertical Alignment Teams will meet once a month to discuss academic vocabulary, teaching points, Learning Progressions, and big ideas.

Principal, Assistant Principal, Instructional Coaches, Teachers

Oct. 2017-May 2018

4. Vertical Alignment Teams will present their Big Ideas during a Faculty Meeting. This will include Literacy, Math, Science, and Character Cadres.

Teachers, Cadres Oct. 2017-May 2018

5.

4























P.H. Greene is one of forty-six campuses in the Clear Independent School District. Greene opened its doors in the 1976-1977 school year. Our population is currently 720 students, and service students who speak 28 different languages.

Student Population 2015-2016 2016-2017

African-American 12% 13.7%

Hispanic 35.6% 34%

White 30% 30%

Asian 16% 15.3%

Pacific Islander 16% 0%

0%

Native American 0% 3%

5

Our school wide Title I program consists of parent involvement activities, summer programs for at-risk

students, Cub Camp for incoming Kindergarten Students, tutoring for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science) and instructional coaches (math, literacy, science). Our State Compensatory Education (SCE) program consists of academic coaches who train teachers in best practices for assisting at-risk students, ESL program for LEP students, and early interventions to prevent retentions.

The campus leadership team and CIIC team looked at the following data as we reflected on our year: Learning Progressions, Student Progress on Individualized Education Plans, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2016 survey).

Using this data, the team considered our areas of strengths and needs. We found the following: Students: Strengths: Although 42% of our students come from an economically disadvantaged home, they are successful in many areas. Our students are able to participate in after school events such as: Honor Choir, Robotics, Art Club, Drama Club, CORES Club, Running Club, tutoring, Fine Arts Night, Curriculum night and more. Students have a desire to learn and be successful in academic and non-academic activities. Needs: Our students come to us with limited experiences. At Greene, we are trying to bring experiences to our students by varying field trips and providing hands-on experiences during Enrichment activities on Early Release Days. Greene’s Problem of Practice has been closing the achievement gaps. We have been training our Interventionists, Staff: Strengths: Our staff encourages success in the classroom as well as in extra-curriculuar clubs. They attend professional learning sessions on campus and in the district. The staff finds unique and current ways to maintain contact with parents – email, phone calls, in-person conferences, Remind 101, Bloomz, and Seesaw apps. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, vertical alignment to implement Learning Progressions. We will continue to support the staff by providing campus professional development opportunities. Our teachers will utilize the Instructional Insider, curriculum, Learning Progressions, and professional learning to discuss at Vertical Alignment Team meetings. They will present information at Faculty Meetings creating a learner-centered environment. By taking on this new learning, we will be preparing our 4th and 5th grade teachers for Learning Progressions for the 2018-2019 school year. Parental Involvement: Strengths: Our parents attend all after school events. They also attend our Moms in Motion and Real Men Love to Read presentation. They are very appreciative and supportive when we open the school for any event. They also participate in Parent Conferences either in person or by phone. Parents also participate in ARD and 504

6

meetings. The P.H. Greene PTA involves parents by holding meetings, informational sessions, and hosting a PTA Facebook page to answer questions and post notes sent home from the school. Needs: Many Greene parents hold one to two jobs. We will continue to utilize the Skylert call out system to reach all of our parents each week. We will continue to send out our E News with upcoming dates and information on upcoming events twice a month. We will also keep the marquee current.

7





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST





• 3rd grade reading from 86.4% to 89%









reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results







Records


; Principal Local


2018


Conference Logs

8






2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Hall Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Hall Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of Walter Hall Elementary School, the visionary community of

courageous learners, is to nurture self-confident students who are future community leaders that exhibit

personal growth through valuable relationships, innovative learning experiences, and limitless

possibilities all in the pursuit of excellence.

School Objectives:

• Each student develops valuable relationships in the pursuit of excellence.

• Each student actively pursues and grows through innovative learning experiences


School Tactics and Action Plan Specific Result Statements: Tactic I: We will implement purposeful and innovative learning experiences that meet individual needs and

nurture student strengths. Specific Result Statements:

I.1. Flexible, data-based small groups of engaged learners

I.2. Student flexibility and opportunity to pursue interests

I.3. Self-directed, engaged and responsible students

Tactic II: We will create and maintain valuable personal relationships.

Specific Result Statements:

II.1. Supportive professional relationships among teachers/staff

II.2. Opportunities for parental interaction within the school environment

II.3. Intentional approaches to strengthen student relationships built on positive character traits.

Tactic III: We will build and strengthen partnerships within our communities.


III.1. Knowledgeable Community members to share real-life experiences

III.2. Provide community service opportunities

3

III.3. Community resources to support school activities


DISTRICT STRATEGY: Strategy IV: We will ensue each student understands and is prepared to assume his or her role as a productive citizen.

SCHOOL TACTIC # 2: We will create and maintain valuable personal relationships.

SPECIFIC RESULT: Students will develop Core Values as the basis of learning and developing into citizens inside and outside of our school community.

VISION FOR THIS SPECIFIC RESULT: Learners in our community will develop Core Values to be the essence of all personal relationships to help each person grow and measure successes. These Core Values are trustworthiness, respect, responsibility, fairness, caring and citizenship. Intentional planning, teaching and modeling these Core Values will lead to positive interactions and relationships among adults and children in the community of learners. Learning opportunities reflect student-centered learning with choice and ownership.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Core Values must become an everyday way of life for all involved in the school (students and adults). Evidence and recognition of Core Values must be shared by all. Each individual has value and worth, respect is mutual between adult to students, adult-to-adult, and student-student. Decisions for student assemblies, activities, and service learning will be made based on Core Values with the collaboration of student leadership groups.


1. Form a Core Values Cadre (Character Cadre) Principal, Asst. Principal, Counselor, Teachers

July-August, 2017

2. Post Core Values poster in each room, cafeteria, and hallways Principal, Asst. Principal, Counselor, Teachers

August 2017

3. Communicate to parents and students our implementation and focus on Core Values

Principal, Counselor, Teachers

August 2017-May 2018

4. Professional Learning for all staff to support Core Values teaching Counselor, Cadre members August 2017-May 2018

5. Develop resources and curriculum to support the implementation of Morning Meetings

Counselor, Character Cadre members

August 2017-May 2018

6. Implement Morning Meetings in each classroom Kinder-5th grade Teachers August 2017-June 2017

7. Create a student focus to get input, feedback and develop student-centered character development (Character Crusaders)

Counselor and Cadre members

Monthly meetings

8. Recognize students and celebrate success at the end of each Core Value with a Character Rally

Teachers, Counselor, Cadre, Character Crusaders

At the end of each 6 weeks period

9. Incorporate the completion of a student “Think Sheet” during disciplinary visits to the office.

Principal, Assistant Principal

August 2017-June 2018

10. Use nine weeks cycle report to track student discipline data based on Core Values alignment

Principal, Assistant Principal


11. Daily Core Values “tip of the day” announced on morning announcements daily

Principal, Assistant Principal, Counselor


4


Walter Hall Elementary is one of forty-four campuses in Clear Creek Independent School District. Hall

Elementary was constructed in 1979 in League City, TX. The school was named for Mr. Walter Hall, a prominent banker, business man and local political activist. He is credited with the incorporation of League City and surrounding schools into Clear Creek ISD.

Hall Elementary serves 875 students in grades kindergarten to fifth grade--- 43 (5%) English Language

Learner students, 90 (10.8%) students in the Gifted and Talented program, and 58 (6.9%) students served though special education services, 104 (12.4%) Economically Disadvantaged, 275 (32.9%) At-Risk. The staff population is 0% African-American, 69.9% Anglo, 2.1% Asian, 26% Hispanic, 2.1% male and 97.9% female with an average of 9.5 years of experience. The overall mobility rate for the campus is approximately 6.3%. The average daily attendance rate for students is 96.4%.



Hispanic 22.1%

White 59.7%

Asian 0.1%


Native American 0%

Our State Compensatory Education (SCE) program consists of academic instructional coaches who train

teachers in best practices for assisting at-risk students, ESL program for LEP students, and early interventions (LLI & Number Core/Do The Math).

2016 2017

Index 1 86 89

Index 2 41 49

Index 3 46 50

Index 4 46 58

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, discipline referrals, professional development opportunities for staff, input from students, parents, teachers and community members (results from Spring 2016 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Our students enjoy participating in a variety of academic activities, STEM club, LEGO robotics, SCRATCH club, athletic competitions (golf, kick for kids), fine arts contests and choir. Students feel welcomed when they come to school, and feel prepared for the next grade level at the end of the year. Also, our students strongly agree that their teachers communicate and give helpful feedback.

TAKS 2003 2011

8 year change

Reading 87% 97% +10%

Mathematics 84% 94% +10%

Writing 89% 97% +8%

Science 62% 91% +32%

5

Needs: Our students need more experiences in which they can develop their appreciation for others and their own uniqueness. Another area we can build upon, decision-making, goal-setting, planning and problem-solving. Our students should grow in their goal setting, gathering information and developing plans for action. Staff: Strengths: Hall Elementary is the work home for almost 75 educators, all of whom are committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Our teachers are all Texas Certified teachers, including ESL and Gifted/Talented endorsements. Needs: Based on information collected from our campus survey in 2016-17 school year, the following needs have been identified: adequate time to teach and plan lessons with depth, alignment in math, opportunities to grow their own learning in instructional technology. The daily support of Instructional Coaches (Math and Learning Technology) have supported professional learning and continue to be an area of need in literacy. Additional support is added by hiring five part-time Interventionist to support K-5th grade struggling students. Parental Involvement: Strengths: At Hall Elementary, our parents are active in our school community through volunteering throughout the school, attending school and PTA events, and supporting student success. Monthly family events are sponsored by our PTA, most are well attended. We are in our third year of The Hall S.T.E.M. Club, parent volunteers coordinate this before school program. The program serviced over 200 students each year, which supports our science/math curriculum in grades Kindergarten through Fifth. Parents attend teacher/parent conference days and Standards Based Grading parent night to better understand curriculum and grading changes. Our PTA has been instrumental in supporting our school community with time, finances and communication. Each month, PTA provides a family event, such as Dads, Dogs and Dodgeball, First Day- Boo Hoo Breakfast, Movie Night, Dances, Fine Arts Night, Carnival and much more. The PTA has publish a monthly calendar to encourage family involvement. Our PTA provided $20,000 worth of supplies to teachers and Literacy Library. Needs: Our parents are eager to assist at school in their own child’s class. A parents-helping-parents program for new families to get connected with a “host” family would help families get a personal connection to our school community sooner. The school website can be redesigned to be more user friendly to families, and make it a place that parents can find school information regarding instruction and current events.

6





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results



Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results



Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results



Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

7





2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

10/27/2017 Approval of CIIC______________________

Clear Creek ISD Strategic Plan Hyde Elementary Strategic Plan 2017-2018


We believe that:













Core Values







Parameters



2

10/27/2017 Approval of CIIC______________________






Objectives











3

10/27/2017 Approval of CIIC______________________

Hyde Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of Hyde Elementary, the visionary leader in personalized educational experiences, is to empower each student to become a self-directed, innovative thinker by providing a variety of unique student-centered learning opportunities, fostering academic excellence, and establishing a foundation built on meaningful relationships between students, staff, and parents. School Objectives:

• Each student explores his or her personal talents and interests. • Each student reaches his or her highest potential through personalized educational experiences and innovative thinking. • Each student actively participates and contributes positively to both school and community.


HYDE STRATEGIC PLAN TACTICS:

• We will provide a safe and nurturing environment to support student exploration of personal talents and interests.

• We will facilitate learning through an array of personalized educational experiences.

• We will broaden and strengthen relationships within our school and community.

4

10/27/2017 Approval of CIIC______________________

HYDE STRATEGY I: Each student explores his or her personal talents and interests.

TACTIC I: We will provide a safe and nurturing environment to support student exploration of personal talents and interests.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1:

Opportunities for students to actively explore and pursue talents and interests within the school setting.

OUTCOME: During the 4th nine weeks, students in 5th grade will be given the opportunity to explore their interests through personalized block time.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END

RESOURCES NEEDED: HUMAN

MATERIAL, FISCAL

EVIDENCE OF MONITORING/ EVALUATION

Set a minimum time allotment of 540 minutes (9 hours) per nine weeks. Student data

Principal, Instructional coach,

teacher Local


2018 Planning Data reviewed

Facilitate student participation. TEKS, Learning progressions

Instructional coach, Teacher

Local August 22,

2016-June 1, 2018

Small group, individual student conferences

Record of student meetings

Determine and obtain resources (Student provided if beyond regular school supplies).

Student data, curriculum


teacher Local


2018 Curriculum resources

List of resources used

Prearrange appointments with support staff as needed for additional student/class support.

Student data; current and future

groupings

Instructional coach, teacher

Local August 22,

2016-June 1, 2018

Planning List of flexible

student groupings

5

10/27/2017 Approval of CIIC______________________


TACTIC I.2: We will provide a safe and nurturing environment to support student exploration of personal talents and interests.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE:

Opportunities for students to choose how to share their talents and interests.

OUTCOME: By May 2018, students will have had multiple opportunities within the classroom to choose how they demonstrate their learning, measure by student samples.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Provide opportunities for students to share. Student data Principal,


Local August 22,

2016-June 1, 2018

Planning Data reviewed

Guide and assist students with sharing options.

TEKS, Learning progressions


Local August 22,

2016-June 1, 2018



Support students in determining and obtaining necessary resources.



teacher Local




Create an ongoing list of options/strategies for sharing.


groupings


Local August 22,

2016-June 1, 2018


student groupings

6

10/27/2017 Approval of CIIC______________________


TACTIC I.3: We will provide a safe and nurturing environment to support student exploration of personal talents and interests.


Culture of acceptance, support, and respect for each other’s talents and interests.

OUTCOME: By May 2018, 95% of 3-5th graders will support one another interests as measured by observation in classrooms.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Set expectations. Student data Principal,


Local August 22,

2016-June 1, 2018


Abide by the Hyde Motto (2R2CFT: respect, responsibility, citizenship, caring, fairness, trustworthiness).



Local August 22,

2016-June 1, 2018



Facilitate student creation of norms for exploration of personal talents and interests.



teacher Local




7

10/27/2017 Approval of CIIC______________________

HYDE STRATEGY II: Each student reaches his or her highest potential through personalized educational experiences and innovative thinking.

TACTIC I: We will facilitate learning through and array of personalized educational experiences.


Clear expectations for quality work

OUTCOME: By January 2018, 90% of Hyde students will be able to clearly articulate expectations for quality work as measured by collaborative assessment between student and

teacher.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Develop systems for students to self-monitor their quality of work and engagement. Student data


teacher Local



Teachers convey clear expectations for students to demonstrate learning.



Local August 22,

2016-June 1, 2018



Teachers convey clear expectations for student engagement.



teacher Local




Have student self-monitoring system available for student reference.


groupings


Local August 22,

2016-June 1, 2018


student groupings

8

10/27/2017 Approval of CIIC______________________


TACTIC I.2: We will facilitate learning through and array of personalized educational experiences.


Instruction based on student needs

OUTCOME: By January 2018, 95% of Hyde Students will receive small group and individual instruction according to their instructional level as measured by benchmarks, BAS data

Math assessments, and running records, as well as lesson plans.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Use available assessment data to drive whole group instruction. Student data


teacher Local



Use available assessment data to identify target needs for intervention and extensions.



Local August 22,

2016-June 1, 2018



Administer quality assessments to identify and adjust to student needs.



teacher Local




Meet in vertical teams to align instruction. Student data;

current and future groupings


Local August 22,

2016-June 1, 2018


student groupings

9

10/27/2017 Approval of CIIC______________________



TACTIC I.3: We will facilitate learning through an array of personalized educational experiences.


Opportunities for students to have a wide variety of learning experiences.

OUTCOME: By December 2018, 90% of Hyde students will have had multiple opportunities to learn through a variety of learning experiences as measured by student samples and

lesson plans.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Teachers are provided opportunities to understand different learning styles.

Teacher Survey Principals,

Instructional coaches, teachers

Local August 14, 2017-COCI

Professional Development

Resources Teacher Feedback

Teachers are provided opportunities for collaboration and professional growth.

Teacher Input Principals,

Instructional coaches, teachers

Local August 14, 2017-COCI

Scheduled Time for Collaboration

Teacher Feedback, Group Sharing

Teacher provides learning experiences to accommodate a variety of learning styles.


Principals, Instructional

coaches, teachers Local

August 14, 2017-COCI

TEKS-aligned resources

Lesson Plans

Teacher provides opportunities for students to demonstrate and articulate learning.

Student data, Formative

Assessment

Principals, Instructional

coaches, teachers Local

August 14, 2017-COCI

Teacher/Student Choice

Summative & Formative

Assessment

10

10/27/2017 Approval of CIIC______________________

HYDE STRATEGY III: Each student actively participates and contributes positively to both school and community.

TACTIC 1: We will broaden and strengthen relationships within our school and community.


Reciprocal relationships between Hyde Family and our community.

OUTCOME: By May 2018, relationships between the school with parents and community members will have improved by 30% based on survey results.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Provide opportunities for community involvement

Student data Principal,


Local August 22,

2016-June 1, 2018


Show appreciation for community involvement TEKS, Learning

progressions Instructional coach,

Teacher Local


2018



Provide students and families with information about community service opportunities they could participate in.



teacher Local




Recognize service projects completed by individual students and student groups


groupings


Local August 22,

2016-June 1, 2018


student groupings

11

10/27/2017 Approval of CIIC______________________

HYDE STRATEGY III: EACH STUDENT ACTIVELY PARTICIPATES AND CONTRIBUTES POSITIVELY TO BOTH SCHOOL AND COMMUNITY.

TACTIC 1.2: We will broaden and strengthen relationships within our school and community.


Increased opportunities for family involvement.

OUTCOME: By May 2018, Hyde will have an increase of 3 opportunities for family involvement measured by our school calendar of events.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Promote PTA membership and faculty attendance.



Local August 22,

2016-June 1, 2018


Offer ideas for different levels of family involvement. TEKS, Learning


Teacher Local


2018



Provide multiple opportunities to complete volunteer registration. Student data,

curriculum


teacher Local




Reach out to non-traditional families for involvement.


groupings


Local August 22,

2016-June 1, 2018


student groupings

Provide technology training for Parent Online, Skyward and Its Learning. Data from

Skyward Office staff Local


2018 Planning Sign-in sheets

12

10/27/2017 Approval of CIIC______________________

HYDE STRATEGY III: Each student actively participates and contributes positively to both school and community.

TACTIC 1.3:

We will broaden and strengthen relationships within our school and community.


A sense of belonging for each member of the Hyde Family.

OUTCOME: By May 2018, 85% of students will have a sense of belonging measured by classroom observations.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Develop relationship building activities across grade levels



Local August 22,

2016-June 1, 2018


Provide specific ways to support students’ emotional needs TEKS, Learning


Teacher Local


2018



Provide specific ways to support students’ academic needs Student data,

curriculum


teacher Local




Offer campus wide activities to promote school spirit


groupings


Local August 22,

2016-June 1, 2018


student groupings

Develop relationship building activities for faculty members Data from

Skyward Office staff Local


2018 Planning Sign-in sheets

13

10/27/2017 Approval of CIIC______________________


I.W. and Eleanor Hyde Elementary is one of forty-four campuses in Clear Creek Independent School District. I.W. and Eleanor Hyde Elementary opened in 1995.

I.W. and Eleanor Hyde Elementary serves 647 students in grades Pre-Kindergarten to fifth grade in 2017-2018. 26.43% of our students are economically disadvantaged, 15.3% of our students meet the criteria for at-risk. IW and Eleanor Hyde serves 22 (3.4%) Limited English Proficient learners, 46 (7.11%) students in the Gifted and Talented program, and 78 (12.06%) students served through special education services.

Student Population

2017-2018


Hispanic 20.25%

White 63.21%

Asian 1.7%



STAAR Results for 2016-2017 School Year

TEA Index 2016-2017

Index 1 87

Index 2 49

Index 3 53

Index 4 53 The Student attendance rate for 2016-2017 was approximately 97.0%.

STAAR 2015-2016 2016-2017

Reading 90% 88%

Mathematics 88% 91%

Writing 74% 81%

Science 84% 82%

14

10/27/2017 Approval of CIIC______________________

Accountability Rating: Met Standard

• Student Achievement

• Student Progress

• Closing Performance Gaps • Postsecondary Readiness

Distinction Designations:

• Top 25 percent Student Progress

• Top 25 percent Closing Performance Gaps The leadership team and CIIC team looked at the following data as we reflected on our year:

• Update and new elements of our campus strategic plan

• STAAR results for all students

• Benchmark testing results compared to STAAR results

• Progress on Individualized Education Plans

• Kindergarten and 1st grade progress on SBG System

• Professional Learning Community survey results

• Parent and student survey results

• Benchmark Assessment System Data

• Developing Numbers Concepts Data Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Our students feel a sense of community at Hyde and embrace each other as Hyde Family, they welcome students with differences and are better for that. Our students enjoy reading every night. They participate in after school events like choir, keyboarding, robotics team, STEM Team, art club, chess club, Art after School, tutoring, Science night and more. Students have a desire to learn and be successful in academic and non-academic activities. Needs: Some of our students need interventions to begin earlier in their academic careers, especially in reading. We begin early reading intervention in Kindergarten and continue through 5th grade; Hyde has seen improved reading scores with early intervention activities. In addition, our students need

15

10/27/2017 Approval of CIIC______________________

more opportunities for learning to be personalized in the classroom, including the use of technology, manipulatives, and small groups based on student needs. We need to continue to provide opportunities for students to problem solve in the classroom; through maker space in the library; coding in the computer lab; or STEM projects in the science lab. Staff: Strengths: Our Staff has a low turnover rate creating a positive culture for students, teachers, and parents resulting in what we call, “Hyde Family”. Staff at Hyde is committed to supporting students in their drive for academic and social/emotional success. Hyde staff attend an array of professional development in the district. Teachers also seek out opportunities for professional growth outside of the district through Region IV, Professional Conferences, and online resources. Communication is important and teachers reach out to all parents within the first nine weeks of a school year through either a phone or in-person conference, email and remind 101 are also used by staff. Hyde staff use various forms of data to drive instruction to meet the needs of individual students and create engaging lessons. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: Identifying struggling students early and providing early interventions to our students; more time to collaborate and plan lessons that are personalized and allow student choice; training and collaboration time to implement progressions Pre K – 3rd grade. We are meeting regularly in SST meetings and in grade level, teams with coaches and specialists to identify struggling students and plan targeted early interventions. Our focus of our Communities of Practice this year is personalized learning collaboration. We are meeting in teams to discuss progressions and collaborating across grade levels to implement Standards Based Grading with fidelity. Hyde Elementary has hosted a Standards Based Grading parent night. We are also using school funds to provide opportunities for our teachers to work with Elizabeth Martin and continue to improve how we teach writing on a daily basis with our students. Hyde is implementing our early intervention plan in Kindergarten through 5th grade using funds from Targeted assistance and the campus budget. Parental Involvement: Strengths: Our Hyde Family parents are very active in our school on a daily basis and have a variety of opportunities to volunteer or contribute in a positive way to their school. Parents show up in force at all school activities and support their students learning by attending teacher led information nights about curriculum and how best to support their child at home. Our Watch Dog program is continuing to expand and we often have 1 – 2 male role models on our campus 3-5 days a week assisting all Hyde students and teachers. Hyde PTA provides funds for teacher supplies, supporting many students and encourages family involvement on our campus. Needs: Many parents are very busy with work and we must utilize many different tools to improve communications with parents. Teachers are using Remind 101 and the campus uses Skylert to update parents on a weekly basis of events and opportunities available at Hyde. We need to expand opportunities for parents to be involved at Hyde by finding ways to match their talents with the needs we have at Hyde Elementary. We will continue to offer parents opportunities to learn about Standards Based Grading as we move forward with that program into our upper grades.

16

10/27/2017 Approval of CIIC______________________




OUTCOME (S): by February 2018, teacher teams and appropriate plans will review each student’s academic performance data for support developed,


ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED


Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes.


Data

Principal, Teachers

Local August 2017 – June 2018

Transition information, SST

planning, campus

availability

Meeting Data, students feedback,

assessment results


Student Assessment

Data

Principal, Teachers

State Comp August 1,

2017 – June 2, 2018


Student performance

data, SST



OUTCOME: By June 2018, a minimum of 85% of students will meet performance expectations on each STAAR tested area.











reports identifying





Local, State comp,


6, 2018









Student assessment

data


Coordinator Local


2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results

17

10/27/2017 Approval of CIIC______________________


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results




Teachers will conference with parents at least twice each year to provide a variety of information, including:



• Additional effective and timely assistance available at the school.


Records


; Principal Local


2018


Conference Logs

Teachers will report through Skyward (at the very least) Student Progress. Grades 2-5: 9 entries for Reading, Math and 5 entries for Science, Social Studies, and Writing.


Principal, Teachers

District August 22,

2017- June 1, 2018


plan to improve

Skyward Gradebook



OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan that will be monitored and reported to




Campus needs


coaches, principal

Local, Title II August 22,

2017- June 1, 2018



Teacher goal sheets





coaches, principal


2017- June 1, 2018







Human Resources,

Principal


2017-June 2, 2018


methods including


coaching


ICRs

Clear Creek Independent School District 2016-2017 Campus Instructional Improvement Plan

Review Dates: 9/20/2017 10/25/2017 Approval CIIC 10/31/2017 Page 1 of 9 ____________________

Clear Creek ISD Strategic Plan C.D. Landolt Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives






Strategies I. We will inspire learning through an array of personalized opportunities and

experiences.



IV. We will ensure each student understands and assumes his or her role as a

productive citizen.




C.D. Landolt Elementary Strategic Plan 2017-2018


The mission of Landolt Elementary, the pathway to successful learning, is to launch independent, passionate learners who innately achieve and set goals to become productive leaders through a system distinguished by respect for unique diversity in a nurturing environment that supports risk-taking and student-centered learning built on a foundation of core values, meaningful relationships and personal responsibility.

School Objectives:

• Each student will be self-motivated to learn and achieve individual goals based on his or

her strengths and challenges.

• Each student will embrace and intentionally demonstrate a strong sense of integrity and

core values.


School Tactics and Action Plan Specific Result Statements: TACTIC I: We will equip and support our teachers to deepen their knowledge of curriculum in order to develop independent, critical thinking in each student. SPECIFIC RESULT I.1: Student success through effective use of instructional time. SPECIFIC RESULT I.2: Deep knowledge and understanding of curriculum.



TACTIC II: We will provide meaningful opportunities for teachers to set specific goals and learn from each other in order to become consciously skilled teachers who promote purposeful student learning. SPECIFIC RESULT II.1: Maximized opportunities for teachers to share, observe, and collaborate their teaching practices and experiences. TACTIC III: We will embrace innovative teaching practices by providing support to teachers in order to promote student-centered learning. Specific Result III.1: Student collaboration and self-regulation of learning.




DISTRICT STRATEGY: I. We will inspire learning through an array of personalized opportunities and experiences.

SCHOOL TACTIC II: We will provide meaningful opportunities for teachers to set specific goals and learn from each other in order to become consciously skilled teachers who promote purposeful student learning.

SPECIFIC RESULT: Maximized opportunities for teachers to share, observe, and collaborate their teaching practices and experiences.

VISION FOR THIS SPECIFIC RESULT: At Landolt Elementary, we consider each student’s strengths and needs and provide opportunities for growth and choice in their learning. Teachers will have choice in their learning by giving them opportunities to learn from peers and by setting specific goals for their own learning.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Teachers understand what is to be learned and how to set specific goals and make a plan of how to implement and track progress. Teachers share goals with peers and meet periodically to review progress. Goals are revised once they are met and the process is repeated with a new goal. Teachers are in a supportive environment to assist in achieving their goals.

ACTION STEPS PERSON


1. Define the purpose of setting specific goals and learning and growing professionally from each other.

Administration and Instructional Coaches

September 2017

2. Review Campus Data to see trends in grade levels and review data by specific teacher to assist in finding specific data to support goal

Administration and Instructional Coaches

September 2017

3. Teachers will create a goal on a specific attribute or best practice that will lead to improved student outcomes.

Teacher October 2017

4. Teachers meet regularly with peers based on common goals.

Teachers, Administration, Instructional Coaches

October 2017-Ongoing

5. Teachers regularly used formal and informal evidence to determine progress on goals.

Teachers, Administration, and Instructional Coaches

October 2071-Ongoing



Comprehensive Needs Assessment Landolt Elementary is one of forty-four campuses in the Clear Creek Independent School District. C.D. Landolt Elementary opened its doors in 1979. Our population has grown steadily with a current enrollment of 876 students in the 2017-2018 school year. The table below shows the student population of Landolt Elementary in 2016-2017 compared to 2008-09:

Demographic 2016-17 2008-09

African American 4.35% 7.8%

Hispanic 52.63% 39.0%

White 28.72% 46.8%

American Indian 0% 0.3%

Asian 11.10% 6.4%


Two or More Races 3.20% N/A

Economically Disadv. 42.56% 32.2%

Limited English Prof. 38.44% 26.6%

The table below shows the teacher population of Landolt Elementary in 2016-17 compared to 2008-2009:

Demographic 2016-17 2008-09

African American 5.8% 0.0%

Hispanic 19.2% 14.2%

White 73.1% 82.8%

American Indian 0.0% 0.0%

Asian 0.0% 0.9%



Male 1.9% 2.0%

Female 98.1% 98%



Elementary 2017 STAAR Student Results*: CCISD Average Compared to Landolt Average

Grade Level

Subject CCISD %

Satisfactory Landolt Elem. Satisfactory

3 Reading 83% 81%

3 Sp. Reading 73% 86%

4 Reading 81% 83%

4 Sp. Reading 61% 94%

5 Reading 90% 88%

4 Writing 70% 69%

4 Sp. Writing 70% 95%

3 Mathematics 85% 89%

3 Sp. Math 74% 83%


4 Sp. Math 55% 79%


5 Science 80% 84%

* Based on Phase 1 Standards When you compare these data sets, what three (3) trends do you see? What three (3) actions might you recommend as a result of these issues/trends?

Issues/Trends Proposed Actions • 4th Grade Writing: We are lower than the

district, but higher than the state average. • Special Populations- ELL and SPED • Elementary Math: Math scores lower in 3rd and

5th than in 4th grade

• Focus on Writing Curriculum and PL on Writing Strategies

• Focus some professional learning on ELL Strategies

• Continue to work on bridging the gap between 2nd and 3rd grade Math

The CCISD State Compensatory Program (SCE) consists of funding for direct instruction aimed at closing the achievement gap on state assessments, funding to support summer school programs, funding to support Clear Path Alternative School, and funding to support the Community in Schools (CIS) Program.

• Library Services funding is utilized in CCISD to integrate technology and/or library services across the curriculum.

• Title III funding is utilized in CCISD to provide students identified as second language learners with materials and resources to develop language proficiency skills.

• Landolt Elementary serves 357 students in the Bilingual/ESL program, 48 students in the Gifted and Talented program, and 71 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2016-2017 compared to 2008-09.

CCISD Special Program Enrollment

Program Landolt 2008-09

Landolt 2016-17

Bilingual/ESL 26.6% 38.5%

Gifted/Talented^ 8.8% 5.5%

Special Education 7.6% 7.8% ^The State of Texas provides funding for a maximum of 5% identified GT students.



When you compare these data sets, what four (4) trends do you see? What four (4) actions might you recommend as a result of these trends?

Trends Proposed Actions Bilingual/ESL:

• Increase in number of students serviced • Enrollment increasing • Needs of second language learners

increasing GT:

• Increase in number of students identified/serviced

Special Education: • Consistently and continuing to identify

students in need • Additional staff to service the needs of

students

Bilingual/ESL: • Parent involvement increase • Professional Learning to address the needs of

our ELLs • Classroom strategies to meet the needs of our

ELLs GT:

• Make sure identifying students from more diverse background

• Classroom strategies to meet the need of GT students

Special Education: • Increased teacher education/assistance in

identifying/working with SPED students • Classroom strategies to meet the needs of

SPED students in the general education classroom

Based on the review of data and the on-going needs, in order to close the achievement gap, our school

wide Title I program will address supplemental:

• personnel for student interventions and support of our highly quality teachers,

• supplies/books and provide extended learning opportunities for students,

• professional development from consultants and in-district, state and national trainings to learn best practices and new strategies,

• and parental involvement/engagement activities.


8






ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST




Use effective instructional strategies to improve student passing on STAAR as follows: C.D. Landolt Elementary










reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results






9






Records


; Principal Local


2018


Conference Logs




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018




Campus and District personnel will utilize strategies to attract and retain High Quality, Highly Qualified teaching staff that includes

providing mentoring, coaching, professional learning opportunities and individual support.



Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan League City Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




League City Elementary Strategic Plan 2017-2018


The mission of League City Elementary, the diverse community of empowered learners, is to ensure that the self-directed student courageously perseveres, discovers his/her voice, and explores limitless possibilities in an ever-changing world through a purposeful system committed to the daily integration of meaningful experiences, emotional and academic support, and personalized learning.

School Objectives:

• Each student realizes his or her personal talents and interests to discover limitless possibilities.

• Each student optimizes his or her potential by setting and developing a plan to achieve and perseveres to meet individual learning goals.

• Each student contributes to the rich diversity of his or her community and greater society.

School Tactics and Action Plan Specific Result Statements: Focus Action Plan for 2017-2018

DISTRICT STRATEGY: We will inspire learning through an array of personalized opportunities and engaging experiences.

SCHOOL TACTIC #1: We will foster a student driven learning environment through personalized learning and engaging experiences.

SPECIFIC RESULT: Teachers and students will use student data and student work to determine learning needs.

VISION FOR THIS SPECIFIC RESULT:

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT#1: Student work samples are on the table during weekly team meetings.


1. The faculty will analyze campus data based on specific TEKS and notice observable trends. (Early Fall – Staff)

Teachers, Coaches, Admin

Sept.2017-2018

2. As a faculty, we will examine the tasks and guiding questions in the cycle of continuous improvement to create grade level protocols. (Early Fall/ Staff and Grade Levels)


Sept. 2017-2018

3. Teachers analyze and discuss student work during Wednesday conference times at a minimum of 40 minutes. (Grade Levels)

Teachers, Coaches

3-4 times a month






CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT#2: Teachers and students will use data binders to assist with tracking and teacher conferences.


1. Teachers have to agree what data students will keep and how to incorporate students looking at their data during the school day.


Sept 2017-2018

2. Teachers will be given guidelines and expectations for creating a data binder for tracking student progress.


Sept. 2017

3






CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT#3: Teachers will conference with students weekly to assess progress and reflect on and refine goals.


1. Teachers will watch a video on student/teacher conferencing and gather ideas as to how this can look.


Sept. 2017

2. As a grade level, teachers will collaborate and create their own conference and tracking forms.

Teachers

Sept. 2017-2018

3. Teachers will schedule student conferences for math and/or reading. These will be conducted weekly and can be done on a calendar, roster, etc.

Teachers, Students

Sept. 2017-2018

Comprehensive Needs Assessment League City Elementary is one of the 44 campuses in the Clear Creek Independent School District, a high performing school district south of Houston. LCE has 637 students in grades PK-fifth grade.

The table below shows the student population of League City Elementary in 2012-2013 compared to 2017-2018.

Demographic 2012-13 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

African American 7% 7% 7% 7% 6% 7.38%

Hispanic 54% 56% 60% 60% 60% 59.65%

White 36% 33% 28% 27% 28% 28.89%

American Indian .2% 0% 0% 0% 0% 0%

Asian 2%

2% 3% 3% 1.73%

Pacific Islander .2% .18% .17% 0% .16%

Two or More Races 1% 2% 2.1% 3% 2% 2.20%

Economically Disadv. 64% 72% 69% 71% 68% 68.76%

Limited English Prof. 33% 29% 38% 30% 36% 31.87%

The table below shows the teacher population of League City Elementary in 2012-2013 compared to 2017-2018.

Demographic 2012-13 2013-14 2014-15 2015-2016 2016-2017 2017-2018

African American 0% 0% 0% 0%

Hispanic 42% 43% 46% 47%

White 58% 57% 54% 53%

American Indian 0% 0% 0% 0%

Asian 0% 0% 0% 0%

Pacific Islander 0% 0% 0% 0%

Two or More Races 0% 0% 0% 0%

4

Our school wide Title I program consists of parent involvement activities, summer programs for at-risk students, tutoring for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science) and instructional coaches (math, literacy, science). Our State Compensatory Education (SCE) program consists of academic coaches who train teachers in best practices for assisting at-risk students, ESL program for LEP students, and early interventions to prevent retentions. Elementary 2014-2015 STAAR Student Results*: State Average Compared to CCISD Average

Grade Level

Subject State %



LCE % Satisfactory

3 Reading 76% 77% 87% 76%

4 Reading 74% 75% 86% 80%

5 Reading 86% 86% 95% 78%

4 Writing 73% 74% 84% 72%

3 Mathematics 71% 73% 78% 63%

4 Mathematics 71% 74% 80% 52%

5 Mathematics 88% 89% 95% 65%

5 Science 74% 75% 84% 69%


Grade Level

Subject State %



LCE % Satisfactory

3 Reading 76% 77% 87% 65%

4 Reading 74% 75% 86% 59%

5 Reading 86% 86% 95% 57%

4 Writing 73% 74% 84% 55%

3 Mathematics 71% 73% 78% 63%

4 Mathematics 71% 74% 80% 71%

5 Mathematics 88% 89% 95% 55%

5 Science 74% 75% 84% 59%


Grade Level

Subject State %

Approaches Region 4 % Approaches

CCISD % Approaches

LCE % Approaches




4 Writing N/A N/A 70% 49%




5 Science N/A N/A 80% 86%

5

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2015 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Students: Strengths: At LCE, 69% of our students come from economically disadvantaged homes. Our students are very successful in many areas. We offer after school clubs which include: Choir, Habitat, Robotics, Art club, Writing club, English class, Soccer club, tutoring, STEM night, Curriculum night, Multicultural Night, Invention Showcase, and Cardboard Challenge. Students have a desire to learn and be successful in academic and non-academic activities. Our students work hard and want to be successful, regardless of the severity of needs in their homes. They love being at school and know that it is a safe place for them to learn. Needs: Our students at LCE require many needs. These include academic, social, and basic needs. Interventions begin in September for our struggling students. Using data from previous years and teacher input, we create small groups where we can meet them at their level and push forward for progress. Each year we see progress and continue to push them to their grade level expectation. Staff: Strengths: Staff members at LCE teach to the whole child. We are all committed to helping our students be successful. Our teachers will reach out for additional learning opportunities that will help them improve their instruction and craft. Each year, our staff improves in communication with all parents, administration, etc. Through the use of technology and data tracking ideas, our teachers are in constant conversation with all stakeholders as to where our students are in their learning and what the students are working on to reach their goals. As we work on our Problem of Practice and with the use of Blended Learning this year, we are excited to see the progress from our students. Our staff believes that we will make all decisions based on what is best for our LCE Mustangs. Needs: With the implementation of Blended Learning this year, we have redesigned our Professional Learning that we offer our teachers. Teachers will need this time to design and create station work and tracking devices that students will use as they work through their TEKS. A former CCISD literacy coach is assisting our new LA coach with the Curriculum Studies that our teachers need before each unit. This allows our teachers the time to study the TEKS and curriculum and clear up any misconceptions that they might have. Dr. Weaver will be assisting our bilingual teachers with our ELD time and Bridging lessons. Through conversations with teachers and observations from administration, we know that this is an area that our bilingual teachers need support. All professional learning this year will be designed to support our staff with curriculum, instructional practices, and using data protocols to design instruction based on student data and student work. Our literacy, math, science, technology and ELL instructional coaches are an integral part of this professional learning. Parental Involvement: Strengths: Our LCE parents have become more involved each year. Our teachers have incorporated a Homework Night twice a year that assist our parents in helping their child with homework. We discovered that when reaching out to speak to parents about assisting their child, they were not sure how. This has helped us improve in teaching parents how to help. This past year, we had 300-400 parents attend our events. Our PTA is committed to assisting with feeding our families dinner before an event so that they can participate. This has helped increase our numbers.

6

Needs: Our Mustang families work hard and some work multiple jobs during the school day. Our teachers will stay late at night so that they can meet with parents if there is a need for a conference. We make sure to provide our families with manipulatives or books to assist their child at home with homework. Our Mustang staff is open to making home visits, if necessary, to talk with parents. LCE also provides an Adult English Learner class that takes place two days a week on campus. This assists our families in learning the English language. As an administrative staff, we complete all call outs, flyers, and emails in both languages. ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES




ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results


7








Records


; Principal Local


2018


Conference Logs




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan McWhirter Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives







2





McWhirter Elementary Strategic Plan 2017-2018

School Mission Statement

The mission of Margaret S. McWhirter Elementary Professional Development Lab School, the pioneer of

innovative instruction, is to empower each student to develop inner strength and unique talents, so that he or

she will rise above adversity, and be a leader in his or her rapidly changing world, through a collaborative

school community committed to continuous improvement that fosters love, respect, service, and celebration of

each learner’s unlimited potential.

School Objectives

• Each student develops the knowledge and skills necessary for continued educational success.

• Each student demonstrates the courage to take chances, embrace change, and be innovative.

• Each student makes decisions based on integrity and responsibility to themselves and others.

• Each student perseveres, is resilient, and engages in life-long learning.

School Tactics and Action Plan Specific Result Statements

DISTRICT STRATEGY III: We will ensure safe and nurturing learning environments.

SCHOOL TACTIC #1: We will provide a safe, welcoming, and nurturing learning environment through the development and implementation of school-wide positive behavior intervention strategies.

SPECIFIC RESULT 1.1: Staff members demonstrate the use of positive behavior intervention strategies that maximize academic and social behaviors outcomes for students.

VISION FOR THIS SPECIFIC RESULT: Communities of practice collaborating during afterschool meetings to study and plan for the development and implementation of school-wide positive behavior intervention strategies. Communities of practice facilitating the development of campus-wide common area expectations, campus-based professional learning for staff members, campus and classroom implementation, gathering parent survey data, and evaluation of the framework. Staff members demonstrating the use of positive intervention strategies with all Tier I, II and III students.


ACTION STEPS PERSON


1. Form a core behavior Community of Practice (COP) that represents each grade level and school department

2. Attend training related to behavior and share meaningful ideas to implement across all grade levels

3. Develop campus-wide common area expectations based on campus data that aligns with our CCISD Core Values through bimonthly COP

4. Provide professional learning to all stakeholders to support implementation of expectations through morning meetings, digital presentations and campus based coaching model

5. Implement common area expectations campus wide

6. Implement classroom expectations campus wide

7. Conduct a parent survey in order to collect data on the effectiveness of the positive behavior framework and the CCISD Core Values in the community

8. Evaluate the campus positive behavior framework for effectiveness yearly

_

3

DISTRICT STRATEGY III: We will ensure safe and nurturing learning environments.

SCHOOL TACTIC #1: We will provide a safe, welcoming, and nurturing learning environment through the development and implementation of school-wide positive behavior intervention strategies.

SPECIFIC RESULT 1.2: Students use positive behavior supports to problem solve with members of the school community.

VISION FOR THIS SPECIFIC RESULT: Communities of practice providing on-going professional learning, conducting assessments that support student success, providing differentiated learning experiences, and evaluating the effectiveness of the behavior framework based on campus data and needs.


ACTION STEPS PERSON


9. Provide continuous instruction on campus-wide expectations through morning meetings, modeling, and digital presentations

10. Conduct behavioral needs assessment in the fall and spring semesters that will drive individualized support for success throughout the school year

11. Provide instructional strategies for tiered students through the SST/RTI process

12. Evaluate effectiveness through data provided by referral/offense system and needs assessment

_


SCHOOL TACTIC #2: We will create a culture of character based on the Clear Creek ISD Core Values; Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship.

SPECIFIC RESULT: Students demonstrate outstanding character through a variety of social interactions during their elementary experience.

VISION FOR THIS SPECIFIC RESULT: Communities of practice collaborating during afterschool meetings to study and plan for how to implement the 11 Principles of Character Education and facilitating the development of character instruction. Staff conducting morning meetings, emphasizing core values during instruction, and executing service learning projects. Students and staff acknowledging and showcasing in a variety of ways, to the school community, actions that exemplify the core values. Students demonstrating outstanding character through a variety of social interactions during their elementary experience.


ACTION STEPS PERSON


13. Form a core character Community of Practice (COP) that represents every grade level and department

14. Attend Character.org conference and share meaningful ideas to implement across all grade levels

15. Develop character education lessons and resources for teachers that emphasize CCISD Core Values

16. Hold daily classroom morning meetings that focus on core values

17. Emphasize core values during content area lessons and character development opportunities that arise as teachable moments during the school day

18. Identify a problem, research the problem, create a plan of action, and then execute the plan by participating in service learning projects that benefit our community

_

4

Focus Tactic (#3) 2017-2018

DISTRICT STRATEGY I: We will inspire learning through an array of personalized opportunities and experiences.

SCHOOL TACTIC #3: We will develop and implement high-interest learning experiences through small group first instruction that meets the individual needs of the students.

SPECIFIC RESULT: Meaningful and high-interest differentiated student work that reflects collaborative learning, self-reflection, and growth supported by small group first instruction that results in meeting all state system safeguards.

VISION FOR THIS SPECIFIC RESULT: Communities of practice collaborating during common planning to tailor instruction to individual student learning styles and interests using student assessments, interest inventories, on-going conversations, goal setting, and teacher observations. Teachers analyzing students’ pre-assessment, formative, and summative assessment data to create flexible small groups for first time instruction while other students are working independently or in cooperative groups to reinforce or extend skills through the use of high-interest, differentiated, and engaging activities such as cooperative groups, projects, stations, flipped, and blended learning opportunities.


ACTION STEPS PERSON


19. Collaborate at least once each week during common planning time to plan for instruction based on the needs of all students.

20. Create common pre-assessments to establish a present level of academic performance.

21. Use data to form small groups that are flexible and adapted based on on-going formative assessment.

22. Analyze student work samples and pre-assessment data to create small group first time instruction.

23. Review, reinforce, and extend skills through the use of high-interest, differentiated, and engaging activities such as cooperative groups, projects, stations, flipped, and blended learning opportunities.

24. Use pre-assessment and formative data to plan instruction for each unit and set goals for individual mastery of learning progressions/objectives.

_


SCHOOL TACTIC #4: We will provide ongoing learning opportunities for our school community.

SPECIFIC RESULT 1: Staff implements professional learning in the classroom.

VISION FOR THIS SPECIFIC RESULT: Staff attending professional learning, collaborating with academic coaches and peers, incorporating the CCISD Core Values, participating in Communities of Practice, assessing efficacy of instruction, and adjusting instruction based on the unique needs of students. The school community (staff, students, parents, and community) working together to improve student achievement that meets state system safeguards.


ACTION STEPS PERSON


25. Attend professional learning that is aligned to the unique needs of the students.

26. Collaborate with academic coaches and the grade level team to implement professional learning.

27. Incorporate the CCISD Core Values into content area lessons when designing instruction.

28. Assess in an on-going manner the efficacy of professional learning that has been implemented.

29. Adjust instruction influenced by professional learning and adapt future instruction based on student achievement.

_

5



SPECIFIC RESULT 2: Improved student achievement that meets or exceeds all state system safeguards.



ACTION STEPS PERSON


30. Collaborate with academic coaches and the grade level team to analyze pre-assessment, formative, and summative assessment.

31. Use data to form flexible groups for first instruction and small group instruction.

32. Plan for instruction by collaborating across campus programs using the common planning model and being thoughtful of CCISD Core Values.

33. Adjust instruction and small groups based on on-going collection of assessment data and progress monitoring.

_

DISTRICT STRATEGY I: We will inspire learning through an array of personalized opportunities & experiences.


SPECIFIC RESULT 3: Collaborate among peers through Communities of Practice (COP).



ACTION STEPS PERSON


34. Form COPs based on teacher interest and campus need.

35. Invite administrators to attend COP meetings.

36. Create a plan for COP tasks (e.g., norms, goals, research, share, implement).

37. Connect and embed the CCISD Core Values during COP meeting discussion topics.

38. Inform administration of COP topics discussed and studied after each team meeting.

_

6

DISTRICT STRATEGY V: We will broaden and strengthen connections within our communities.


SPECIFIC RESULT 4: Support the school community with resources to provide academic support for students outside of school.

VISION FOR THIS SPECIFIC RESULT: Staff collaborating with students to create learning goals and communicating regularly with parents about progress toward reaching goals. Staff educating parents about curriculum, CCISD Core Values, and resources. Including the school community in after school events. The school community (students, staff, parents, and community) working together to improve student achievement that meets state system safeguards.


ACTION STEPS PERSON


39. Establish students’ learning goals and provide personal updates on their progress through regular communication.

40. Facilitate parental involvement by communicating via email, parent/ teacher conferences, notes, or using technology such as Class Dojo.

41. Educate parents about district curriculum and resources during academic evenings, parent meetings, and after school events.

42. Invite & include members of the school community in school events such as Career Fair, Science Night, Carnival, Culture Fair, etc.






















7


Margret S. McWhirter Elementary is one of forty-four campuses in Clear Creek Independent School District. Originally named Webster Elementary in 1956 when it was constructed. The school was remained in honor of Margret S. McWhirter, the first principal of Webster Elementary. McWhirter Elementary became the first of the now five elementary campuses serving bilingual students from all over the district. In 2016, McWhirter Elementary was rebuilt. Margret S. McWhirter Elementary serves 880 pre-kindergarten through fifth grade students with a 24.3% mobility rate and a 96.2% attendance rate for students. Nearly 75% of our students are economically disadvantaged, and 48.64% of students are identified at-risk. McWhirter Elementary serves 456 (51.81%) English language learner (Ell) students, 57 (6.48%) students in the Gifted and Talented (GT) program, and 67 (7.61%) students receive support through special education. The staff population is 4.2% African-American, 35.5% Anglo, 0% Asian, 60.3% Hispanic, 8.3% male and 91.7% female with an average of # years of experience.



Hispanic 65.68%

White 9.43%

Asian 1.7%

Pacific Islander 0%


Two or More 4.32%

Our school wide Title I program consists of parent involvement activities, summer programs for at-risk students, intervention for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science) and instructional coaches (math, literacy, science, technology). Our State Compensatory Education (SCE) program provides interventions for at-risk and Ell students to prevent retentions.

2013 2014 2015 2016 2017

Index 1 68 75 72 73 69

Index 2 40 43 44 44 43

Index 3 64 38 37 40 39

Index 4 N/A 33 29 37 33

The leadership team and CIIC team looked at the following data as we reflected on our year: Texas Academic Performance Reports (TAPR), Public Education Information Management System (PEIMS) data, Student Progress on Individualized Education Plans (IEP), Multi-year data from Academic Excellence Indicator System (AEIS) and TAPR reports, report card grades, Learning progressions, promotion rates, attendance rates for students and teachers, Texas English Language Proficiency Assessment System (TELPAS) results, Oral language Proficiency Test (OLPT) results, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System (BAS/SEL) data, Developing Number Concepts (DNC) assessment data, standardized district benchmark data, discipline referrals, professional learning (PL) opportunities for staff, input from parents, teachers and community members (results from 2016-2017 survey).

TAKS 2003 2011 8 year change

Reading 68% 83% + 15%

Mathematics 62% 86% + 24%

Writing 60% 89% + 29%

Science 32% 77% + 45%

8

Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although nearly 75% of our students come from an economically disadvantaged home, they are successful in many areas. Our student community takes pride in being McWhirter Astronauts. They participate in after school events such as choir, guitar, robotics, UHCL art, Girls Inc., soccer club, fine arts night, curriculum nights, cultural celebrations, and much more. Students have a desire to learn and be successful in academic and non-academic activities. Our students can express current social and emotional needs and resolve conflict in their classroom community. They are self-directed in their social and academic environment, and have a desire to become leaders. Needs: Large portions of our students need additional support – academically, socially and emotionally. Because much of learning builds from life experiences, our students do not often experience the same things as those students who are not economically disadvantaged. We provide opportunities to build experiences through activities such as science lab experiences, field trips, character lessons, guest presenters, small group differentiated instruction, and more. Many of our students struggle and require intervention to address deficits. A campus support system is needed to address students’ deficits. The support system should include Communities in Schools, Communities of Practice, Vertical Committees, professional learning that incorporates data disaggregation and planning for small group instruction, and a common planning model that includes protected planning time. According to our test scores, our students are making progress. Targeted and explicit planning activities that include using the state system safeguards to create learning experiences that address students’ individual needs will result in closing the performance gaps within subpopulations. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional learning sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, and home visits. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, transitioning through vertical alignment across all content areas, and time to plan lessons. There is a need for continued staff support that provides ongoing campus professional learning opportunities. We will have an in-depth focus on differentiated instruction to support the diverse needs of our campus. Teachers need day-to-day support from administrators, instructional coaches, and other staff members. The school will continue its data planning professional learning for all grade levels, Communities of Practice, Vertical Committees, protected weekly planning time, and summer professional learning. For the growth of our bilingual teachers, we will continue our professional learning with Dr. Laurie Weaver our UHCL Instructional Supervisor. Professional Learning will need to target curriculum, diversity, character education, differentiation, and personalization. With Title I funds, we will fund 40% of an additional counselor, 25% of a bilingual instructional math coach, 50% of a bilingual instructional literacy coach, 50% of instructional science coach, 50% of an intervention teacher and up to 8 part-time intervention support staff (substitute employees).

9

Parental Involvement: Strengths: McWhirter parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in our family nights (Literacy, Math, Science, Fine Arts, and Cultural Celebration) and other school activities. During each of the 2016-2017 Family Nights, over a third of our students participated with their family. At our annual Cultural Celebration, we typically have nearly 500 participants in attendance. Parents are also willing to help their students with academics, so our teachers use the family nights and parent conferences to show the parents how to continue supporting their child at home with simply strategies and educational games. Parents are able to take home books, manipulatives, and other items. We have seen success with our students after the teachers have spent time teaching the parents how to support the students at home. Numerous parents attend ESL classes as well as Citizenship classes her at McWhirter during the regular school day and after school. The McWhirter PTA has been an integral part of the involvement of our parents and families. They provide each teacher with a $150.00 scholarship or nearly $10,000.00 for teacher needs across our campus. They sponsor many activities, such as a School Carnival, Movie Nights, Dances, Fine Arts Night, field trips and much more. The PTA supports our school and encourages family involvement. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the workday. A large number of our McWhirter families live many miles away from school. McWhirter will continue to provide family support through Communities in Schools, after-school programs, and activities for parents to be involved in. We will also focus on increasing family participation in our parent education classes, both during the day and after school. We will continue to use the Skylert call out system to reach all of our parents. Messages will be sent by phone and emails in English and Spanish.

10






ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance Documentation


Student Assessment

Data


Local, Title I, State Comp


2, 2018



SST














reports identifying







6, 2018





student





Student assessment

data




2, 2018


Learning



Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning



Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning



Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning



Student assessment

data


Academics Local


2, 2018


Learning




OUTCOME: By June 2018 at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school

climate survey.





Records


; Principal Local


2018


Conference Logs

11





2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018


Student data Number of students

requiring intervention

Discipline data




Human Resources,

Principal



2018


methods including


coaching


ICRs

1

12/5/2017 Approval CIIC Oct. 18, 2017

Clear Creek ISD Strategic Plan Mossman Elementary Strategic Plan 2017-2018















Core Values







2


Parameters








Objectives











3


Mossman Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of Mossman Elementary, the leading edge of collaborative learning, is built upon a foundation of an innovative and caring community

that launches self-directed learners empowered by a shared responsibility and persistent risk-taking through a novel system driven by visionary

leaders who inspire and build students’ highest cognitive and ethical potential.

School Objectives:

• Each student is self-directed in his or her learning. • Each student is equipped to take risks in order to reach his or her highest level of success across settings. • Each student is ignited in the pursuit of integrity.


• We will ensure share responsibility for learning. o Each student and teacher are self-directed in his or her learning.

• We will continuously explore and implement collaborative opportunities. • We will foster a culture of respect, integrity, and innovation.

4




SCHOOL TACTIC: We will ensure shared responsibility for learning.

SPECIFIC RESULT: Each student and teacher are self-directed in his or her learning.

VISION FOR THIS SPECIFIC RESULT: Teachers learn to be reflective so that intentional moves toward goals based on student needs are addressed daily. Continual reflection and peer feedback will help grow each of us to accomplish and modify our goals throughout the year. We will foster a professional culture of an ongoing cycle of improvement.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: o Teacher to teacher talk around goals (outside of “Wednesday” grade level meeting) occurs routinely. o Teachers are reflective using outside feedback from other teachers and incorporate to continue growth. o Teachers set instructional goals based on students’ needs that are specific and measurable. o Teacher’s goal is visible outside classroom using “Observe Me” or QR Code. o Teachers seek PL that will support the implementation of their goal.


1. Teachers will choose an instructional goal based on student needs. Principal, Instructional Coach, Teacher


2. Teachers will understand goal setting and learn how to write a measurable goal.

• What does achieving this goal look like for you?

• What might success look/sound like? What evidence will you collect?

Principal, Instructional Coach, Teacher

August 2017-June 2018, ongoing

3. Teachers will analyze student data to determine the student need to better create a goal.


August 2017-June 2018, ongoing

4. Teachers will determine the professional learning needed to help accomplish the goal.


October 2017-June 2018, ongoing

5. Teachers will create steps that will help achieve their goal.

• How would you like to go about reaching this goal?

• What might be some of the strategies you’ve considered? What are some strategies you have used before that might be successful with this group?

• Possible obstacles and how to overcome?

• How can a colleague/coach/administrator help you accomplish this goal? What would you like them to do to move you from where you are to where you want to be?

• What data could you collect to monitor progress of goal? What data could a colleague/coach/administrator collect for you?


October 2017-June 2018, ongoing

6. Teachers will have a list of “stems” and/or reflective questions that will help guide and understand the cycle of improvement.

• Could any questions help from p.98 in Peer Coaching by Pam Robbins?

Principal, Instructional Coach

January 2018, ongoing

7. Teachers will have their goal visible outside their classroom using “Observe Me” or QR Code.

• Links for examples: #OneSmallThing Toolkit steps to create individual goals, https://twitter.come/search?q=%23ObserveMe&src=savs


January 2018-June 2018, ongoing

https://s3.amazonaws.com/teacher2teacher-media/single-file/web/one-small-thing-toolkit.pdf

https://twitter.come/search?q=%23ObserveMe&src=savs

5



Mossman Elementary is one of forty-four campuses in Clear Creek Independent School District. Mossman Elementary opened its doors in 2009. . Mossman is the elementary campus for The Education Village; a unique, collaborative learning environment, along with Bayside Intermediate and Clear Falls High School, for students K-12. In January 2017, Mossman was named a Texas School of Character and in April 2017, earned the National School of Character distinction.

Mossman Elementary serves 958 students in kindergarten through fifth grade. In August of this year, 183 students experienced devastation to their homes as a result of hurricane Harvey. Prior to the hurricane 19% percent of our students met the criteria for at-risk. Mossman serves 65 English Language Learner students, 100 students in the Gifted and Talented program, and 90 students served through special education services. The staff population is 4% male and 96% female with an average of 10 years of experience. The overall mobility rate for the campus is approximately 7.9%. The average daily attendance rate for students is 96.2%.



Hispanic 18.3%

White 66%

Asian 5.2%

Pacific Islander 0%

Native American 0%

In 2017 Mossman Elementary did not receive any distinctions from Texas Education Agency despite its students showing noticeable performance. According to STAAR results, 28% of students had greater than expected growth in reading, 32% of students had greater than expected growth in math. Mossman ranked in the top 25% of Texas elementary schools in student progress.

Grade Level

STAAR 2017 2016

3 Reading 85% 89%

4 Reading 90% 93%

5 Reading 96% 92%




4 Writing 76% 86%

5 Science 89% 87%

2016 2017

Index 1 91 (Target – 60) 89 (Target - 60)




6


Mossman’s Leadership Team and CIIC looked at the following data as we reflected on our year: TAPR report, PEIMS data, student progress on Individualized Education Plans, multi-year data from AEIS and TAPR reports, report card grades, attendance rates for students and teachers, parental involvement in school activities, At-risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district assessment data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2017 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Our students are actively involved in many activities inside and outside of school hours. Mossman offers a variety of clubs for our students to participate in outside of the school day. We offer the opportunity for students to apply for and accept jobs in which they do the work during their free time during the school day. Fifth graders volunteer to assist the PE, Art, and Music teachers during kindergarten class time. These activities enhance the academic experience. Students have a desire to learn and be successful. Needs: The portion of our students needing extra support – academically, socially, emotionally, and behaviorally – is increasing. Because much of learning builds from life experiences, our students often have less than consistent home experiences. It is our responsibility to provide these experiences for them. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers. There is a need to continue the support for our teachers and students in this way. The need for interventions continues; additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences which we provide through lab experiences, field trips, buddy class activities, guest presenters, and collaborative activity with our Village colleagues and students. Staff: Strengths: Our staff is committed to growing our students toward realizing academic and personal success. They attend professional development sessions on campus, in the district, and they seek out their own personalized learning experiences. They keep in contact with parents in various ways – email, phone calls, conferences, and Twitter. The staff meets regularly to discuss student needs and plan academic units. They create specific plans to address needs of students. Our staff volunteers their time to sponsor many activities outside of the school day: clubs, tutoring, informational parent nights. Needs: Based on information collected from the 2017 Climate Survey and informal discussions, the campus identified the following areas of needs: 1) Support for English Language Learners – the staffing position was reduced from full time to split ELL/Literacy Coach this year. The familiar pull-out program shifted to inclusion support and required teachers to implement their ELL certification skills. 2) Principals providing helpful feedback about staff instructional performance – 80 staff members and 950 students with two administrators has stretched the opportunities to be in classrooms and offer feedback, thin. Each year we have several new staff members who require administrator attention to facilitate a smooth transition to campus. Student behavior issues have increased. Parent needs are frequent and important. All factor in to why staff may feel less than supported by administration. We will continue to support the staff by providing walk through observations with specific feedback. With large student population and diverse needs on our campus, teachers need day-to-day support from administrators, instructional coaches and other staff members. The school will continue to provide professional development, during-school planning days, and Mossman Summer Institute.

7


Parental Involvement: Strengths: Mossman parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in all school activities offered both academic and social. Meet the Teacher, Grade level Back to School Nights PTA events are well attended. Parents also go out of their way to make sure students are dropped off and picked up before/after school for tutoring and club offerings. We offer Coffee Talks and parent conferences to inform parents of new programs and ways to support their child at home. Dream Box has been a popular addition with students and parents to help with math skills. Parents look forward to books sent home (guided reading and/or library) so they can read with their children. We have seen success with our students after the teachers have spent time teaching the parents how to support the students at home. Mossman's PTA has been an integral part of the involvement of our parents and families. They have provided funding for individual classroom leveled literacy libraries, K-5. They sponsor many activities including: Movie Nights, Fun Run, Carnival, Box Tops program, Recycle Rangers, Watch Dogs and more. Our PTA is a huge support to our school and encourages family involvement. Needs: Mossman will continue to provide programs and opportunities for parent involvement. We have tried to rearrange some of the times we offer the activities in an effort to reach most families. We have revivied our Twitter feed, and will continue to utilize the Skylert call-out/email system to reach all of our parents. Standards Based Learning/Grading has proven to be a topic our parents want to be involved in and learn more about. We will continue to work with them to design meaningful learning experiences around this topic and more.

8





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED


Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes.


Data

Principals, Teachers,

Local August 2017 – May 2018

Transition information, SST, planning, campus

availability

Meeting data,

student feedback,

Assessment results


Student Assessment Data

Principals, Teachers,

Instructional Coaches

State Comp August 1, 2017 – June 2, 2018



SST


PERFORMANCE OBJECTIVE II.3: Each student will meet or exceed performance expectations on STAAR Reading, Writing, Mathematics, and Science in tested grades.


Use effective instructional strategies/8 Instructional Principles to improve student passing on STAAR as follows:









Individual student data reports identifying


Assistant Superintendents,

Director of Assessment &


Local, State comp

August 22, 2017 – May 6, 2018

AWARE data, designated, time for

data review, time for intervention, communication

methods


student



OUTCOME: By June 2018, students receiving services in the following areas will show growth in academic achievement on each STAAR tested area or other appropriate measure.

Implement effective instructional strategies, including

Sheltered Instruction strategies that will be used to address the needs of students identified as ELL.


ELL Certified

Teachers, ELL

Lead Teacher, Principal

Local, Title III August 22, 2017 – June 2, 2018


Learning


Implement effective instructional strategies, including leveled instructional groups (guided reading, guided math), LLI, Do the Math, and Math Mentors that will be used to address the needs of students identified as At-Risk.


Principals,

Teachers,

Interventionists

Local, State Comp

August 22, 2017 – June 2, 2018


Learning




Director of Special Education;

Principal, SPED

Local, IDEA Funds

August 22, 2017 – June 2, 2018


Learning


9


Team Leader, Teachers



Section 504 Coordinator, Principals, Teachers

Local August 22, 2017 – June 2, 2018


Learning





Academics, Principal, Teachers

Local August 24, 2017 – June 2, 2018


Learning




OUTCOME: By June 2018 at least 95% of parents will agree or strongly agree with the statement, “Most of my child’s teachers provide helpful feedback about their academic performance” on the school climate survey.

Teachers will conference with parents at least twice each year to provide specific academic information, including:

• what the teachers are doing to help students meet performance standards;


• Looking together at examples of student work as teacher provides parent-friendly support through explanation.


Records

Principals, Teachers

Local August 22,

2017- June 1, 2018


Conference Logs

Teachers will report through Skyward (at very least),

student progress. • Grades 2-5: 9 entries for Reading, Math and 5

entries for Science, Social Studies, and

Writing.

School-home correspondence through Skyward

Principal, Teachers District August 22,

2017- June 1, 2018

Skyward, time for

professional

learning and

implementation

Skyward

Gradebook



OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan that will be monitored and reported to demonstrate growth over time.





coaches, principal Local, Title II


2018


meetings

Coaches’ calendars Teacher goal

sheets

Instructional coaches will work directly with teachers and teacher teams in making decisions about standards based learning and assessments to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data informed instruction.


Team meeting notes



coaches, principal Local, Title II


2018


meetings

Student data Number of students

requiring intervention

Discipline data



Executive Director of Human

Resources, Principal


2017-June 2, 2018


methods including professional learning and

coaching


ICRs

1

Clear Creek ISD Strategic Plan North Pointe Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




North Pointe Elementary Strategic Plan 2017-2018


The mission of North Pointe Elementary School, the trailblazing leader in character driven education, is

to instill mutual respect for diversity, foster social responsibility, and facilitate self-directed learning to

achieve personal success through a system distinguished by a safe and nurturing environment,

meaningful relationships and community

School Objectives:

• Each learner will identify, develop and grow his or her personal talents and interests • Each learner will expand his or her potential by continuously setting, reflecting upon and achieving life

goals • Each learner will actively enrich and advance his or her community and greater society


1. We will inspire personal success by facilitating self-directed learning(personalized Learning) 2. We will actively engage each student to reach his or her academic and character goal(goal setting) 3. We will foster strong relationships in school and within the community(community/mentor)

3


DISTRICT STRATEGY: We will provide support to meet the needs and aspirations of each student

SCHOOL TACTIC #: 2

SPECIFIC RESULT:We will actively engage each student to reach his or her academic or character goal

VISION FOR THIS SPECIFIC RESULT: Each learner will expand his or her potential by continuously setting, reflecting upon, and achieving academic and core value goals. Teachers will model and teach goal setting and meet with students regularly to monitor their progress.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: personal goals set and tracked, goal setting meetings between students and teachers, method for tracking goals


1. Students will set and track academic goals each 9 week/month/unit using tracking sheets designed by teachers that will be kept in a data folder/binder

Classroom teacher/student Beg. Of each 9 weeks/Monthly/end of unit

2. Teachers will meet with students after each unit/month/9 week to reflect on their academic goals

Classroom teacher/student End of unit/end of month/end of 9 weeks

3. Students will set and track character goal each 9 week using tracking sheets designed by teachers that will be kept in a data folder/binder

Classroom teacher/student Every 9 weeks

4. Teachers will meet with students at the end of every 9 week to reflect on their character goal


5. Student’s goal setting will be shared with parents Classroom teacher/student End of unit/end of month/end of 9 weeks

6. During Camp Curriculum, our focus will be on using student work to support learning progressions and goal setting

Classroom teacher/instructional coach

Camp Curriculum schedule

DISTRICT STRATEGY: We will ensure a safe and nurturing learning environment

SCHOOL TACTIC #: 3

SPECIFIC RESULT: We will foster strong relationships in school and within the community

VISION FOR THIS SPECIFIC RESULT: Students and staff will collaboratively create common behavioral expectations based on CCISD Core Values to promote safety, security, and trust in the learning environment

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Student/staff expectation matrix, discipline referral matrix defining major and minor behaviors, monthly discipline data report, student and staff recognition for positive behavior


1. Publish student and staff behavior expectations PBIS team

2. Define major and minor behaviors PBIS team and staff

3. Collect and analyze discipline referral data PBIS team and staff

4. Restablish and expand Character Coin Reward system PBIS team and staff

4

DISTRICT STRATEGY: We will inspire learning through an array of personalized opportunities and experiences

SCHOOL TACTIC #: 1

SPECIFIC RESULT:We will inspire personal success by facilitating self-directed learning

VISION FOR THIS SPECIFIC RESULT: Teachers will implement effective instructional practices that build relationships, engage students in goal setting and foster ongoing reflection so that student’s learning is personalized

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: reflection sheet on next steps and timeline after training, Dreambox data, observation notes


1. LTC and Adv. Academics teacher will present a training to the staff on how teachers can personalize learning in their classroom

LTC Advanced Academics teacher

Once each semester

2. A group of teachers will visit Clear Lake City Elementary to observe how CLCE has implemented personalized learning. The team will come back and share what they saw with the staff

Classroom teacher Spring Semester

3. K-5 teachers will use Dreambox to personalize math instruction with their students

Classroom teacher/student Weekly

DISTRICT STRATEGY: We will broaden and strengthen connections within our communities

SCHOOL TACTIC #: 3


VISION FOR THIS SPECIFIC RESULT: Creating a community that helps all its members form respectful relationships that lead to caring attachments to and responsibility for one another. This involves developing caring relationships between students and staff, among students, among staff and between staff and families

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Class partnerships, HERO projects, parent communication


5. Add small group or individual partnerships within buddy classes Classroom teacher Every 9 weeks

6. Develop leadership opportunities for students that did not make Character Crew

Community/Mentor action team

By December 2017

7. Continue with HERO projects and consider adding community partners in your HERO project

Grade level teams 5 days of the teams choice up until Feb. 21st

8. Collaborate with teams regularly about ways to support student learning at home

Grade level teams Weekly

9. Grade level chairs will remind team to contact parents at the 3rd and 6th week of the nine week if they are struggling

Grade level chairs Twice every 9 weeks

5






















6

Comprehensive Needs Assessment North Pointe Elementary is one of forty-four campuses in Clear Creek Independent School District. North Pointe Elementary School was opened in 1995. We are a diverse campus with over 24 languages spoken according to our home language survey. They are Albanian, Tosk, Arabic, Bengali, Cantonese, Cebuano, Dutch/Flemish, Gujarati, Hindi, Japanese, Korean, Malayalam, Mandarin, Nepali, Pilipino, Portuguese,

Romanian, Sinhalese, Spanish, Tamil, Telugu, Turkish, Urdu, Vietnamese. We were the first campus in the

district to become a National School of Character in 2013. We are very proud of this distinction!

North Pointe Elementary serves 753 students in grades pre-kindergarten to fifth grade. 33 percent of our students are economically disadvantaged, and 45% percent of our students meet the criteria for at-risk. North Pointe Elementary serves 206 (27.3%) English Language Learner students, 73 (9.69%) students in the Gifted and Talented program, and 54 (7.17%) students served though special education services. The staff population is 2.3% African-American, 88.7% Anglo, 2.1% Asian, 4.6% Hispanic, 2.3% male and 97.7% female with an average of 9.8 years of experience. The overall mobility rate for the campus is approximately 10.7%. The average daily attendance rate for students is 97%.



Hispanic 23.6%

White 38.1%

Asian 25.1%

Pacific Islander 0%

Native American 0%

2015 2016 2017

Index 1 87 87 84

Index 2 50 53 48

Index 3 43 47 46

Index 4 49 55 55

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, Oral Language Proficiency Test(OLPT), Texas English Language Proficiency Assessment System(TELPAS) results, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2017 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student:


Reading 94% 98% 4%


Writing 97% 98% 1%

Science 84% 98% 14%

7

Strengths: Our students are successful in many areas. One area that our students excel in is showing great character. Students participate in morning meetings daily and practice core values at every opportunity. Our students enjoy taking books home to read every night. They participate in after school events such as: choir, robotics, tutoring, FIT night, and more. Students have a desire to learn and be successful in academic and non-academic activities. Needs: Some of our students need extra support – academically, socially and emotionally. We have a high population of English Language Learners. To support the language acquisition of our ELL learners, We have a Language Lab to support our beginner and intermediate English speakers. Our students also need interventions to begin earlier in their academic careers. We provide LLI to our struggling readers. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers. Our teachers support our students by offering tutoring. We also support our students by using PALS from Clear Brook High School. We have created our own mentor program called Rocket Boosters to allow our 5th grade students the opportunity to mentor younger students. Our campus has a strong SST team that works hard to support our struggling students. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. They recognize student struggles and work hard to find ways to support the students. Our staff uses visuals, SIOP strategies, anchor charts, scaffolds, and small groups to meet student’s needs. Needs: We will continue to support the staff by providing campus professional development opportunities. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue its after school professional development, in-school collaboration times and curriculum study times. Professional Learning will target curriculum, diversity, character education and goal-setting. Parental Involvement: Strengths: Our NPE parents have high expectations for their students. They are active in our Fit night and other school activities. The North Pointe PTA has been an integral part of the involvement of our parents and families. They donate on average about $20,000 for campus needs every year, and they sponsor many activities, such as a Carnival, Dances, International Night, Donuts with Dad, and much more. They publish a monthly newsletter. The PTA supports our school and encourages family involvement. Needs: The parents of our LEP students have not been as active as those of non-LEP students. We will continue to look for ways to get our LEP parents involved. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will continue to be sent by phone and email. Teachers will continue to send weekly newsletters to inform parents about what is going on in the classroom.

8





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results









Records


; Principal Local


2018


Conference Logs

9




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

RALPH PARR ELEMENTARY Strategic Plan 2017-2018

Approved by CIIC 10/17/17

1

Clear Creek ISD Strategic Plan Ralph Parr Elementary Strategic Plan 2017-2018















Core Values







Parameters







2


Objectives











Ralph Parr Elementary Strategic Plan 2017-2018


The mission of Ralph Parr Elementary School, the community of innovative learners, is to inspire excellence and independence, to ensure all students

develop productive citizenship and meaningful relationships, with a continuing commitment to Perseverance, Achievement, Responsibility, and Respect

through personalized learning and enrichment opportunities utilizing the talents of students, staff, and community

School Objectives:

• Each student will explore and identify personal talents and interests through collaboration and meaningful relationships with peers, staff, and

community.

• Each student will persevere through challenges, reaching their full potential by setting and achieving individual obtainable goals.

• Each student will realize the importance and satisfaction of actively utilizing their talents and interests to positively influence their community as

productive citizens.


Tactic: We will provide opportunities for continuously setting and achieving individual goals.

Action Plan: The Community of Practice (CoP) will collaborate on an evolving goal-setting process to produce student learning outcomes.

Vision: Teachers working together in CoP develop academic and behavioral lesson plans influenced by the deep understanding of the curriculum,

collaboration, and reflection. Through a structured goal-setting process, students and teachers collaborate to design measurable/achievable short-term

goals.

3

Focus Action Plan for 2017-2018 The Community of Practice (CoP) will collaborate on an evolving goal-setting process to produce student learning outcomes.

DISTRICT STRATEGY: We will provide support to meet the needs and aspirations of each student.

SCHOOL TACTIC #: 2

SPECIFIC RESULT: We will provide opportunities for continuously setting and achieving individual goals.

VISION FOR THIS SPECIFIC RESULT: Teachers working together in CoP develop academic and behavioral lesson plans influenced by the deep understanding of the curriculum, collaboration, and reflection. Through a structured goal-setting process, students and teachers collaborate to design measurable/achievable short-term goals.


• Knowledge of Curriculum

• Everyone can be successful

• Open and Engaging Communication to develop best practices

• Use of data and evidence for goal setting


1. Professional Learning on Goal Setting for Staff. Administration & Coaches By November 15, 2017

2. CoP will establish the goal setting process. Team Leaders and CoP By December 1, 2017

3. Through Classroom Meetings, the teacher will define “What is a goal?” for students.

Teachers By December 15, 2017

4. The teacher will help the students set goals and provide feedback. Teachers & Students Ongoing through May 31, 2018

5. Teachers will review the data and reassess goals. Teachers & Students Ongoing through May 31, 2018

4


Ralph Parr Elementary is one of forty-four campuses in Clear Creek Independent School District. We opened our doors in August 2009 with 687 students. On October 17, 2017 839 are enrolled in grades Kindergarten to 5th Grade.

Of the 839 students, 25.89% are identified as Economically Disadvantaged; 6.22% are English Language Learners; 8.49% are students in the

Gifted and Talented program; 10.77% receive special education services; 1.91% are served in the Dyslexia Program. Following the events of Hurricane Harvey, 3.23% of our students are Homeless.


American Indian/ 1.3%

Asian 6.96%

Black/African American 14.35%

Hispanic 35.22%

White 37.39%

Hawaiian/Pacific Island 1.30%

Two or More 3.48%

In 2010 Ralph Parr Elementary was named an Exemplary school. Our TEA ratings for 2011 – 2012 was Recognized. The campus has Met Standard for the past 3 years with no distinctions for the current 2017 year.

2015 2016 2017

Index 1 85 85 83

Index 2 48 48 48

Index 3 43 43 45

Index 4 51 51 54

Top25%Distinction

Statewide Assessments STAAR

2016

STAAR 2017

Reading 88% 84%

Mathematics 87% 86%

Writing 78% 73%

Science 84% 74%

5





Use effective instructional strategies to improve student passing on STAAR as follows: Set your campus specific STAAR goals and delete those grade levels that do not apply to your campus






• 5th grade reading 1st Admin from 79% to 82%

• 5th grade math 1st Admin from 84% to 87%



reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results



6






Records


; Principal Local


2018


Conference Logs






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Robinson Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Robinson Elementary Strategic Plan 2017-2018


The mission of Robinson Elementary, the leader in authentic teaching and learning, is to empower each

student to discover and develop his or her full potential and unique talents through an innovative system

distinguished by a risk free environment of personalized learning, meaningful relationships, integrity, and a

commitment to courage, collaboration, innovation, and self-direction.

School Objectives:

1. Each student recognizes and optimizes his or her unique talents and gifts.

2. Each student demonstrates autonomy in his or her thinking and learning.

3. Each student exhibits integrity and embraces responsibility to self and community.


1. We will respect each child’s unique talents and gifts by providing an array of personalized learning

opportunities and experiences.

2. We will establish the six traits of Character Counts! as core values to strengthen our individual

character and enhance the connections in our communities.

3. We will engage students and teachers by supporting innovative environments where everyone is an

active participant in the learning process.

Focus Action Plan for 2017-2018 Tactic: We will engage students and teachers by supporting innovative environments where everyone is an active participate in the learning process.

Specific Result: Students will be able to assess and engage with the curriculum at their individual levels through well planned lessons that focus on the end in mind and the “why” for each student.

Action Steps: Person Responsible:

Timeline:

1. Determine Communities of practice groups and group leaders

Communities of practice leaders

August 2017

2. Determine meeting dates

COP Leaders August 2017

3

3. Establish meeting norms and create agendas

COP Leaders October 2017

4. Gather resources and/or tools for student ownership of learning

Principal and COP Leaders September 2017

5. Develop our campus coaching plan to support this tactic

Instructional Coach and Principal

Fall 2017

6. Action team leaders will be members of the campus CIIC and will meet 4 times per year to evaluate data and review goals

Principal August 2017

7. Determine data to be collected and review dates

COP leaders will determine with their teams

October 2017

8. Celebration will be on a regular basis and focused on student gains

Principal End of each grading period

9. Schedule campus/grade level learning walk throughout the school year

Principal and COP Leaders Fall 2017

Comprehensive Needs Assessment Robinson Elementary is one of forty-four campuses in the Clear Creek Independent School District. Robinson opened its doors in 2005 and served approximately 500 students. Last school year, 2016-2017, we ended the year with 493 students. This school year, 2017- 2018 we have 486 students (as of 10/9/2017) in kindergarten through fifth grade. The student population of Robinson Elementary is:

• Native American: 1 student

• African-American: 15 students

• Asian/Pacific Islander: 19 students

• Hispanic: 96 students

• White: 328 students

• 20.1% of the student population were classified as economically disadvantaged.

• The overall mobility rate for the campus was approximately 17.5%. Robinson Elementary serves

• 4.5% of our students are English language learners

• 66 students served in the Gifted and Talented program

• 8.9% of our students through special education program. The student attendance rate for 2016-17 was approximately 97.0%.

4

STAAR Results for 2016-2017 School Year

2016-2017

Index 1 90

Index 2 50

Index 3 52

Index 4 60

Accountability Rating Met Standard

• Student Achievement

• Student Progress

• Closing the performance gap

• Postsecondary readiness Distinction Designation

• Academic Achievement in ELA/Reading

• Academic Achievement in Mathematics

• Top 25 Percent Closing Performance Gaps

• Postsecondary Readiness

Our Campus Leadership Team and CIIC team looked at the following data as we reflected on our year:

• Update and new elements of our campus strategic plan

• STAAR Results for all students

• Benchmark testing results compared to STAAR Results

• Robinson School Report Card

• Progress on Individualized Education Plans

• Attendance of students with failing report card grades

• Content Specific Check Point Assessments

• Kindergarten and 1st grade progress on SBG System

• Campus Professional Development Survey results

• Parent and student survey results Using this data, the team considered our areas of weakness and strengths:

Students:

Strengths: Last year, 93% of our students passed the Reading STAAR test while 91% passed the

Math, 80% passed the Writing, and 91% passed the Science test. All of our students actively participated

in grade level service learning projects and continues to participate in after school activities such as

Robotics, Choir, UHCL Art after school, Student Leadership, Chess Club, Safety Patrol, Running Club,

Crochet Club, and Junior Master Gardeners Club. Learning and serving others while building character

STAAR 2016-2017

Reading 93%

Mathematics 91%

Writing 80%

Science 91%

5

and leadership are the heart of Robinson Elementary. We are all learning to go the extra mile, have grit,

and sincerely live up to our National School of Character designation.

Needs: Some of our students need additional support in academic and social areas. Learning builds

off the ability to work together in a productive manner. We are focused on providing experiences for our

students that provide them with the tools to achieve annual growth through quality interventions and

intentional instruction. Although our STAAR scores are good, we have met standard, and we have

achieved several distinctions designations we will continue to analyze individual student’s data on a routine

basis. If the data indicates that we need to provide interventions; we will provide in school, supportive

instruction beginning the end of October through the end of April in all content areas. We will be consistent

across all grade levels, kindergarten through fifth grade, by providing certified interventionist for K-2nd, 3rd,

4th, and 5th grade students.

Staff:

Strengths: Our staff is committed to going the extra mile for our students. They are active participants

in all professional development sessions on our campus, at the district level, at national conferences. The

home-school connection is extremely important and a key to student success. Our teacher use a variety of

methods to keep in contact with parents. These include email, phone calls, face-to-face conferences,

weekly newsletters, classroom website, skyward and written notes home. The staff meets regularly in

teams and with our instructional coach to discuss student needs and make individual plans based on those

needs.

Needs: The staff continues to develop their knowledge and skills through professional development

opportunities. Based on staff input via our annual survey, our focus as a campus will be student ownership

of learning. During the course of the year, our professional development and our Communities of Practice

will focus on planning with the end in mind. Learning, teaching and exploring the curriculum in order to

support all of our students on the journey to achieve annual, measurable growth.

Parental Involvement:

Strengths: The parents at Robinson Elementary are committed to the success of the entire school

community. Most are active volunteers and work diligently to support the students, the faculty, and the

administration. Robinson parent want to be actively engaged with their child’s learning. The teachers

6

provide our parents with multiple opportunities to assist their child academically. Some include Dream Box

access at home, leveled reading books, maker space learning, and personalized projects for science

projects.

Needs: Many of our parents work outside of the home and it can be difficult for them to be involved in

their child's education. It is hard for them to attend during-the-day programs or meetings. Robinson

Elementary will continue to provide evening programs and activities for parents to be involved. We will also

continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone

and email in English and Spanish.






ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results

7


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results







• Additional effective and timely assistance available at the school. (Title I)


Records


; Principal Local


2018


Conference Logs

All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a

language the parent can understand. (Title I)



2017- June 1, 2018


plan to improve


Survey



OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan, that will be monitored and reported to




Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan

Ross Elementary Strategic Plan 2017-2018















Core Values







Parameters








2

Objectives











Ross Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of Ross Elementary is to provide intentional character education and meaningful learning experiences in order to develop authentic relationships and self-direction that will grow our community into Trustworthy, Respectful, Responsible, Fair, and Caring Citizens who have a passion for learning and a heart for helping others.

School Objectives: • Each learner will identify, develop and grow his or her personal talents and interests

• Each learner will expand his or her potential by continuously setting, reflecting upon and achieving life

goals

• Each learner will actively enrich and advance his or her community and greater society


1. We will inspire personal success by facilitating self-directed learning (personalized learning) 2. We will actively engage each student to reach his or her academic and character goal (goal setting) 3. We will foster strong relationships in school and within the community (mentor/service learning)


DISTRICT STRATEGY: We will provide support to meet the needs and aspirations of each student

SCHOOL TACTIC #: 1 and 2

SPECIFIC RESULT: We will actively engage each student to reach his or her academic or character goal

VISION FOR THIS SPECIFIC RESULT: Each learner (student and staff) will expand his or her potential by continuously setting,

reflecting upon, and achieving academic and core value goals. Teachers will model expectations, support goal setting and confer with students regularly to monitor their progress. Staff will set goals with an accountability partner (not on their grade level) to support professional goals.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: personal goals set and tracked, goal setting meetings between students

and teachers, method for tracking goals


1. a. Students will set and track academic goals each 9 week/month/unit using tracking sheets designed by teachers that will be kept in a student work folder/binder. b. Teachers will set and track goals and meet with accountability partner monthly to monitor progress.

Classroom teacher/student Beg. Of each 9 weeks/Monthly/end of unit

2. Teachers will meet with students after each unit/month/9 week to reflect on their academic goals

Classroom teacher/student End of unit/end of month/end of 9 weeks

3. Students will set and track character goal each 9 week using tracking sheets designed by teachers that will be kept in a student work folder/binder


3

4. Teachers will meet with students at the end of every 9 week to reflect on their character goal


5. Student’s goal setting will be shared with parents Classroom teacher/student End of unit/end of month/end of 9 wk

6. During PL, our focus will be on using student work (Student Work Analysis Protocol) to analyze area of strength and deficits to support learning progressions and goal setting

Classroom teacher/instructional coach

PL Cycle

DISTRICT STRATEGY: We will ensure a safe and nurturing learning environment

SCHOOL TACTIC #: 3


VISION FOR THIS SPECIFIC RESULT: Students and staff will collaboratively create common behavioral expectations based on

CCISD Core Values to promote safety, security, and trust in the learning environment

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Student/staff expectation conditions, discipline referral matrix - defining

major and minor behaviors, monthly discipline data report, student and staff recognition for positive behavior, CAMP addition to PL cycle to promote deeper connections to Core Value work and carry over to class (shared language)


1. Publish student and staff behavior expectations Core Value team BOY and MOY

2. Define major and minor behaviors (small problem vs big problem) CAMP and PL Cycle Each 9 weeks

3. Collect and analyze discipline referral data Core Value team and staff Each 9 weeks

4. TRRFCC Token Reward system and CAMP PL Cycle Core Value team and staff Monthly

5. TRRFCC Tour at the beginning of school year to create common behavioral expectations across school settings

Core Value team and staff BOY

DISTRICT STRATEGY: We will inspire learning through an array of personalized opportunities and experiences

SCHOOL TACTIC #: 1

SPECIFIC RESULT: We will inspire personal success by facilitating self-directed learning

VISION FOR THIS SPECIFIC RESULT: Teachers will implement effective instructional practices that build relationships, engage

students in goal setting and foster ongoing reflection so that student’s learning is personalized

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: reflection sheet on next steps and timeline after training, Dreambox data,

observation notes


1. LTC and Adv. Academics teacher and Instructional Coaches will present activities to the staff on how teachers can personalize learning in their classroom

LTC Advanced Academics teacher Inst. Coaches

Each 9 week in grade level PL

2. A group of teachers will visit Clear Lake City Elementary and/or Parr Elementary to observe how CLCE and PARR have implemented personalized learning. The team will come back and share what they saw with the staff

Classroom teacher Spring Semester

3. K-5 teachers will use Dreambox to personalize math instruction with their students and math menus for station based on student’s own data

Classroom teacher/student Nov 7th PL and weekly review

DISTRICT STRATEGY: We will broaden and strengthen connections within our communities

SCHOOL TACTIC #: 3


VISION FOR THIS SPECIFIC RESULT: Creating a community that helps all its members form respectful relationships that lead to

caring attachments to and responsibility for one another. This involves developing caring relationships between students and staff, among students, among staff and between staff and families

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Class partnerships, Service Learning Grade Level Projects, parent

communication


1. Add small group or individual partnerships within buddy classes Classroom teacher Every 9 weeks

2. Develop leadership opportunities for students beyond Character Crew – extend Leadership opportunities

Community/Mentor action team

By November 2017

3. Define what Service Learning is vs Service Project and Decide what Impact Learning will support Community needs after Needs Assessment completed

Character Cadre and Grade level teams

September 2017 and January 2018

4. Collaborate with teams regularly about ways to support student learning at home (Through CAMP and Cadres)

Grade level teams Weekly

5. Grade level chairs will remind team to contact parents at the 3rd and 6th week of the nine weeks if they are struggling

Grade level chairs Twice every 9 weeks

4


James H. Ross Elementary is one of forty-four campuses in Clear Creek Independent School District. Originally named Newport Elementary it opened in 1965. Soon thereafter, it was renamed in honor of James H. Ross, who helped create the Clear Creek Consolidated School District. He served also as president and trustee of the school board, held a life membership in Texas Congress of PTA. Ross Elementary has a long history, and recently celebrated its 50th birthday.

James H. Ross Elementary serves 624 students in grades pre-kindergarten to fifth grade. 51 percent of our students are economically disadvantaged, and 46 percent of our students meet the criteria for at-risk. James H. Ross Elementary serves 55 (9%) English Language Learner students, 34 (5.5%) students in the Gifted and Talented program, and 90 (14.5%) students served though special education services. The staff population is 9% African-American, 79.5% Anglo, 2.5% Asian, 9% Hispanic, 3.75% male and 96.25% female with an average of 12 years of experience. The overall mobility rate for the campus is approximately 11.1%. The average daily attendance rate for students is 96.5%.



Hispanic 28.14%

White 52.25%

Asian 6.1%

Two or more 4.82%

Pacific Islander .16%

Native American .16%

Our State Compensatory Education (SCE) program consists of academic coaches who train teachers in

best practices for assisting at-risk students, ESL program for LEP students, tutoring for content areas (math, reading, writing, and science), early literacy and math interventions, and early interventions to prevent retentions.

Listed below is the State Assessment data ranging from 2013 to 2017. This past school year, James H.

Ross Elementary received a distinction from TEA for Top 25% in Student Progress.

STAAR 2015 2016 2017

Index 1 80 76 78

Index 2 41 44 49

Index 3 42 38 39

Index 4 35 35 39

The instructional leadership team, Grade Level Chairs, and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, JEPL, input from parents, teachers and community members (results from 2016-17 survey). Using this data, the team considered our areas of strengths and needs. We found the following:


Reading 90% 95% 5%


Writing 91% 96% 5%

Science 72% 93% 21%

5

Student: Strengths: Although our At-Risk population has steadily increased due to socio-economic needs, students are eager to learn and families are involved at Ross. Students are encouraged to set an academic and work habit goal (reflect with a peer or either a mentor at school or family member), develop number concepts on Dream Box, read nightly with books from Ross (doubled the amount of take home readers in the last 2 years to support reading goals). We have expanded leadership opportunities (e.g., Recess Coach, Library Assistant, Helping Hands, etc…) this school year due to the high volume of students who wish to participate on Character Crew and Safety Patrol. Additionally, students can join the math club to strengthen problem solving and logic. Lastly, students participate in after school events such as: character crew, choir, UHCL art club, math/science club, tutoring, Family Fun Night, Open House in spring, curriculum night and more. It is evident through goal setting, achievement gains, that our students have a desire to learn and be successful in academic and non-academic activities.

Strength specific to state wide assessment: Based on the 2016-17 STAAR results, student progress measure distinction is earned by the percentage of students who made considerable progress on state assessments; one point is received for each percentage. Ross scored within the top 25% of schools with similar demographics and thus earned a distinction. This demonstrates closing the performance gap through intentional goal setting, JEPL, and ongoing assessment review. Needs: The Ross professional team has been looking closely at how to increase capacity in all our learners in both academic and social and emotional. As we develop knowledge and strengthen instructional practices through analysis of student work, we see the need to use real time data to strengthen first time instruction for all learners (low, medium, high). It is our responsibility to provide meaningful learning experiences for students in first-time instruction. Over the past 2 years, we also looked at closing the achievement gap early through Targeted Assistance, Tutoring, and Co-Teach interventions in high priority standards. According to our STAAR scores, our students are making progress. We attribute much of this progress to our instructional coaches and content support (JEPL) they provide the teachers. One focus area of need is Writing K-5th. Time was spent last year norming ourselves to ensure rigor/relevance and that student work is up to current standards. Teachers will utilize daily conferring to support student goal setting and target area of growth (campus wide) in tandem review of learning progression and TEKS hot spots in formative and summative data. In the area of math, teachers will continue to use data to personalize station activities based on student work as evidence of mastery. Additionally, our students need to be exposed to a variety of interventions (across content), which requires additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. Teachers look closely at their own strengths and area to grow and create professional goals and JEPL experiences with instructional coaches. The implementation of accountability partners this school year will allow teachers to extend beyond their grade level and partner with another professional to promote and encourage learning. Additionally, deeper review of LEADS and how to impact not only a class but the entire school has been instrumental in vertical alignment. Ross is fortunate to have several teacher leaders interested in furthering their own schooling in counseling, admin and coaching. This allows us an opportunity to extend their knowledge and professional collaboration. Lastly, staff communicates with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs through Kid Talk and also each Wednesday is dedicated to Curriculum Collaboration in the hard to teach/reach areas based on student work as evidence of achievement or lack of. This allows teachers to use real time data to address the needs of the students in both academics and behavior. Needs: Based on information collected from a campus survey in May 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, transitioning through vertical alignment in learning progressions and Target TEKS, time to plan lessons (depth) and student self-control. We

6

will continue to support the staff by providing campus professional development opportunities. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches, teacher leaders, character coach (i.e., counselor) and other staff members. The school will continue JEPL with an emphasis on first-time instruction opportunities, in-school professional talk times (curriculum collaboration) and new this school year, Push-in PL (learning walks) with students. In addition, CAMP Character lessons will be shared and developed with teachers on the PL cycle so a common language occurs through a deeper awareness of taught skills and behavior goal setting expectations. Parental Involvement: Strengths: Our Ross parents are committed to doing everything they can to ensure our students have a balanced educational experience. Based on the May Parent Survey, families are willing to help their students with academics, so our teachers use the family nights and parent conferences to show the parents specific strategies on how to help their child at home. (Teachers provide goal setting sheets, high yield strategies, books, manipulatives and other items for parents to use at home.) Families are active in our family educational night, literacy events and PTA membership has increased (2 consecutive years PTA was honored with the Golden Apple Award.) PTA has also been an integral part of the involvement of our parents and families in educational experiences. They provide an instructional wish fund for teacher innovative practices and partner with the campus principal to meet instructional needs based on curriculum and TEK expectations and gap areas. Additionally, PTA sponsors many activities, such as a Carnival, Dances, Anti-Bullying and Character programs, and much more. They collaborate with Ross to publish a monthly newsletter to highlight volunteer opportunities as well as advertising spirit nights to encourage STEM at Ross. The PTA encourages family involvement and has been instrumental in the success of Ross. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone and think papers to show problem solving process. Additionally, Fall and Spring parent/teacher conference days will be set aside to promote the home/school partnership. We will also conduct coffee talks, parent orientation and flip videos to show case higher level learning strategies. ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES




ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018





7


PERFORMANCE OBJECTIVE II.3: Support so that each student receiving services through Limited English Proficient (LEP), At-Risk, Dyslexia, Special Education or

Gifted and Talented Programs will be provided research-based instructional strategies to improve academic achievement.



Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results









Records


; Principal Local


2018


Conference Logs

All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy

and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I)



2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets

Instructional coaches will work directly with teachers and teacher teams in making decisions about assessments to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments

and data driven instruction.


notes Campus data

Campus needs


coaches, principal



2018



intervention

Discipline data




Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan LaVace Stewart Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




LaVace Stewart Strategic Plan 2017-2018


The mission of LaVace Stewart Elementary, the facilitators of leaders with character, is to ensure personalized learning, promote core values, and cultivate positive relationships through collaboration, communication and commitment to meaningful learning for each student in a safe and nurturing environment.

School Objectives: 1. Each student upholds the freedom to choose and flourish by taking responsibility for his or her learning. 2. Each student actively enriches his or her community by becoming a leader of character. 3. Each student thrives in a nurturing environment surrounded with supportive relationships.


I. We will facilitate opportunities for personalized learning. II. We will promote a culture of shared core values that equip students to enrich our community. III. We will cultivate positive relationships among parents, staff, students, and our community.

3



SCHOOL TACTIC #: We will facilitate opportunities for personalized learning. SPECIFIC RESULT: Establish Communities of Practice (CoP) that encourages teachers to create personalized learning opportunities. VISION FOR THIS SPECIFIC RESULT: Teachers work in a CoP to analyze evidence of student learning. Through ongoing collaboration, teachers develop, implement, and reflect on innovative, personalized approaches. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

1. Each CoP meets weekly to collaborate. Analyze student evidence of learning which consists of: -Formal assessments: BAS, DNC, learning checkpoints, CBA’s, and teacher made tests. -Informal assessment: conferences, small group, student talk, and work samples

2. Develop, implement, and reflect on plans based on the analysis of student learning. 3. Create flexible student groupings based on strengths and needs. 4. Teachers develop and share a variety of innovative personalized instructional strategies and

resources. Personalized learning is: -looking at each student. -connecting learning to their learning strengths and needs. - providing new opportunities. Innovative approach is: -new -varied -effective

5. Teachers observe, provide and receive constructive feedback. 6. Teachers share their learning with other campus CoP’s 3-4 times a year.


1. Establish a common understanding of personalized learning.

Principal, Instructional Coaches

August - October 2017

2. Define, establish the purpose and value of the CoP - establish a CoP agenda - Professional Learning for team leaders - team norms - structures of meeting

Principal, Instructional Coaches, Team Leaders

November – December 2017

3. Develop a CoP

- establish group norms - identify a problem of practice related to the tactic Cycle:

a. research ideas to support the problem of practice

b. implement an idea c. gather data

Principal, Instructional Coaches, Team Leaders

January – May 2018

4

d. reflect / assess the impact e. share / remodel

4. Continue the cycle and/or expand the work Principal, Instructional Coaches, Team Leaders

May - August 2018

5


LaVace Stewart Elementary is one of forty-four campuses in Clear Creek Independent School District.

LaVace Stewart Elementary School was the first public school in Kemah, Texas. Originally named Kemah Elementary it was constructed in 1912. In 1965, it was renamed in honor of LaVace Stewart whose teaching and administrative career spanned over four decades. The school was moved to a brick building in 1950 on its present site. In 1997, a new building was built for Stewart Elementary. In 1998, Stewart Elementary became one of the now five elementary campuses serving bilingual students from all over the district. LaVace Stewart Elementary serves 860 students in grades pre-kindergarten to fifth grade. 60 percent of our students are economically disadvantaged, and 44 percent of our students meet the criteria for at-risk. LaVace Stewart serves 278 (41.9%) English Language Learner students, 59 (8.9%) students in the Gifted and Talented program, and 68 (10.2%) students served though special education services. The staff population is 0% African-American, 69.9% Anglo, 2.1% Asian, 26% Hispanic, 2.1% male and 97.9% female with an average of 9.5 years of experience. The overall mobility rate for the campus is approximately 17.1%. The average daily attendance rate for students is 96.5%.



Hispanic 51.1%

White 40.4%

Asian 1.8%

Pacific Islander 0%



students, tutoring for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science) and instructional coaches (math, literacy, science). Our State Compensatory Education (SCE) program consists of academic coaches who train teachers in best practices for assisting at-risk students, ESL program for LEP students, and early interventions to prevent retentions.

In 2009 and 2010, LaVace Stewart Elementary was named an Exemplary school. Our TEA rating for 2011 was Recognized. In 2007 and 2014, we received the distinguished honor from the United States Department of Education as a National Blue Ribbon School.

2015 2016 2017

Index 1 86 82 81

Index 2 44 45 44

Index 3 49 45 43

Index 4 36 47 48


Reading 78% 93% 15%


Writing 76% 90% 14%

Science 65% 97% 32%

6

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2015 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although 59% of our students come from an economically disadvantaged home, they are successful in many areas. We have a zero percent retention rate in all grade levels. Our students enjoy taking books home to read every night. They participate in after school events such as: choir, percussion, robotics, art club, chess club, science club, reading club, track club, tutoring, fine arts night, curriculum night and more. Students have a desire to learn and be successful in academic and non-academic activities. Needs: A large portion of our students need extra support – academically, socially and emotionally. Because much of learning builds from life experiences, our students often do not have various home experiences. It is our responsibility to provide these experiences for them. Our students also need interventions to begin earlier in their academic careers. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Students need experiences in the summer to continue their learning. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, transitioning through vertical alignment in math, time to plan lessons (depth). We will continue to support the staff by providing campus professional development opportunities. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue it’s after school professional development, in-school professional talk times and summer professional development. For the growth of our bilingual teachers, we will continue our professional learning with Dr. Laurie Weaver and Dr. Judith Marquez. Professional Learning will target curriculum, diversity, character education and differentiation. With title funds, we will fund 1 bilingual instructional para, a full time intervention teacher and 8 part-time intervention support staff (substitute employees). Parental Involvement: Strengths: Our Stewart parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in our family nights (Literacy, Math and Science) and other school activities. During each of the family nights, over half of our student population was represented with their family. At our annual Ballet Folklorico, we typically have over 350 people in attendance. Parents are also willing to help their students with academics, so our teachers use the family nights and parent conferences to show the parents how to continue supporting their child at home. The teachers provide strategies, books, manipulatives and other items for the parents to use at home. We have seen success with our students after the teachers have spent time teaching the parents how to support the students at home. The Stewart PTA has been an integral part of the involvement of our parents and families. They provide an instructional fund of $10,000 for teacher needs, and they sponsor many activities, such as a Carnival, Movie Nights, Dances, Fine Arts Night,

7

Hardwork Café, monthly birthday celebrations and much more. They publish a monthly newsletter in English and Spanish. The PTA supports our school and encourages family involvement. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. The parents of our LEP students have not been as active as those of non-LEP students. We believe this can be attributed to the location of their homes. Stewart is not their home campus, so they can live many miles away from school. Stewart will continue to provide after school programs and activities for parents to be involved in. We will also focus on increasing our parent education classes, both during the day and after school. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone and email in English and Spanish.

8





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results









Records


; Principal Local


2018


Conference Logs

9




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan John F. Ward Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




John F. Ward Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of John F. Ward Elementary, the innovator in supporting and

challenging the unique learner, is to empower students to achieve limitless possibilities, inspire a passion for

learning, build confidence in problem solving and risk taking, and develop strong values through an ever-

changing system distinguished by collaboration, embracing diversity, authentic relationships, and a continuing

commitment to character development.

List these three components of your campus strategic plan in the space below.

School Objectives:

1. Each student actively enriches the community as a role model and productive citizen.

2. Each student pursues his or her unique talents and interests, and is passionate about learning.

3. Each student projects confidence as an empowered thinker and problem solver.

School Tactics and Action Plan Specific Result Statements: 1. We will provide support to meet the needs and aspirations of each student.

2. We will prepare each individual to become a productive citizen through intentional character

development.

3. We will empower the learner to reach their academic potential by providing personalized learning

opportunities through equitable instruction and goal setting.

3

Focus Action Plan for 2017-2018 DISTRICT STRATEGY: I. We will inspire learning through an array of personalized opportunities and experiences.

SCHOOL TACTIC # 3: We will empower the learner to reach their academic potential by providing personalized learning opportunities through equitable instruction and goal setting.

SPECIFIC RESULT: We will work as a community of practice to intentionally develop and deliver equitable/quality first time instruction.

VISION FOR THIS SPECIFIC RESULT: Teachers will see the value in collaborating as a team in order to plan equitable instruction for all classrooms. Teachers will look specifically at scaffolding and the basics of best practices. Students will experience less gaps in their learning from year to year and the need for reteach and intervention will decrease. Students will be able to name their learning goal and what they need to do to meet that goal.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Teachers will meet weekly as a CoP to deeply plan instruction and learning experiences for students. Teachers will deliver instruction that includes quality instructional strategies, observe each other, and provide feedback. Teachers review student work samples and student data and use as a guiding tool for planning instruction. Students are taking part in engaging learning experiences. Students know their current progress on learning standards, can describe what they are working on and self-select activities to support their growth. Leaders will be active participants in weekly planning, planning days and PLC. Leaders will observe and provide feedback to teachers with a focus on specified instructional strategies and equitable instruction across the grade level.

ACTION STEPS PERSON


1. Campus staff will complete a self-reflection on best practices to determine a campus focus of a specific instructional strategy.

Administration, Coaches, Staff

August 2017

2. Campus staff will participate in a grade level PLC to grow in their knowledge of the campus instructional strategy that includes a lesson study cycle and observation of teachers.


September 2017 to May 2018

3. Teachers will post I Can statements for 2 content areas and reference the I Can statements before, during and after a lesson

Staff, Coaches Begin September 2017

4. Teams of teachers will commit to spending more time during the week in deep planning conversations about instruction/planning learning experiences.


November 2017- June 2018

5. Teams of teachers will use guide created by instruction cadre weekly as a tool for planning to ensure components of equitable instruction are present.


November 2017- June 2018

6. Teachers will take time to observe other teachers and open their doors to model instruction.


October 2017-May 2018

4






















5


John F. Ward Elementary is one of forty-four campuses in Clear Creek Independent School District. Named for the youngest Superintendent in Texas, John F. Ward Elementary was constructed in 1990. In 2017, John F. Ward Elementary became one of the now five elementary campuses in CCISD given the distinction of State and National School of Character. John F. Ward Elementary serves 570 students in grades kindergarten to fifth grade. 26 percent of our students are economically disadvantaged, and 28 percent of our students meet the criteria for at-risk. John F. Ward serves 83 (13.9%) English Language Learner students, 56 (9.6%) students in the Gifted and Talented program, and 52 (8.9%) students served though special education services. The staff population is 2.9% African-American, 82.9% Caucasian, 2.9% Asian, 8.6% Hispanic, 2.9% American Indian, 2.9% male and 97.1% female with an average of 10.2 years of experience. The overall mobility rate for the campus is approximately 12.8%. The average daily attendance rate for students is 96.9%.



Hispanic 23.7%

White 46.4%

Asian 15.1%



Two or More Races 6.9%

Our State Compensatory Education (SCE) program consists of academic coaches who train teachers in

best practices for assisting at-risk students, ESL program for LEP students, and early interventions to prevent retentions.

John F. Ward Elementary has been rated as Met Standard for the past 5 years, 2013-2017, as part of Texas Accountability Rating System, based on STAAR scores from 3rd-5th grade.

2016 2017

Index 1 89 88

Index 2 51 46

Index 3 47 50

Index 4 50 63

STAAR 2012 2016 5 yr change

Reading 92% 91% -1%

Mathematics 86% 91% +5%

Writing 92% 78% -14%

Science 84% 86% +2%

6

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Multi-year data from AEIS and TAPR reports, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, input from parents, teachers and community members (results from 2017 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: According to the 2017 CCISD survey completed by students, we noticed some areas of strengths. 89% of students agreed that they feel welcomed at Ward and most students said they feel they are being well educated by the campus and district. Students feel they are prepared for the next grade level and are being challenged in their classroom. For the end of year BAS levels, the following data shows the amount of students that are on or above grade level- Kinder: 91%, First: 79% and Second: 83%. Over 85% of students were Approaching Grade Level for STAAR Reading and Math in grade 3rd-5th. Needs: Through our data, we noticed that students expressed a need for an increase in personalized learning and technology integration into their everyday lessons. Data also showed a need for an increase in the use of It’s Learning as a tool for classroom activities. On the annual student survey, there was also a distinct need in the area of technology being used as a communication tool, such as for email/calendars, communicating with peers and communicating with parents. An evident area of concern is in the 4th grade Writing STAAR, with only 69% of students reaching Approaching Grade Level. Another area of note is the increased amount of students that are below level for BAS in 1st grade at the end of the year in comparison to the beginning of the year or end of year for other grade levels. Staff: Strengths: One very noticeable piece of data is the decreased amount of office referrals our campus has experienced between the 15-16 and 16-17 school year. Our office referral count went from 250 referrals to 71 referrals. One reason for this is due to the increased commitment to morning meeting, core value discussions and teaching opportunities instead of “punishment”. According the staff surveys, strengths noted include knowing who to go to when assistance is needed for technology, the perception that parents feel welcome on campus and Fine Arts and PE being seen as strengths on campus. Teachers feel a strength of theirs is being intentional about modeling core values and making connections at least weekly, but more often daily. Teachers also feel a strength of theirs is providing feedback to students on their academic performance. Needs: According to the CCISD staff survey, teachers noted that 85% would give Special Education services a rating of A or B. Staff noted they would like to see this rating increase. Another area to focus on would be to continue to grow teacher’s knowledge and confidence in the areas of goal setting, planning and problem solving. Teaches are also wanting to have more professional learning opportunities in the area of instructional technology and use of tablets in the classroom. Parental Involvement: Strengths: A huge strength for our campus was in the area of core values on the parent survey. 99% of parents stated that their child knew the core value and 99% also stated that they understand the core values, as parents. A high percentage of parents feel their child respects others, develops healthy relationships and respect others as individuals. Overall, parents have a strong, positive viewpoint of the schools. Parents have many opportunities to be involved on campus such as classroom volunteers, workroom helpers, Book Club volunteers, coming to lunch with their child, attending field trips, field day, Curriculum Fair and other campus events throughout the year. Needs: As far as areas of need, communication through technology is an area of need across the campus. Examples include being informed through campus websites, classroom websites and using It’s Learning as a communication tool. While many parents didn’t answer the questions regarding giving a grade to special services, we would like to see an increase in the rating of A or B for Special Education and 504 services. Another area of growth is to increase the amount of parents who “strongly agree” that they feel welcomed at their child’s

7

school. 87% agree of strongly agree, but we want a higher amount to “strongly agree”. In the area of teachers providing feedback and communication to parents, there is a discrepancy between the teacher and parent perceptions. An increase in parent ratings would indicate more efficiency of the campus communicating with parents.

8





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data

Principal, Teachers


2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST




Use effective instructional strategies to improve student passing on STAAR as follows: Set your campus specific STAAR goals and delete those grade levels that do not apply to your campus










reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results







Records


; Principal Local


2018


Conference Logs

9






2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Arlyne & Alan Weber Elementary Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Arlyne & Alan Weber Elementary Strategic Plan 2017-2018


The mission of Weber Elementary, the ambassador of innovative learning, is to equip each student

with a strong foundation built on positive relationships and a commitment to achieving his or her

limitless potential through a system distinguished by shared responsibility, heartfelt passion for

personalized learning, and a community where individuality is honored and celebrated.

School Objectives: 1. We will provide developmentally appropriate learning opportunities to grow student and

teacher agency through habits of success and guarantee that the needs of diverse learners are met through innovative methods.

2. We will build positive relationships, foster effective communication, and infuse core values

into our school culture to ensure a nurturing environment for all stakeholders.


Tactic 1: We will build positive relationships, foster effective communication, and infuse core values into our

school culture to ensure a nurturing environment for all stakeholders. Specific Results: To promote positive relationships with students, teachers and community.

Tactic 2: We will provide developmentally appropriate learning opportunities to grow student and teacher

agency through habits of success and guarantee that the needs of diverse learners are met through innovative

methods. Specific Result: To increase the culture of growth mindset within our students and staff.

3


DISTRICT STRATEGY: III. We will ensure safe and nurturing learning environments.


SCHOOL TACTIC #1: We will build positive relationships, foster effective communication, and infuse core values into our school

culture to ensure a nurturing environment for all stakeholders.

SPECIFIC RESULT: To promote positive relationships with students, teachers and community.

VISION FOR THIS SPECIFIC RESULT: Our school will reflect our commitment to core values on a daily basis.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: All stakeholders understand the core values. Staff will integrate core values into daily practices. Teachers will take opportunities to make character connections within the curriculum. Staff will build positive relationships in daily interactions with students, parents, and other staff members. Staff will use core values as a foundation for effective communication practices.


1. Students and teachers will participate in morning meetings on a daily basis Classroom Teachers All Year

2. Students and teachers will participate in character rallies to celebrate core values

Counselor 6 rallies/year

3. Teachers will be recognized at staff meetings by showcasing evidence for integrating core values into curriculum

Principal & AP monthly

4. Teachers will be recognized at staff meetings by showcasing evidence for integrating core values into curriculum

All Staff All Year

5. Teachers and students will plan service learning projects to promote a caring community

Classroom Teachers Oct. 2017-May 2018

6. All communications will promote core values (ie. Newsletters, call-outs, emails, marquee, etc.)

Principal & AP All Year


II. We will provide support to meet the needs and aspirations of each student

SCHOOL TACTIC #2: We will provide developmentally appropriate learning opportunities to grow student and teacher agency

through habits of success and guarantee that the needs of diverse learners are met through innovative methods.

SPECIFIC RESULT: To increase the culture of growth mindset within our students and staff.

VISION FOR THIS SPECIFIC RESULT: Students will have ongoing opportunities to set, track and reflect on personal learning goals.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: Students know their strengths and weaknesses and can articulate them. Students set goals according to their data w/ teacher support. Students take responsibility for the work they do by tracking their own progress. Students reflect upon their goals and celebrate achievements and revisions as necessary.


1. Students and teachers analyze data to set specific goals All Staff All Year

2. Students and teachers set up goal binders All Staff Beginning of Year

3. Teachers plan intentional lessons addressing goal setting and growth mindset

Classroom Teachers All Year

4. Students choose the activities that support their learning goals and track their progress.

Students w/ teacher support

All Year

5. Students and teachers celebrate accomplishments. Students and Teachers All Year

4

Comprehensive Needs Assessment Arlyne & Alan Weber Elementary is one of forty-four campuses in the Clear Creek Independent School District. Arlyne & Alan Weber opened its doors in the 2002-2003 school year and served 338 students. Our population has steadily grown with a current enrollment of 926 students in the 2017-2018 school year. Arlyne & Alan Weber Elementary serves students in grades pre-kindergarten through fifth grade. Forty percent of our students are economically disadvantaged, and forty-one percent meet the criteria for at-risk. Weber Elementary serves 298 English Language Learners, 90 Gifted and Talented students and 89 students are served through special education services. The staff population is 8% African American, 10% Hispanic, 70% Anglo, 6% Asian, 6% Two or More Races, 8% male and 92% female with an average with an average of 11.5 years of experience. The overall mobility rate for the campus is 5.3% and our average daily attendance for students is 97%.

Based on the review of data and the on-going needs, in order to close the achievement gap, our school wide

Title I program will address supplemental:

• personnel for student interventions and support of our highly quality teachers • supplies/books and provide extended learning opportunities for students • professional development from consultants and in-district, state and national trainings to learn best

practices and new strategies • parental involvement/engagement activities


African American 10.48%

Hispanic 38.12%

White 11.56%

Asian 36.18%



Two or More Races 3.67%

Staff Population 2017-2018

African American 8%

Hispanic 10%

White 70%

Asian 6%



Two or More Races 6%

Student Programs 2017-2018

English Language Learners 32.18%

At-Risk 41.47%

Gifted and Talented 9.72%

Special Education 9.61%

Economically Disadvantaged 40.00%

Dyslexia 1.84%

5

The Leadership Team and CIIC look at the following data as we planned for the year. We noted that our students continue to excel in academic areas due to early intervention in Pre-K, ESL and in-school intervention. The addition of DreamBox and Lexia Core 5 computer intervention programs will benefit our students and we will continue to see a trend upward in our academic progress.

Grade Level Subject State % Satisfactory


Weber % Satisfactory

3 Reading 73% 83% 89%

4 Reading 70% 81% 79%

5 Reading 82% 90% 89%

4 Writing 65% 71% 67%

3 Math 78% 85% 89%

4 Math 76% 83% 83%

5 Math 87% 93% 96%

5 Science 74% 80% 72%

6





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED




Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results







Records


; Principal Local


2018


Conference Logs

7






2017- June 1, 2018


plan to improve


Survey



OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan that will be monitored and reported to demonstrate growth over time.



Campus needs


coaches, principal



2018



Teacher goal sheets






coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Wedgewood Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Wedgewood Elementary Strategic Plan 2017-2018

School Mission Statement: The mission of Wedgewood Elementary, the cornerstone of community and

aspiring lifelong learners, is to ensure each student discovers, develops, and embraces his or her emotional,

social, and academic growth through an evolving system that challenges and equips our students, distinguished

by high expectations, self-reflection, character building, and a continued commitment to cultivating positive

relationships among all stakeholders.

Strategic Plan Campus Strategic Objectives:

• Each student will set and pursue goals, accept challenges, and self-reflect in order to grow academically.

• Each student will discover, develop, and embrace positive character traits to enrich his or her community.

Strategic Plan Campus Tactics

1. We will strengthen our relationships amongst stakeholders to build community involvement.

2. We will provide support and individualized learning experiences to meet the needs and aspirations of

each student.

School Tactics and Action Plan Specific Result Statements: DISTRICT STRATEGY II: We will provide support to meet the needs and aspirations of each student.

TACTIC II: We will provide support and individualized learning experiences to meet the needs and aspirations of each student.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Teacher collaboration and communication with all stakeholders.

ACTION STEPS PERSON


All teachers/staff participate in designated planning opportunities and PLC meetings (e.g. grade level, content, vertical)

Communicate learning goals to students via posted on board, verbally, and/or in the lesson

Teachers, coaches, and interventionists collect and analyze student data

Communicate information, learning goals, and student progress to students and parents

Develop interventions and supports to meet the needs of each student (e.g. Kidtalk and SST)

Self-reflect and debrief meetings with your team and stakeholders.

3



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Differentiated learning opportunities for students.

ACTION STEPS PERSON


Identify students’ needs through collecting and analyzing student data

Support students in the understanding of learning objectives

Establish ways to scaffold learning based on individual student needs

Implement flexible grouping based on needs

Incorporate cooperative learning in all learning environments

Provide opportunities for extension and review of learning based on needs

Measure success by student improvement

Improve by re-visiting student needs and revisiting the process



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Emotionally and academically safe and supportive environment for all

ACTION STEPS PERSON


Establish a safe and inviting campus by smiling and greeting visitors, providing opportunities for community involvement, providing current info on happenings, maintaining current and inviting walls, maintaining facilities (paint, benches, etc.)

Provide a safe and inviting classroom through the use of brain compatible colors and patterns, reset zone, class meetings, and relationship building among students

Prepare classroom arrangement to allow for a cooperative learning environment

Establish and maintain a purposeful learning environment which includes anchor charts, word walls, and evidence of current learning

Implement the common expectations and language as outlined in the WWE Common Expectations Manual daily

Develop and maintain the concept of good character through character building activities and opportunities

Measure by student and parent comfort level in school, community feedback, surveys

Improve by observation, tweaks, and acknowledging the feedback from surveys and community members.

4


TACTIC V: We will strengthen our relationship amongst stakeholders to build community involvement.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Engage stakeholders in cooperative setting participating in school community activities.

ACTION STEPS PERSON


Provide a variety of events for Wedgewood families

Ensure consistent (Pre-K-5) communication and exchange of information

Provide nonacademic based events for families and the school community

Provide academic based events for families and the school community

Provide a variety of events for Wedgewood families

Provide an event specifically centered for grandparents.

Programs to recognize veterans in the community



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Differentiated service opportunities for parents to provide positive contributions to the school community.

ACTION STEPS PERSON


Define consistent expectations to engage parents and community helpers in the school setting

Develop an annual event recognizing volunteers for their contributions to the Wedgewood community

Provide written protocol for parents and community helpers when in the school setting

Develop consistent campus based processes for communication between campus and volunteers

Advertise the service opportunities via campus communication system at least once a month

Orientation provided for all volunteers

5



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Community and business stakeholders.

ACTION STEPS PERSON


Invite business leaders to the community to teach students about life skills and job preparation

Include feeder schools (PK-12) to promote collaboration and a sense of school pride

Coordinating and collaborating activity calendars, shared communication, and options for shared events

Establish meaningful relationships with local community partners through service opportunities that build awareness and respect for diversity

New opportunities afforded to students, that may never be possible otherwise, that promote growth in character development and learning



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Staff morale and retention.

ACTION STEPS PERSON


Invite business leaders to the community to teach students about life skills and job preparation

Provide on campus events to establish or maintain supportive relationships among all staff

Provide opportunities with grades above or below to collaborate on vertical alignment

Hold events in the community for the Wedgewood staff family

Allow opportunities to positively contribute to the campus decision making

Develop a new teacher resources to assist with the rules and procedures of Wedgewood

Allow opportunities for off-campus activities to build comradery amongst teachers and staff

Participating in events that serve and benefit our community

6



SCHOOL TACTIC #: We will provide support and personalized learning experiences to meet the needs and aspirations of each student.

SPECIFIC RESULT: Student ownership of personalized academic goals.

VISION FOR THIS SPECIFIC RESULT: Teachers, students, and families are using personal and academic evidence to identify, understand and implement individualized academic goals. Through evidence based goals, teachers and students will create a tracking system to determine the progress of their learning. This student-driven system will include evolving and continuous choices that provide visible and tangible evidence of their growth for both students and teachers. Throughout the tracking of student progress, students and teachers will reflect upon, celebrate, and adjust their goals in learning.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: • Students, teachers, and parents are collaborating in order to establish goals • Students will be using tracking systems, such as portfolios (electronic and hard copy), student growth notebooks, etc. • Students can verbalize their personalized goals, and explain the steps they are working on to accomplish their goal. • Teachers are collaborating to reflect and plan for goal setting needs in the classroom. • Student goals are accessible to students, teachers, parents and administrators. • Self-directed academic experiences are present in the classroom environment


1. The students understand grade level content academic progressions (e.g. outcomes, I can statements, goals, TEKS)

Academic Staff & Students 2016-2021

2. Observe and identify students' abilities (strengths and weaknesses) (e.g. Pre-assess, rubrics, skill statements, test data)

Academic Staff & Students 2016-2021

3. Use observations to communicate abilities to students and parents Academic Staff 2016-2021

4. Support students in identifying and setting individualized goals Academic Staff 2016-2021

5. Teacher/student collaboration to create a plan to reach each goal Academic Staff & Students 2016-2021

6. Understand and track progress through observations and data analysis All Stakeholders 2016-2021

7. Self-reflect on progress towards goal All Stakeholders 2016-2021

8. Repeat or modify goal setting process Academic Staff & Students 2016-2021

7






















8


Wedgewood Elementary was founded in 1993 and, we currently serve 730 students in grades PK through 5. Wedgewood serves 55 students (7.53%) in the ESL program, 32 students (4.38%) in the Gifted and Talented program, and 75 students (10.27%) in the Special Education program, 282 students (38.63%) are at-risk.

The staff population is 5% African-American, 80% Anglo, 3% Asian, 12% Hispanic, 3% male and 97% female with an average of 9.5 years of experience. The overall mobility rate for the campus is approximately 17.1%. The average daily attendance rate for students is 96.5%.



Hispanic 32.47%

White 48.90%

Asian 3.84%

Pacific Islander 0%

Native American 0%

Two or more 6.30%


students, tutoring for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science, Conscious Discipline, character) and instructional coaches (math). Our State Compensatory Education (SCE) program consists of reading and math intervention assisting at-risk students and early interventions to prevent retentions.

Wedgewood Elementary 2016 STAAR Student Results compared to CCISD Average and State Average

Grade Level

Subject State %

Satisfactory


Wedgewood %

Satisfactory

3 Reading 74% 85% 87%

4 Reading 77% 86% 85%

5 Reading 75% 87% 84%

4 Writing 69% 78% 78%

3 Mathematics 76% 85% 81%



5 Science 75% 84% 71%

2015 2016 2017

Index 1 82 80 80

Index 2 47 44 45

Index 3 41 43 43

Index 4 30 39 37

Top 25%Student Progress – Distinction Earned

Academic Achievement in ELA/Reading – Distinction Earned

9

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2017 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although 55% of our students come from an economically disadvantaged home, they are successful in many areas. Our students enjoy taking books home to read every night and are actively engaged in utilizing technology to enhance their learning. They participate in after school events such as: choir, robotics, art club, reading club, running club, tutoring, green team, curriculum night, family nights, character rallies, student council, and more. Students have a desire to learn and be successful in academic and non-academic activities. Students are presented with multiple opportunities for character development through class meetings, character lessons with the counselor, CAMP character, and character rallies. Needs: A large portion of our students need extra support – academically, socially and emotionally. Our students struggle due to lack of experiences to pull from, our students also need interventions to begin earlier in their academic careers. According to our LLI and Math intervention data, our students are closing achievement gaps and are making progress. However, we attribute much of this progress to our teachers and academic coaches as they provide support to the teachers. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Students need experiences in the summer to continue their learning. It is the staff responsibility to supplement with as many shared varied life experiences for our students. Staff: Strengths: Our teachers are committed to helping our students experience academic success and learn/model character education. Everyone is willing to attend professional development sessions on campus and in the district. They are willing to work closely with instructional coaches and grade level teams to study the curriculum and plan engaging lessons. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The teachers meet regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in December 2016/June 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, transitioning through vertical alignment in math, time to plan lessons (depth). We will continue to support the staff by providing campus professional development opportunities utilizing strengths of teacher leaders and instructional coaches. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue professional development in PL, in-school professional talk times and summer professional development/curriculum studies. Professional Learning will target curriculum, diversity, character education, individualized learning experiences, and goal setting. With title funds, we will fund 1 instructional para, a full time LLI intervention teacher, part-time Math Intervention teacher and LLI intervention teacher. Parental Involvement: Strengths: Our PTA is a strong and committed body who works towards helping our schools’ students and teachers. The WWE PTA has been an integral part of the involvement of our parents and families. Our PTA donated over $20,000 toward our SPARK park to support students being active at recess, as well as serving as a community park for families. They sponsor many activities, such as a carnival, movie nights, dances, game nights, staff luncheons/appreciation events and much more. Our WWE families are active in our family nights

10

(Academic, dances, park nights, game nights, sports nights) and other school activities. Teachers use family academic nights and conferences to show families how to support academics at home. Teachers provide strategies, books, manipulatives, and other items for families to use at home. We have seen success with our students after the teachers have spent time teaching guardians how to support their students at home. We have had great success with involvement of our dads in our Watch DOGS program this past year. Needs: For many of our families it is difficult for them to be involved in their child’s education during the work day. Wedgewood will continue to provide opportunities for parents to volunteer and to learn/understand the curriculum to support their children at home. We will continue to utilize the Skylert call out system to reach all our parents. Wedgewood continues to try to get our parents more involved. Teachers use various ways to communicate with families however, due to personal hardships, it is difficult to have communication reciprocated.

11





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST














reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results









Records


; Principal Local


2018


Conference Logs

12




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Whitcomb Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Whitcomb Strategic Plan 2017-2018


The mission of GH Whitcomb Elementary, the cornerstone of educational success, is to launch resilient

students who become life-long learners, problem solvers, and productive, caring citizens achieving

growth through a collaborative system grounded in cultivating relationships, integrating personalized

learning, appreciating diversity, and empowering students to embrace perseverance in all areas of life.

School Objectives:

1. Each student builds a foundation for a purposeful life by realizing his or her personal talents and interests. 2. Each student develops his or her potential by continuously setting and achieving individual learning goals. 3. Each student actively discovers his or her place and impact within the community and greater society.


Tactic I: We will inspire learning through an array of personalized opportunities designed to provide support to

meet the individual learning goals of each student.


1. Assessment options based on students’ learning styles.

2. Student driven learning and goal setting.

Tactic II: We will instill character in students by developing a growth mindset incorporating resilience,

perseverance, and problem solving abilities


1. A community of independent thinkers and problem solvers.

2. A safe and supportive community based on positive personal relationships.

3. A unified staff.

Tactic III: We will broaden and strengthen connections within our communities. Specific Result Statements:

1. Real life learning experiences which highlight a variety of careers.

2. Open communication and involvement among school, community and parents.

3. Recognition and celebration of diversity and student success. 4. A stronger network of positive student/community role models

5. Service opportunities for all students.

3



SCHOOL TACTIC #: Tactic II - We will instill character in students by developing a growth mindset incorporating resilience,

perseverance, and problem solving abilities

SPECIFIC RESULT: 1. A community of independent thinkers and problem solvers.

VISION FOR THIS SPECIFIC RESULT: Teachers will intentionally build a community of learners through effective collaborative

planning, building class communities/relationships, model & intentionally identify core values, embracing new learning with GRIT. We define GRIT as the ability to acknowledge and embrace educational and social challenges, and overcome our perceived limitations through setting and working towards goals. Students will develop as independent thinkers and problem solvers through demonstrating core values, embracing academic and social challenges with GRIT.


o Teachers work with teammates and instructional coaches to develop lesson plans focused on high quality first time

instruction allowing access for all students.

o Teachers will review student work samples, student data, summative and formative assessments to collaboratively

plan for effective instruction, which includes higher level questioning leading to independent thinking and problem

solving.

o Teachers will plan for and facilitate daily class meetings incorporating a focus on core values and problem solving

skills.

o Teachers will set goals reviewed throughout the year that plan for new learning related to the Whitcomb vision.

o Students are demonstrating core values in their interactions with one another and adults and acknowledge core

values in each other.

o Students will set academic and social goals and are able to describe what they are currently working on.


1. Teachers will plan collaboratively with teammates and coaches on a weekly basis to develop high quality first time instruction.

Classroom Teachers, Instructional Coaches, Principal, AP

Ongoing throughout school year.

2. Use evidence from student work to assess learning and plan for instruction. Classroom Teachers, Instructional Coaches, Principal, AP


3. Plan for and facilitate daily Class Meetings/ Turn and Talk character chats focusing on core values and problem solving skills.

Classroom Teachers, Counselor, Character CoP


4. Acknowledge character traits through daily interactions by providing specific positive student and teacher feedback when actions are observed.

Character CoP, all staff Ongoing throughout school year.

5. Conduct character safari in the fall with one rotation dedicated to problem solving in the classroom.

Principal, AP, Counselor, Character CoP

September 15, 2017 & January 12, 2018

6. Create class anchor charts to show ideas for solving problem in class (Example: If I need a pencil I can go to the pencil box to get one).

Classroom Teachers, Block Teachers, Character CoP

August 2017

7. Incorporate a grit cadre to research best practices in teaching and bringing resources to teachers (ie-videos, quotes, vocabulary connections).

GRIT CoP September 2016 - ongoing

8. Share Weekly (1 per week) nonacademic problem solving situation on announcements.

Principal, AP, GRIT CoP Every Monday morning throughout school year beginning January 2017

9. Allot time after Winter Break for classes to reestablish character problem solving strategies.

Classroom Teachers, Block Teachers, GRIT CoP

January 9-12, 2018

10. Students and teachers will set academic and nonacademic goals and reflect on progress at least once every nine weeks.

Classroom Teachers, GRIT CoP

Ongoing throughout school year beginning September 2017.

11. Incorporate character/grit across all curriculum areas through campus-wide discussions.

Principal, AP, Counselor, all Instructional Staff, GRIT & Character CoP

Ongoing throughout school year beginning September 2017.

12. Find success stories from community and public figures and share these in a targeted manner.

GRIT CoP January 2018

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5


Whitcomb Elementary is one of forty-four campuses and one of 26 elementary schools in the Clear Creek Independent School District. Whitcomb opened its doors in October of 1968 as a relief to Clear Lake City Elementary due to the rapid growth in the Clear Lake area at the time associated with the expanding space industry. It was named in memory of Mr. GH Whitcomb, a longtime resident of Webster, Texas who was instrumental in the consolidation of the small districts of Webster, League City, Kemah, and Seabrook into one strong district in 1948.

Whitcomb Elementary currently serves 700 students in grades pre-kindergarten to fifth grade. 58 percent of our students are economically disadvantaged, and 38 percent of our students meet the criteria for at-risk. Whitcomb Elementary serves 124 (17.71%) English Language Learner students, 23 (3.29%) students in the Gifted and Talented program, and 85 (12.14%) students served though special education services. The staff population is 0% African-American, 86.1% Anglo, 7% Asian, 7% Hispanic, 1.4% male and 98.6% female with an average of 7.7 years of experience. The overall mobility rate for the campus is approximately 18.2%. The average daily attendance rate for students is 96%.



Hispanic 36.57%

White 30.29%

Asian 12.57%

Pacific Islander 0%



students, tutoring for content areas (math, reading, writing, science), early literacy and math interventions, professional development (math, reading, writing, science) and instructional coaches (Math, Literacy, ELL). Our State Compensatory Education (SCE) program consists of intervention teachers who provide early intervention for at-risk students in the areas of reading, writing, and math.

2015 2016 2017

Index 1 80 82 75

Index 2 41 47 43

Index 3 40 42 47

Index 4 25 40 43


Reading 79% 90% 11%


Writing 83% 92% 9%

Science 60% 83% 23%

6

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2016 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although 58% of our students come from an economically disadvantaged home, they are successful in many areas. Our students enjoy taking books home to read every night. They participate in after school events such as: choir, robotics, art club, character crew, tutoring, fine arts night, curriculum night and more. Students have a desire to learn and be successful in academic and non-academic activities. They utilize technology such as itsLearning and Dreambox to both enhance and personalize their learning. Needs: A large portion of our students need extra support – academically, socially and emotionally. Because much of learning builds from life experiences, our students often do not have various home experiences. It is our responsibility to help provide these experiences for them. Our students also need interventions to begin earlier in their academic careers. According to our test scores, our students are making progress. We attribute much of this progress to our coaches and interventionists and the support they provide our teachers and students. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Additionally, students need experiences in the summer to continue to grow their learning. Staff: Strengths: Our staff is committed to helping our students experience academic success. They attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs. They study evidence of student learning and support students in setting goals and monitoring progress on their goals. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: early academic intervention support, transitioning through vertical alignment in math and writing, time to plan lessons (depth). We will continue to support the staff by providing campus professional development opportunities. We will have an in-depth focus on the work we are expecting for every student and planning authentic and engaging lessons for high impact first time instruction. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. While most of the day to day supports are academic, teachers need support and guidance in how to fill in the background and home experience that many of our students come to school lacking. The school will continue it’s after school professional development, in-school professional talk times and summer professional development. We will continue to provide reading and math intervention using Do the Math and LLI. For the growth of our writing, we are partnering with two other campus for Elizabeth Martin Writing Training for 1st – 4th grade teachers. Professional Learning will target curriculum, diversity, character education and differentiation. With title funds, we will fund 2 instructional coaches, 1 full time math intervention teacher and 1 part-time intervention reading intervention teacher. Parental Involvement: Strengths: Our Whitcomb parents are supportive and committed to doing everything they can to ensure our students have a balanced educational experience. They are active in our family nights (Curriculum and Art) and other school activities. During each of the family nights, over half of our student population was represented with their family. Parents are also willing to help their students with academics, so our teachers use the family nights and parent conferences to show the parents how to continue supporting their child at home. The teachers

7

provide strategies, books, games, manipulatives and other items for the parents to use at home. We have seen success with our students after the teachers have spent time teaching the parents how to support the students at home. The Whitcomb PTA has been an integral part of the involvement of our parents and families. They provide an instructional resources for teacher needs, and they sponsor many activities, such as a Fall Festival, Movie Nights, Family Nights, and much more. The PTA supports our school and encourages family involvement. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. The parents of our ELL students and working parents have not been as active as we would hope. We believe this can be attributed to their not feeling confident with the English language and not understanding the many volunteer opportunities available both during and outside of the school day. Whitcomb will continue to provide after school programs and activities for parents to be involved in. We will also focus on increasing our outreach to parents. We will continue to utilize the Skylert call out system and emails to reach all of our parents as well as continue to send paper copies of notices for parents without internet access. Based on the review of data and the on-going needs, in order to close the achievement gap, our school wide Title 1 program will address supplemental:

• Personnel for student interventions and support of our high quality and highly qualified teachers,

• Supplies/books and provide extended learning opportunities for students,

• Professional development from consultants and in-district, state and national trainings to learn best practices and new strategies,

• And parental involvement strategies/engagement strategies.

8





ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED





Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST





• 3rd grade reading from 81.4% to 85%









reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results









Records


; Principal Local


2018


Conference Logs

9




2017- June 1, 2018


plan to improve


Survey






Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan ED WHITE ESTEM MAGNET Strategic Plan 2017-2018















Core Values







Parameters








Objectives








2




Ed White ESTEM Magnet Strategic Plan 2017-2018

School Mission Statement: The mission of ED White ESTEM Magnet School, the nation’s foremost model

in STEM education , is to ensure each student demonstrates creativity, accountability integrity, and

leadership as a visionary citizen through a unique system distinguished by integrated curriculum,

positive reinforcement of self-direction and innovative personalized learning.

School Objectives:

1. Each student creates and avidly pursues goals that optimize his or her learning potential. 2. Each student engages in meaningful activities within his or her community. 3. Each student applies creativity and critical thinking skills to solve real-world challenges.


3


DISTRICT STRATEGY: We will provide support to meet the needs and aspirations of each student.

SCHOOL TACTIC #: Each student applies creativity and critical thinking skills to solve real-world challenges within his or her community.

SPECIFIC RESULT: Authentic learning opportunities that support student creativity

VISION FOR THIS SPECIFIC RESULT: Our school community engaged in cultivating opportunities for students to express personal creativity.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: 1. Teachers conferring weekly with students to write goals. 2. Student working each day to meet their personal goals. 3. Students in grades 3 – 5 participating in Genius Hour type projects 4. Teachers assessing student progress through integrated learning projects or opportunities.


1. Identify “Explorer Team” committee members Principal, STEM Coordinator

October 2017

2. Develop agenda for Explorer Committee work Admin, STEM Coordinator November 2017

3. Investigate instructional methodologies and practices that might comprise an authentic learning design that supports student creativity.

Explorer Committee Nov 2017 – May 2018

4. Select instructional methodologies that will become components of Authentic Learning Design.

Explorer Committee Nov 2017 – May 2018

5. Verify that selected components are supportive of district initiatives and requirements (i.e. Progressions, Core Values etc.)

Principal, Explorer Committee

April 2018

6. Design timeline for implementation of Authentic Learning Components Explorer Committee April 2018

7. Examine teacher competencies in the areas of authentic learning and student creativity. Survey and / or facilitate discussions with teachers to determine their individual baseline and needs for learning.

Explorer Committee, STEM Coordinator, Principals

April 2018 – May 2018

8. Create SMART goals for the first and second phase components of implementation of “Authentic Learning” opportunities that support student creativity.

Explorer Committee, STEM Coordinator

April 2018 – May 2018

9. Create communities of practice focused on resolving questions surrounding the components of “Authentic Learning”

Principals, STEM Coordinator, Instructional Coaches

August 2018

10. Develop a learning agenda to introduce all campus staff to selected components of Authentic Learning opportunities.

Principals, STEM Coordinator

August 2018

11. Develop a learning agenda to introduce all campus staff to first component to be implemented.


August 2018

12. Phase in first component of Authentic Learning Principals, STEM Coordinator, Teachers

Sept 2018 – May 2019

13. Identify problems of practice related to first component of “Authentic Learning”


November 2018

14. Monitor student performance to assess impact of implementation Principals, STEM Coordinator, Instructional Coaches assist

Ongoing

15. Design system to celebrate successes and milestones during implementation.

Principal, STEM Coordinator

Ongoing

16. Update learning plan for 2019 – 2020 to include phase in of second component of Authentic Learning.


October 2018 – May 2020

17. Update learning Plan for 2020 2021 to include phase in of a third component of Authentic Learning.


October 2019 – May 2021

Year to be completed: 2021

4






















5

Comprehensive Needs Assessment Ed White Elementary opened in January of 1965 and, as of 2017, is serving over 610 students in grades Kindergarten through fifth grades compared to 602 student in 2006-07. In 2006 Ed White had a student population of approximately 600 students. In 2006 Elementary attendance zone were redrawn to accommodate for the addition of new schools. 200 Ed White Student transferred to Robinson Elementary and 100 students were transferred to Ed White from Bay Elementary resulting in a new student population at Ed White of 500 students in 2007. In subsequent years as students on transfer from Robinson Elementary, promoted to 6th grade the population at Ed White dropped to a low of 434. In 2010 the staff at Ed White began exploring the idea of redesigning their campus to provide a magnet interest that would appeal to students and families across CCISD or that might be enrolled in private schools. In 2012 Ed White opened as a school wide ESTEM program and magnet opportunity for district students and was retitled Ed White ESTEM Magnet School. Today’s student population is 611.

Ed White ESTEM Magnet serves 611 students in grades kindergarten to fifth grade. 23 percent of our students are economically disadvantaged, and 19 percent of our students meet the criteria for at-risk. Ed White ESTEM serves 25 (4.1%) English Language Learner students, 63 (10%) students in the Gifted and Talented program, and 43 (7.0 %) students served though special education services. The staff population is 11.5% African-American, 80.8% Anglo, 0% Asian, 7.7% Hispanic, 1.9% male and 98.1% female with an average of 12.7 years of experience. The overall mobility rate for the campus is approximately 13.1% (2015 – 2016). The average daily attendance rate for students is 96.4%.


2006- 2007

African-American 3.6% 4.3%

Hispanic 23.1% 14.6%

White 63.1% 76.8%

Asian 4.9% 4.3%

Pacific Islander 0.2% 0.0%

Native American 0.0% 0.0


Economically Disadvantaged 23.0% 16.4%

Limited English Proficiency 4.0% 3.5%

Our school wide STEM program is centered on quarterly opportunities for all students to work and learn

in the engineering design process and activities that are based in Science, Math and Social Studies TEKS. To support this process our school employs part-time aides. Our academic programs also include academic coaches who train teachers in best practices for assisting at-risk students, ESL program for LEP students, and early interventions to prevent retentions. Our school also employs both a part time reading interventionist and math interventionist who implement “Leveled Literacy Intervention” (LLI) and “Do The Math” respectively. Both intervention programs are designed to address student learning gaps that are not typically addressed in after school tutoring.

STAAR 2013 2017 5 yr change

3rdGrade Reading 78 88 + 10

4th Grade Reading 84 82 - 2

5th Grade Reading 94 96 + 2

4th Grade Writing 82 70 - 12

3rd Grade Mathematics 68 93 + 25

4th Grade Mathematics 77 86 + 9

5th Grade Mathematics 92 95 + 3

5th Grade Science 89 85 - 4

6

Annual STAAR Data indicates greater than nominal increases in the 3rd Grade Reading, 3rd Grade Mathematics and 4th Grade Mathematics over the past 5 years. 5th Grade Mathematics has consistently performed at high levels overall and remains a strength. 4th Grade STAAR Writing data clearly indicates that student performance in writing has shown an overall decrease of 12 points from 82% to 70% over the past five years. However the previous results in successive order from 2013 to 2017 are: 82%, 81%, 76%, 79% and while 2017 is an outlier at 70%, writing remains a concern because student performance in writing does not match typical student performance in other content areas. To address this concern and our overall belief that our students can perform better in both reading and writing, Ed White ESTEM has hired a full time literacy coach and have already begun the work with staff of recognizing and implementing, effective, researched based, instructional standard in both reading and writing. Science scores, while showing an overall drop, have actually been as high as 93% during the past 5 years. Overall, math scores indicate that while there is still significant room for improvement, math is consistently a strength in student performance at Ed White. It is notable that student performance in 3rd grade math, previously a weak performance area for the school has made an 25 point positive change in performance since the staff had an opportunity to work with a mathematics coach from the fall of 2015 to the spring of 2017. ED WHITE ESTEM SCHOOL REPORT CARD DATA from 2013 to 2016:

2013 2014 2015 2016

Student Population 440 465 492 519

Index1 Student Achievement 84 86 90 88

Index 2 Student Progress 47 57 58 47

Index 3 Closing Performance Gaps 80 48 46 44

Index 4 Postsecondary Readiness NA 47 40 55

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The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2015 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Students at our campus have access to many activities and programs beyond our core content and standard block curriculums. Those opportunities include: Quarterly STEM Lab opportunities for all students, Mission X, Grades 4 – 5 Choir, 5th Grade Choice Block, Safety Patrol, Leadership Club, Purple Martin Club (CCEF Grant), Art Club, Green Club and the 5th grade Skiff Program (CCEF Grant). Students also access the library “Maker Space”, mobile classroom makerspaces for grades K – 2, and check out and take home makerspace activities from the library. This year students will have a new opportunity to join and participate in a “STEM Club” (CCEF Grant). Antidotal evidence of our students have a desire to learn and be successful in both academic and non-academic activities. Antidotal evidence of our ESTEM program success is noted when our students return to school with projects they create or design at home. Ed White over the past 10 years has become increasingly diverse in both the economic range of students present on campus and in the racial and ethnic make-up of the campus. This is seen as a strength for our campus because we believe that the greater range of experience and backgrounds gives our students a broader array of experience in working with others. Needs: While our economically challenged student population (21%) is lower than most elementary schools in CCISD Ed White supports a large number of students coming from six large apartments complexes. Campus mobility at Ed White is consistently higher (14% - 17%) than the district average of 12%. State and district assessments reveal that many of our students do not arrive at our school ready to read. Our data also reveals that our students are increasingly successful as they progress through our school and that at the 5th grade level they nearly all students have passed each of the 5th grade STAAR test. However, while we are successful in meeting or beating state standards we recognize that much of our success has been through investments in tutoring and intervention grouping. Real success for students relies on our staff’s ability to improve the learning experience of our students in learner centered and authentic ways. Since we have had a focused our staff on our instructional practices and work in math and science there has been a corresponding and increasing need to provide support to teachers in the area of language arts. Our staff has hired a literacy coach to meet this need. Staff: Strengths: Our staff is a close and caring community of learners who are committed to the success of our students. Our campus has invested a significant amount of our professional learning time in understanding our relationships with students and in building relationships with students. Part of our investment has been through book studies in “Love and Logic”, “5 Love Languages” and “The Nurtured Hear Approach”. This year our staff has committed to implementing successful practices we learn about in “Behavior 101”. This year our staff has also committed to Principal 2 of the “11 Principals” with the greatest emphasis placed on implementing morning meetings. Teaching staff also ensures that they meet with each of their families in person at least twice during the school year. Our staff willingly engages in professional development and the work of redesigning and transforming our campus towards learner centered and authentic learning opportunities. As part of our work to build teacher leadership capacity and teacher ownership of their own learning a system has been put in place that encourages team leaders and committee chairs to act as conduits between their teams and instructional coaches. Each leader acts, based on conversations with their team, to consult with instructional coaches and other campus or district experts to building learning targets and create agendas that are designed to meet the learning needs of each team. Needs: Our staff requires the assistance of part time interventionist to meet all student learning needs. To more succinctly meet our student needs our staff needs the continuous support of instructional coaches to encourage and build staff teaching skills, capacity, efficacy and leadership in the classroom. Our teachers now seek out

8

our instructional coaches to create improvement both on an individual bases and a team basis. Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: An overall need for greater support in meeting staff instructional needs in Language Arts. The have also recognized a need to create greater depth in applying planning and presenting curriculum. We will continue to support the staff by providing campus professional development opportunities but will increasingly seek personalizing staff support by placing systems and structures that support teacher leadership and advocacy for their own learning needs. We will have an in-depth focus on the work we are expecting for every student and planning authentic learning opportunities for students and will engage in purposeful discovery of potential learning designs that contain integrated opportunities, blended learning, progressions, aspects of project based learning and STEM activities. Parental Involvement: Strengths: Since opening as a STEM campus our student population has increased by over 150 students with many students being driven from Ed White parents desire to be actively involved in their student’s learning experience and have shared that they wish to be able to academically support their student at home and as volunteers within the school. School activities, parent nights and academic nights, and daytime activities are heavily attended. Our parents are committed to doing everything they can to ensure our students have a balanced educational experience. Our teaching staff has increasingly provided strategies, books, manipulatives and other items for the parents to use at home. Teachers have also increased parent access to classroom supports through ItsLearning. The Ed White PTA is a highly active component of our campus success and has provided wide variety of volunteer opportunities for our parents to participate in the weekly activities of our staff and students. Our PTA also invest in parent educational opportunities and make PTA funds available to each staff member. PTA activities include events such as Carnival, Movie Nights, Dances, Fine Arts Night, Special lunches for staff and a monthly newsletter. Our parents rely on our weekly electronic communication through “Ed White News” to ensure they are aware of the opportunities to join our campus activities and events. We will continue to utilize the Skylert call out system to reach all of our parents for important reminders and updates. Needs: Many of our parents and guardians are single and support their student(s) with one income. Our campus free and reduced numbers have increased by 6 points from last year to this year. While the number of economically disadvantaged students at Ed White is well below the district average for elementary schools it should be noted that we have many families living in situations that are just above the qualifying limits for free and reduced programs. Our STAAR and district assessment data shows that economically disadvantaged students are in need of closer monitoring and programming that directly supports their academic growth. It is our conclusion that such support should provide specific annual goal setting for each student and should use of specific accommodations to each student demonstrating an academic need. Student mobility on our campus is higher than the district average and presents learning and teaching challenges to our staff as new students arrive at our campus. Our STEM program has also introduced families that live from other parts of our district which creates difficulties for those families to wishing to participate on school activities and events. Providing transition programming or services to our students arriving as new student to our campus is an increasing need. ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES




ACTION STEPS NEEDS


FUNDING SOURCE

TIMELINE RESOURCES

NEEDED



Student Assessment

Data

Principal, Teachers



2, 2018


Student performance

data, SST



9



• 3rd grade reading from 88% to >92%

• 3rd grade math from 93% to >94%*

• 4th grade reading from 82% to >87%

• 4th grade math from 86% to >90%*

• 4th grade writing from 70% to >80%

• 5th grade reading from 96% to >95%

• 5th grade math from 95% to >95%*

• 5th grade science from 85% to >90%


reports identifying





Local, State comp ed.


6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data


Local August 22,

2017 – June 2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results







• additional effective and timely assistance available at the school.


Records


; Principal Local


2018


Conference Logs






Campus needs


coaches, principal


2017- June 1, 2018



Teacher goal sheets





coaches, principal


2017- June 1, 2018







Human Resources,

Principal


2017-June 2, 2018


methods including


coaching


ICRs

Clear Creek ISD Strategic Plan Armand Bayou Elementary ... · Objective 1: Each student experiences...

Documents

Transcript of Clear Creek ISD Strategic Plan Armand Bayou Elementary ... · Objective 1: Each student experiences...