2016-2017 Campus Improvement Plan McKinney Independent ... · The state standards, Texas Essential...

McKinney Independent School District

Glen Oaks Elementary

2016-2017 Campus Improvement Plan

Glen Oaks ElementaryGenerated by Plan4Learning.com 1 of 24 Campus #043907109

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Mission Statement

We will provide engaging learning experiences so students can become effective communicators, quality contributors, and sociallyresponsible citizens.

VisionWe are a cohesive, diverse community providing engaging learning experiences for all.

Core BeliefsPartnerships between students, parents, community members, and staff are foundational to educational success.

Positive school culture and a safe environment foster growth.Everyone has inherent value and deserves to be treated with dignity and respect.

Learning is an active process requiring engaging tasks and engaging minds.Relevant and authentic experiences ignite continuous, deeper learning.

Meaningful relationships enrich learning.Confidence fuels risk taking and higher achievement.


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Financial stewardship ensures a tomorrow for education.


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Glen Oaks Elementary is privileged to serve 479 future leaders in grades Kindergarten through Fifth Grade. Our campus enrollment by ethnicity is: AfricanAmerican–4%, Hispanic—15%, White—89%, Asian—4%, and American Indian—2%. 5% of students are classified as economically-disadvantaged basedon free/reduced lunch status.

Glen Oaks has a variety of programs to support the needs of our diverse learners. These programs support learners that require enrichment, acceleration, andadditional academic assistance.

ALPHA- 9.6% of Glen Oaks students are served in the MISD ALPHA program. ALPHA is McKinney's specialized program for identified gifted andtalented students.Special Education- 8.6% of Glen Oaks students are currently served throughout the special education department. For students with identifiedeligibilities, we provide a full range of special education services including speech, resource, inclusion, and the Structured Teach Classroom.Student Support- Glen Oaks provides dyslexia services to 1.4% of students and English as a Second Language (ESL) services to 2% of students. Lastly, 8% of our students receive additional interventions and support through the Response to Intervention (RtI) process.

Demographics Strengths

Glen Oaks serves a stable community with a low mobility rate. The Glen Oaks staff, along with support from administration and the instructional coach,work consistently to narrow achievement gaps. As evidenced in our MAP (Measures of Academic Progress) scores, a large majority of our students score ator above the national norm for both reading and mathematics. Data analysis of local and state assessments is done on a frequent basis in order to determinewhere additional support and intervention is required in order to ensure all of our students are highly successful.

During the 2015-2016 school year, Glen Oaks teaching staff reached 100% in English as a Second Language (ESL) certification. The entire teaching staffalso became SIOP (Sheltered Instruction Observation Protocol) certified to continue to best support our English Language Learners.

Demographics Needs

Glen Oaks continues to become more diverse in student population. This is a great opportunity for teachers and staff to learn about the unique needs of eachGlen Oaks ElementaryGenerated by Plan4Learning.com 4 of 24 Campus #043907109

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child so that all students are successful and happy at school.

Glen Oaks teachers and administration will continue to utilize the Response to Intervention process to support students facing academic and/or behavioralchallenges. The RtI process allows a team of professionals to analyze the variety of influences that affect a child's performance in school in order to developa targeted intervention system to support them moving forward. As evidenced in our special education DNQ (does not qualify) percentage (only 10%), GlenOaks made strong referrals for special education in the 2015-2016 school year.


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Student Achievement

Student Achievement Summary

Glen Oaks Elementary met standard on all four performance indices of STAAR. Increases in scores were noted in 10/16 areas for the 2015-2016 schoolyear.

Third Grade Reading STAAR success showed 93% of students achieved Level II Satisfactory, and 50% achieved Level III advanced.

Third Grade Math STAAR success showed 91% of students achieved Level II Satisfactory, and 49% achieved Level II advanced.

Fourth Grade Reading STAAR success showed 92% of students achieved Level II Satisfactory, and 29% achieved Level III advanced.

Fourth Grade Writing STAAR success showed 84% of students achieved Level II Satisfactory, and 32% achieved Level III advanced.

Fourth Grade Math STAAR success showed 96% of students achieved Level II Satisfactory, and 54% achieved Level III advanced.

Fifth Grade Reading STAAR success showed 99% of students achieved Level II Satisfactory, and 47% achieved Level III advanced.

Fifth Grade Math STAAR success showed 96% of students achieved Level II Satisfactory, and 35% achieved Level III advanced.

Fifth Grade Science STAAR success showed 85% of students achieved Level II Satisfactory, and 2% achieved Level III advanced.

Student Achievement Strengths

Glen Oaks students outperformed the district and state average in all areas with the exception of the advanced category for 5th Grade Science. The stateprovided a progress measure for each student based on their performance the year prior. Most of the students at Glen Oaks met or exceeded their targetprogress measure. Notable increases were made in the advanced category for 3rd Grade Math and Reading, 4th Grade Writing and Math, and 5th GradeReading and Math. This is undoubtedly related to the extra attention teachers placed on enrichment opportunities while in the lesson design process.

Student Achievement Needs

A decrease in met standard was noted for 4th Grade Reading and Writing during the 2015-2016 school year as well as in the met and advanced categories of5th Grade Science. The PLC (Professional Learning Community) process being implemented this school year will provide teachers a deeper process to


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follow for analyzing each state standard, developing formative and summative assessments to monitor student progress in meeting those standards, and ininterventions to support students that do not.

A new master schedule will be implemented for the 2016-2017 school year in order to build in intervention time within each grade level. This targeted timewill allow teachers to provide enrichment to those students that are on grade level while providing extra time and attention to those that require acceleration.


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School Culture and Climate

School Culture and Climate Summary

A culture of high expectations and mutual respect is very important to the Glen Oaks school community. Students, parents, and staff are frequently givenopportunitites to share their input so that the needs of all and the diverse perspectives within the community are heard and considered in the decision-makingprocess.

PBIS (Positive Behavioral Interventions and Supports) structures were developed and implemented in the 2015-2016 school year to create consistency withinclassroom and non-classroom settings. A positive impact from these efforts was evidenced in our low discipline referral rate and minimal disruptions toinstructional time.

Glen Oaks will continue in its 5th year as a "Leader in Me" campus. The seven habits (Be Proactive, Begin with the End in Mind, Put First Things First,Think Win-Win, Seek First to Understand and Then to be Understood, Synergize, Sharpen the Saw) have a positive impact on students in the areas ofresponsibility, empathy, team work, planning, organizing, goal-setting, and much more!

School Culture and Climate Strengths

Students of various grade levels are given leadership opportunities throughout the year. In 2015-2016, SOC (Service on Campus) committees wereimplemented and this allowed all students an opportunity to be a part of a cause. The Student Lighthouse team continues to serve as the school's studentcouncil and is available to 4th and 5th Grade students.

In the 2016-2017 school year, clubs will be available to students on Thursdays and Fridays. Clubs will have an academic focus while also allowing studentstime to explore personal interests and to express their creativity in a variety of ways.

New recognition systems were created in the 2015-2016 school year and will continue into the 2016-2017 school based on overwhelming positive feedbackfrom students, parents, and staff. A few new systems will also be implemented to ensure all students feel adequately recognized for their hard work andcontributions to the school environment.

School Culture and Climate Needs

Glen Oaks students will continue to develop the vital 21st century skills needed for future success. The areas of effective communication, critical-thinking,creativity and collaboration will be emphasized through various academic and social settings and activities.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The Glen Oaks staff is comprised of individuals committed to the well-being of our students. All teachers are highly qualified. The teaching staff is diverseand well-blended in terms of teaching experience. All teachers are ESL (English as a Second Language) certified and SIOP (Sheltered InstructionObservation Protocol) certified. All teachers are also GT (gifted and talented) certified and receive an annual training update in order to best meet the needsof our ALPHA students. Para-professional staff members provide quality support to the workings of our school and have a positive impact on studentachievement.

When a teaching position becomes available, a team of professionals is used to select the most highly-qualified candidates. The time and commitment to theinterview process is an integral part of our success in hiring highly-qualified teachers. The MISD mentor program is utilized to aide in the induction andsupport process.

Staff Quality, Recruitment, and Retention Strengths

All teachers at Glen Oaks are highly qualified. Glen Oaks has a low turnover rate. Staff members display a growth mindset and strive to be well-versed incurrent best teaching practices and philosophies that align with 21st Century skills thinking. All are compliant with MISD Professional Developmentexpectations, and most have hours that exceed the requirements. Staff members serve as leaders among their peers through a variety of formal and informalprofessional development.

Staff Quality, Recruitment, and Retention Needs

Staff members need continued time for lesson design in order to provide highly engaging learning opportunities for all students. Teachers will haveextended planning time built-in throughout the school year.

T-TESS (Texas Teacher Evaluation and Support System) will allow teachers to set professional goals for the school year. A differentiated model forprofessional development will be created in order to support teachers with their unique strengths and weaknesses.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The state standards, Texas Essential Knowledge and Skills/Student Expectations (TEKS/SE), and skills outlined in the 21st Century Skills Framework arethe basis for curriculum, instruction, and assessment at Glen Oaks. A clear focus on standards is achieved through the PLC (Professional LearningCommunity) process. This planning process allows each teacher to become an instructional leader. Through lesson design, teachers identify standards andstudent expectations, promote student engagement, utilize best-teaching practices and MISD curriculum documents to deliver instruction, assess studentprogress, and utilize assessment data to determine next teaching steps. Alignment between what is written, taught, and tested should insure accurate data.Frequent monitoring of student progress will show each students' strengths and areas for growth and enable them to progress along a continuum of skills.Immediate and precise interventions are provided to move all students forward in their learning, whether that involves intervening when skills have yet to bemastered or providing challenges to promote additional growth.

Curriculum, Instruction, and Assessment Strengths

During the Glen Oaks Academy, teachers were provided additional training on High Reliability Schools as well as supplemental training in the SchlechtyDesign Qualities and High Probability Strategies. Teacher teams were also given time to begin their PLC (Professional Learning Community) work in thearea of lesson design.

Teachers were trained in the Balanced Literacy Model during the summer of 2016.

Curriculum, Instruction, and Assessment Needs

McKinney ISD is rich in curricular resources. Students need time to develop skills and to be able to practice them at a deep level. Teachers need meaningfulprofessional development to address best-teaching practices and targeted areas for growth. They also need time and support to design authentic, engaginglearning opportunities in all subject areas. Structures will be developed and implemented in the 2016-2017 school year to support in these areas.


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Family and Community Involvement

Family and Community Involvement Summary

Glen Oaks boasts a high level of family and community involvement. Parents are invited to be active participants in their child's education through a varietyof PTA and school opportunities. The Engage! Learning Model provides opportunities for family and community involvement, as students rely on theexpertise of others to gain knowledge. A variety of communication methods are used to keep parents informed of school events and curricular expectationsincluding a weekly Sunday call-out to all families, a weekly school newsletter, classroom newsletters, the school website, and individual teacher websites. The school marquee is also utilized to share upcoming events.

Family and Community Involvement Strengths

Glen Oaks has many dedicated volunteers who logged thousands of hours during the 2015-2016 school year. Events such as Carnival, BINGO night,Leadership night, and Family Fitness events involve families from Glen Oaks and beyond, and engage the cooperation of the community. Local businessessupport our mission in a variety of ways.

Surveys are used throughout the school year in order to gain input from our parent community. For example, in the 2015-2016 school year, surveys weresent out regarding the start of school, Curriculum Night, and to determine parent needs/interests for Principal Coffee sessions. We will continue to do thisfor the 2016-2017 school year and expand to include more topics and tactics for gaining input.

Family and Community Involvement Needs

Glen Oaks will continue to support the 4 designated charities outlined by the Teacher Lighthouse Team in order to avoid overwhelming our families withrequests for donations.

Glen Oaks will host its first annual "Multicultural" night this year to provide an opportunity for students and families to learn more about the diversity bothin and outside of our school.

While Glen Oaks has had the support of a variety of business partners in the past, we would like to find one main community business to partner withthroughout the school year.


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School Context and Organization

School Context and Organization Summary

Glen Oaks is a K-5th grade campus with 40 professional staff and 10 para-professional staff members. Teamwork is essential at Glen Oaks! Nine teams - oneteam per grade level, one special education team, one specials team, and one office team - function in harmony to deliver quality educational experiences forstudents. A Leadership Team, comprised of administrators and a representative from each team, meets bi-weekly for professional development and updates. The RTI committee is a problem-solving entity that provides interventions and support for struggling students. A teacher Lighthouse Team meets monthlyto oversee school wide implementation of the leadership model with students, staff, parents, and community members. The PTA is a group of parents andteachers working together to serve students. Lastly, our SHAC, or School Health Advisory Committee, will continue to analyze and implement structures tosupport the healthy development of our students, staff, and families.

School Context and Organization Strengths

Glen Oaks teams are synergistic, valuing each other's strengths and learning from one another. The Special Education team works seamlessly with gradelevel teams to deliver quality instruction and inclusion opportunities to the students they serve. Glen Oaks is a school that promotes student leadership using"The Leader in Me" model.

During the 2015-2016 school year, Glen Oaks received the Silver Medal through the Alliance for a Healthier Generation.

School Context and Organization Needs

As we strive to achieve High Reliability Schools status, we will first focus our attention on providing a safe and collaborative culture. A safety committeewill be implemented in the 2016-2017 school year to oversee safety systems, gather input from stakeholders, and revise systems as needed.


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Technology

Technology Summary

Each classroom has 4 student computers and a Smart Board. Classes have access to a computer lab and library computers. Teachers each have a MacBookPro and iPad for planning and assessment recording. Glen Oaks has an iPad cart for each grade level and approximately 30 iPads purchased with PTA funds,which are dispersed among the grades. Third, Fourth, and Fifth Grades each have a cart with 30 MacBook computers. Special Education classes have iPadsprovided by the department and/or received through MEF grants. Wireless capabilities allow for additional devices including expansion of student BYODprograms.

Technology Strengths

Glen Oaks is a technology-rich environment. Teachers are eager to incorporate technology into daily instruction. Most students have technology readilyavailable to them in their home as well as in their classroom, and we are working to provide a smooth transition between the two. Technology integration isprogressing, as students are beginning to use technology to produce (demonstrate understanding of) knowledge as well as consume knowledge.

Teachers and administration participated in MISD's "Converge" professional development session in the summer of 2016. Numerous formative assessmenttools, production tools, and ideas for meaningfully integrating technology into everyday instruction were learned and will be implemented this school year.

Technology Needs

As we become increasingly proficient with technology, we must ensure that it's use reflects authentic, meaningful learning experiences. Technology is a toolfor students to access and demonstrate learning, and the focus must remain on the learning.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:


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Goals

Goal 1: Safe and Collaborative Culture: Glen Oaks will ensure the faculty, staff, students, parents, and community believethat the school is safe and maximizes collaboration for the enhancement of student learning.

Performance Objective 1: The faculty, staff, students, parents, and community perceive the school environment as safe and orderly.

Evaluation Data Source(s) 1: Formal and informal survey data collected throughout the school year. Documentation of how data is used.

Summative Evaluation 1:

Strategy Description Staff Responsible forMonitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Jan Mar June1) A Safety Committee comprised of representation fromvarious departments will be created at the start of the 16-17school year in order to monitor and adjust campus safetyinitiatives. This Committee will meet a minimum of twice perquarter. The Safety Committee will conduct accountabilitychecks once per month at a staff meeting.

Safety Committee (K/1rep, 2/3 rep, 4/5 rep,Admin, Counselor,Nurse, Office Manager)

Drill documentation, Formal and Informal Survey Data,Accountability Check documentation.

2) Announced and unannounced fire, tornado, and lockdowndrills will be scheduled according to district guidelines. Acommon binder will be created for access by all office staffincluding an updated sheltered plan.

Molly Hovan, KimLuyster, SusanShackelford

Drill documentation.

3) All classrooms are equipped with a clear plastic bin locatedby the door with emergency plans, parent contact information,and emergency-related materials. Substitute folders clarifylocation of emergency materials as well.

Molly Hovan, KimLuyster, SusanShackelford

Class walk-throughs. Drill documentation.

4) Student and parent feedback in regards to school safety willbe formally and informally collected at least once a month.School communication systems will be utilized to update andalert parents of safety concerns and action plans.

Safety Committee Survey data. Constant Contact. Parentlink.

5) A Region 10 Safety Audit will occur in December 2016.Data collected from the audit will be used for additionalcampus improvement initiatives.

Safety Committee Audit documentation.


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6) A combination of the school-wide Discipline Model, the"Leader in Me" character education process, and the RtIprocess will be used to support students in making safe andrespectful behavior choices in all school settings. The RtIprocess will also be used to support a decrease in DAEPreferrals.

Molly Hovan, KimLuyster, All staff

RtI data, Discipline data, formal and informal survey data.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 1: Safe and Collaborative Culture: Glen Oaks will ensure the faculty, staff, students, parents, and community believe that the school is safe andmaximizes collaboration for the enhancement of student learning.

Performance Objective 2: Teachers have formal roles in the decision-making process regarding school initiatives.

Evaluation Data Source(s) 2: Formal and informal survey data collected throughout the school year. Documentation of how data is used.




Nov Jan Mar June1) Team leaders will be used for direct input regarding campusdecisions and initiatives. Data-gathering techniques are inplace for team leaders to elicit input from teammates so that allopinions are considered in discussion.

Molly Hovan, KimLuyster, Team Leaders

Team Leader Agendas, Minutes, Staff Newsletters

2) A Teacher Lighthouse Team will continue to collect teacherinput on the "Leader in Me" initiative in order to makecampus-wide decisions that reflect the needs and desires of all.

Teacher LighthouseTeam

Agendas, Minutes, Staff Newsletters

3) Formal surveys are utilized at least 3 times a year in orderto collect anonymous opinion data from all teachers and staff.

Molly Hovan, KimLuyster

Survey data, transparency in how survey data is utilized.



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Performance Objective 3: Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment,instruction, and the achievement of all students.

Evaluation Data Source(s) 3: Teacher professional growth and student achievement.




Nov Jan Mar June1) Teachers received a refresher training during Academyweek over PLC implementation, common formativeassessments, and SMART goals.

Molly Hovan, KimLuyster, KarenMcCollister

Created norms, agendas, and SMART goals. PLC meetings inaction.

2) Grade level teams will design engaging and relevant lessonsas a PLC team using data and written goals.

Grade Level Teachers,Karen McCollister,Molly Hovan, KimLuyster

PLC agendas, SMART goals, minutes. Classroom walks-throughs/observations.

3) Teams, along with administration, will meet a minimum of6 times a year as a Response to Intervention team in order toreview interventions, progress monitoring, and additionaldocumentation in order to ensure student success.

Molly Hovan, KimLuyster, AnnieHenderson, GradeLevel teams

RtI minutes; Teacher documentation in AWARE; SpecialEducation Referral data.

4) An extended planning structure will be implemented so thatteachers are able to meet regularly to design and addressCurriculum, Instruction, and Assessment.

Molly Hovan, KimLuyster, KarenMcCollister, GradeLevel teams

Lesson Plans, Student achievement data.



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Performance Objective 4: Teachers, staff, students, parents and the community have formal ways to provide input regarding the optimal functioning of theschool.

Evaluation Data Source(s) 4: Survey data collected at the end of the school year.




Nov Jan Mar June1) Social networking technologies will be used to support two-way communication.

Kim Luyster, WendyDickerson

Twitter and Facebook feeds.

2) A Student Advisory Committee will be developed toprovide feedback related to optimal functioning of the school.


Committee Minutes.

3) The Student Lighthouse team will meet monthly to provideleadership and representation of the student body through avariety of communication avenues.

Kim Luyster, AnnieHenderson, MollyHovan

Student Lighthouse minutes, Student Lighthouse bulletin board,announcements, etc.

4) Formal parent surveys will be conducted a minimum of 3times a year in order to collect opinion data regarding optimalfunctioning of the school.


Survey data as well as documentation of how that survey data isused.



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Performance Objective 5: The success of the whole school, as well as individuals within the school, is appropriately acknowledged.

Evaluation Data Source(s) 5: Systems documentation.




Nov Jan Mar June1) Systems in place will continue to regularly acknowledgeindividuals within the school. (i.e. GO-Getters, Habit Heroes,positive phone calls, postcards home from Admin. andTeachers, websites, social media, announcements, etc.)

Molly Hovan, KimLuyster, ClassroomTeachers

Survey data from students, parents, and staff.

2) The Teacher GO-Getter award, given monthly, willcontinue to be implemented in order to recognize and celebratethe accomplishments and successes of individual teachers andstaff.


Assembly slides, survey data.

3) A new "Brag Board" will be created, per teacher input, asan additional way to recognize students for hard work eachday.

Molly Hovan, KimLuyster, AnnieHenderson

Brag Board bulletin board

4) Social media, as well as other campus communicationsources, will be used to recognize whole schoolaccomplishments.

Molly Hovan, KimLuyster, WendyDickerson

Twitter, Facebook, morning announcements, Constant Contact,newsletter, Parentlink.



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Performance Objective 6: The fiscal, operational, and technological resources of the school are managed in a way that directly supports teachers.

Evaluation Data Source(s) 6: Professional Development plans; Annual Budget; Master Schedule.




Nov Jan Mar June1) The school will implement a budget in order to directlysupport PLC lesson design time for grade level teachers.

Molly Hovan Budget

2) A technology PLC will be developed in order to promotethe effective use of resources to ultimately impact studentsuccess and teacher effectiveness.

Wendy Dickerson Bright Byte survey data. PLC minutes.

3) When developing the annual budget, teachers provide inputregarding what materials they need in order to teacheffectively.

Molly Hovan, SusanShackelford

Budget



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Goal 2: Teaching and Learning by Design: Glen Oaks will engage students in rigorous and relevant learning experiencesthat will result in high student success.

Performance Objective 1: Support is provided to teachers to continually enhance their pedagogical skills through reflection and professional growth plans.

Evaluation Data Source(s) 1: Teacher professional growth.




Nov Jan Mar June1) All teachers will create T-TESS goals at the start of theschool year as well as action steps to accomplish those goals.Summative conferences will be held later in the year to assessteacher acquisition of goals.


Formative and summative conferences and data.



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Goal 2: Teaching and Learning by Design: Glen Oaks will engage students in rigorous and relevant learning experiences that will result in high studentsuccess.

Performance Objective 2: Teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiplesources of data and are consistent with student achievement data.

Evaluation Data Source(s) 2: Evaluation and student achievement data.




Nov Jan Mar June1) Teachers will receive a minimum of 3 walk-throughsthroughout the school year in multiple areas.

Balanced Literacy walk-through tool, ELM Look-fors, T-TESSwalk-through form, etc.

2) T-TESS observations will be conducted for 2/3 of teachingstaff, annually, including a pre and post conference.


T-TESS documentation.

3) PLC teams, and individual teachers, will analyze multiplesources of student data in order to identify strengths andweaknesses and necessary changes to strategies in instruction.


PLC documentation, student data.



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Goal 2: Teaching and Learning by Design: Glen Oaks will engage students in rigorous and relevant learning experiences that will result in high studentsuccess.

Performance Objective 3: Teachers are provided with job-embedded professional development that is directly related to their instructional growth plans.

Evaluation Data Source(s) 3: Professional development plans. Teacher and student growth.




Nov Jan Mar June1) Once a month, teachers will engage in or lead workshop-style professional development based on campus and/orindividual teacher goals.

Molly Hovan, KimLuyster, KarenMcCollister, WendyDickerson

Workshop sign-ins, T-TESS goal action plans, walk-through/observation data.

2) The Instructional Coach will work with both teams andindividuals in order to provided job-embedded professionaldevelopment regarding instructional growth goals.

Karen McCollister Instructional Coach notes/systems.

3) Walk-through and observation data will be utilized byadministrators and the Instructional Coach in order to designrelevant and timely professional development.


Walk-through and observation data.

4) All teaching staff was trained during Academy onMarzano's High Probability Strategies, Schlechty's DesignQualities, and a review was provided for SIOP strategies.


Classroom Walk-throughs/Observations, Lesson Plans, StudentAchievement data.



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