2017-2018 Campus Improvement Plan Heritage Elementary … · 2018-04-10 · Tags. Campus Climate...

Keller Independent School District

Heritage Elementary School

2017-2018 Campus Improvement Plan

Heritage Elementary SchoolGenerated by Plan4Learning.com 1 of 38 Campus #220-907106

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Mission StatementAt Heritage Elementary School, we will engage our students, faculty and staff, parents, and community to achieve excellence in learning and living.

VisionHeritage Elementary: An exceptional school where HEROES are inspired to prevail.

Core BeliefsHeroes First * Parents as Partners * Caring, Collaborative Community

Applying learning through continuous improvement and adaptability are essential in our ever-changing world.

Student Success is a shared responsibility for the family, school, and community.

Consistent high expectations lead to high achievement of all students.

Consistent modeling and practice of exceptional character fosters student success.

Life-long learning is vital to all members of the school community.

Technology is an integral part of the learning process.

Celebrating cultural diversity enriches the learning experiences

A positive, safe, non-threatening environment, where all stakeholders are supported and encouraged, is essential to our success.

Developing meaningful relationships with students, parents, and colleagues is a priority.

Students will be authentically engaged in relevant and meaningful work that promotes sustained learning.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17District Strategic Priorities / Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Goal : Increase Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goal : Excellence in Student, Parent and Community Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Goal : Excellence in Processes and Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal : Employee Excellence and Organizational Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Goal : Excellence in Financial Stewardship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

System Safeguard Action Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Budget for Heritage Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Personnel for Heritage Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Campus Education Improvement Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Heritage Elementary is a Title I campus comprised of 538 students in Kindergarten through Fourth grade, which is a decline of ** students as compared tolast year. The mobility rate is 10.6%. The student population at Heritage is served by 63 total staff members including: 26 classroom teachers, 2Instructional Support Teachers (IST), 1 special education Resource teacher, a part-time ESL teacher, a part-time GT teacher, and 1 full-time DyslexiaSpecialist. In addition, we house 3 self-contained special education classes. Our students participate in art, music, physical education, theatre arts, andlibrary every week. We have two campus administrators, a full-time Counselor, and full-time Campus Instructional Specialist (CIS).

Our cultural diversity is increasing with 16 languages, other than English, spoken in the home. Spanish and Vietnamese being the two most prevalentlanguages. Our student population is comprised of 41.4%white students, 27.1% Hispanic students, 15% African-American students, 11.8% Asian students,4.1% Two or More Races, and 0.2% American Indian or Alaskan native. 46.2% of our school population is Economically Disadvantaged (EcDis) and 24.6%of all students are considered At-Risk. 10.9% of our students receive Special Education (SPED) services and 9.2% receive Gifted and Talented (G/T)services. Our Limited English Proficient (LEP) students comprise 9.8% of our population. Our average daily attendance (ADA) rates average 96.45%.

Demographics Strengths

Strong ADA: 96.45%Increasing diversity of student populationAt-risk population decreased by 4% while economically disadvantaged increased by 6%.Implementation of Backpack buddies to ensure food for students over the weekend.Mentoring - Church, Fossil Ridge High School, and Fourth Grade students - total of 52 students mentored each week

Problem Statements Identifying Demographics Needs

Problem Statement 1: Our economically disadvantaged student percentages are increasing. These added students each year identifies the increase inemotional, academic, physical, and social support.

Problem Statement 2: Our attendance is strong but the tardies are an increasing problem.


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Student Achievement

Student Achievement Summary

Heritage Elementary has earned the 2017 STAAR rating of Met Standard (anticipated). **** of all students demonstrated mastery on STAAR Math, with acontinuing safeguard in SPED (***). **** of all students demonstrated mastery on STAAR Reading, with a continuing safeguard in SPED (**** mastery). ****of all students demonstrated mastery on STAAR Writing, with safeguards including: All (**%), Hispanic (**%), White (**%), and EconomicallyDisadvantaged (**%).

CBA's are implemented in Kindergarten and First grade each six weeks. In kindergarten all math CBA scores were in the 80's and 90's throughout the six sixweeks and all reading CBA scores improved from the first six weeks of 24% to 93% by the sixth six weeks. In first grade all CBA scores are above 76% inmath and 80% passed in reading. In second grade all CBA scores were at 72% or higher.

Writing was a focus initiaitive in 2016-2017. Revising and editing benchmarks implemented in third and fourth grade and composition benchmarksimplemented four times a year in all grade levels.

Student Achievement Strengths

Met Standard on 2017 Accountability Ratings in all 4 Indexes (anticipated)Met targeted goal of **% of students demonstrating mastery on STAAR MathMet targeted goal of **% of students demonstrating mastery on STAAR ReadingMet targeted goal of **% of students reading independently at/above grade level expectations (K-2)Total Reading levels increased from 51% at or above level from the beginning of the year to 71% at the end of the year. Implemented writing benchmarks with data analysis through PLC's. K-3 increased percentages of 3+ holistic scoring from the first CBA to the fourthCBA.Heritage earned a Distinction in Closing Achievement Gaps from The Texas Education Agency for the 2017-2018 school year.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Student reading levels have increased, however students are not assessed with aligned tools, resources, and processes. It is difficult toanalyze data and track progress as a result of the inconsistencies. Root Cause: A higher than average number of changes at Heritage have facilitated a widevariety of reading assessment tools, as well as instructional programs.

Problem Statement 2: There is a lack of consistency in documenting the providing accommodations for special programs with fidelity. Root Cause:


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Teachers require explicit training and ongoing support for understanding how and why to document interventions.

Problem Statement 3: There is a need for a more aligned writing composition rubric for assessing writing. Root Cause: Unit the purchase of the LucyCalkins materials, the writing rubrics were misaligned.

Problem Statement 4: AIMSweb indicates that an increase of the effectiveness of Tier 1 instruction in math and reading is a continued need. Root Cause:Alignment is needed across grade levels and across the campus regarding curriculum resources that calibrate with the rigor of the local and state assessments.


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School Culture and Climate

School Culture and Climate Summary

Heritage Elementary is a well-established school community built upon common vision, mission, and values. We believe that Heritage Elementary is anexceptional school where Heroes are inspired to prevail. We are committed to our mission of engaging our students, staff, parents, and community toachieve excellence in learning and living. We are in Year 4 of Positive Behavior Intervention Supports (PBIS) implementation. We model and reinforceHERO Way expectations in common areas and classrooms. Students are recognized for demonstrating good character by earning Hero Bucks and BragTags. Campus Climate Surveys and the Title I Family Involvement Surveys are administered annually.

This year, staff members responding to the Campus Climate Survey rated the campus as follows: A – 17% B – 61% C– 22% D/F – 0%. PEIMS dataindicates that Discipline Referrals have increased from 131 annual referrals for Code of Conduct violations to 185 referrals, an increase of 41% over theprevious year. 79% of staff members feel that discipline is enforced fairly and 87% feel administrators are available when they have a concern. 100% ofstaff members feel the school is safe and 100% feel that family input is respected and valued. Comments from the staff survey indicate that teachers areneeding more support to maintain order and discipline at school.

This year, parents responding to the Campus Climate Survey rated the campus as follows: A – 32% B – 45% C– 19% D/F – 4%. 87% of families respondedthat Heritage is a safe school and 97% of families feel welcome at Heritage. 100% of families feel encouraged to attend school-sponsored events. 96% feelthat families are encouraged to volunteer. 90% of parents feel that administrators are professional and courteous. 88% feel that there is a trusted adult atschool that can help their child with a problem. 82% feel that students are treated fairly and 74% feel that high expectations are set for their child. 81% feelthat their child is challenged by their schoolwork, while only 68% feel they receive timely feedback from teachers. 70% feel that their child is excited to goto school. 57% of parents feel that students receive the support they need for academic and career counseling. 95.9% of parents responding to the Title IFamily Involvement Survey indicate that they understand their responsibilities of the School-Parent Compact and 91.8% indicate that they are kept informedabout school activities. 86% of families indicate that they enjoyed attending Parent-Teacher Conferences and 53% indicated that they enjoy volunteering.

School Culture and Climate Strengths

Family Engagement indicators are the highest ranking on both family and staff surveysFamilies feel that Heritage is a safe and respectful schoolAdministrators are perceived as courteous when families or staff have a concern

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: PBIS is strong in the common areas, however data is showing that we need consistent classroom management strategies and morning


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meetings in the classrooms for positive environments.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

100% of Heritage Elementary teachers and instructional paraprofessionals are highly qualified. According to the 2016 Texas Academic Performance Report,teacher demographics at Heritage include 85.8% White, 9.5% Hispanic, 2.3% African-American, and 2.3% Two or More Races. 12.4% of teachers hold aMasters’ Degree. Teachers have an average of 9.7 years’ teaching experience and an average of 5.5 years with Keller ISD.

Four dedicated collaboration days were provided to allow teachers uninterrupted time to analyze data and plan instructional units as a team. Grade levelcollaborative planning meetings were conducted weekly to continue this collaborative effort. A comprehensive professional learning plan was providedincluding required and optional trainings with an emphasis on Student Engagement, Phonics (K-1), Discovery Learning (K), Guided Reading, Writers’Workshop, RtI Processes & Interventions, Questioning Strategies, and Math Talk. All teachers participated in Campus Action Teams and VerticalImprovement Planning Teams. A teacher-to-teacher Mentoring Program was also successfully expanded this year. The Texas Teacher Evaluations SupportSystem (T-TESS) was implemented district-wide with administrative support, guidance, and coaching to assist teachers in attaining personal professionalgoals. Administrators conducted classroom observations which included pre- and post-conferences to provide feedback and ideas to improve instructionalpractices. 84% of respondents on the Campus Staff Survey indicate that they enjoy working at Heritage. Only 17% of staff rated the overall quality ofHeritage as “Excellent.” Comments from the staff survey indicate that teachers would like more input in making campus decisions.

Due to lower student enrollment projections for 2016-17, we are reducing first grade from six to five teachers. Title I funding was utilized to continueproviding a Campus Instructional Specialist (CIS) to support teachers with curriculum and instruction alignment, professional development, coaching, andmentoring. 100% of Heritage teachers surveyed stated that they feel comfortable asking our Campus Instructional Specialist (CIS) for support and 96%indicate they understand what kinds of support the CIS can provide. 80% of all teachers have utilized the CIS services with 3 teachers volunteering forcoaching in rigor, relevance, and engagement this year. Teachers new to Heritage within the past two years participated in our expanded campus mentoringprogram. Staff input and team interview processes were utilized in the hiring process. Highly Qualified Title I Tutors assisted targeted students with readinginterventions and offered classroom team-teaching support. An administrative intern will be joining our campus for one-year in 2016-17, who will serve inthe capacity as a third campus administrator.

Staff Quality, Recruitment, and Retention Strengths

Frequent opportunities for collaboration among teachers and staffExpansion of teacher-to-teacher Mentoring ProgramIncreased capacity for individual growth and achievement provided with support from administrators and the Campus Instructional Specialist

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs


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Problem Statement 1: Heritage has been able to intentionally plan PLC's for grade level teams, but co-curr and specials do not have consistent times tomeet. This is an area for improvement.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Alignment to the TEKS and Keller ISD Curriculum continued to be an emphasis. Guided Reading training, Writers’ Workshop, and Letterland training wasprovided to teachers. Alignment of holistic scoring processes were reviewed and used to guide writing instruction. All kindergarten teachers were trainedin the Discovery Learning Model and have now implemented it for two years. Instructional resources were provided that included collaborative bookstudies and classroom materials.

Campus administrators conducted observations, both formally and informally, to assess the level of curriculum implementation in classrooms. Support wasprovided by KISD Learning Coordinators and the Campus Instructional Specialist in ELAR/SS and Math curriculum alignment. Teachers workedcollaboratively throughout the year to develop deeper understanding of how to better create and utilize Curriculum Based Assessments for Reading, Writing,and Math. A variety of formative and summative assessment data was collected, analyzed, and used to make instructional decisions. Teachers implementedclassroom interventions and worked through the RtI Process as needed to obtain additional student support. In the spring, Title I tutors worked with targetedstudents in grades K-4.

Of the parents who responded to the Campus Climate Survey, 74% feel that high expectations are set for their child. 81% feel that their child is challengedby their schoolwork, while only 68% feel they receive timely feedback from teachers. 70% feel that their child is excited to go to school and 57% of parentsfeel that students receive the support they need for academic and career counseling.

Curriculum, Instruction, and Assessment Strengths

Multiple opportunities to learn and grow professionallyIncreased writing instructionRefined assessment processesDedicated collaboration planning days

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Writing scores improved to a passing rate of 60%, however there were no 7's or 8's in the fourth grade compositions. Studentsworking through the writing process and becoming more confident writers is a high priority.


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Family and Community Involvement

Family and Community Involvement Summary

At Heritage Elementary, we believe Heroes are first, parents are partners, and together we form a collaborative, caring community. Family and communityinvolvement is essential for our students’ academic, social, and emotional success. We offer before and after school tutoring and expanded afterschool clubsin partnership with students from FRHS. Clayton YES is housed on our campus providing childcare services every morning and afternoon. We conductedour annual Title I Orientation Night, provided parents with our Title I Family Involvement Policy and Home-School Compact, in addition to promoting theKISD Title I Parent Involvement Trainings. Rise and Shine Assemblies occur monthly to boost campus climate, recognize outstanding studentachievements, and promote upcoming events.

We promote active engagement and community outreach opportunities for our students, families, and staff. Many family events were planned in conjunctionwith our PTA, including musical performances, Cosmic Bowling, carnival, rodeo day, movie night, Lego night, and our Valentine’s Day Dance. Wepartnered with Strong Fathers, Strong Families for Math Morning, Science Night, and Bring Dad to School Day. We also encouraged Watch DOGSparticipation, and provide Food for the Soul backpack meals weekly to students in need. We participated as a campus in the Hour of Code, Casey’s Kids’Fun Run, Jump Rope for Heart, we conducted a Keller Community Storehouse Food Drive & Toy Drive, PTA “Books for Cooks” book drive for localchildren’s doctor offices, and participated in the Diabetes Walk. As a community, we supported a Chick fil A Spirit Night, donating all of the proceeds toTeam Mike. Our staff also received recognition from many community businesses for Teacher Appreciation Week.

Over 200 families joined PTA. We had a small but mighty PTA Executive Board who continued to provide multiple fun family events, including our springCarnival and Holiday Store. We held the first annual Volunteer Appreciation Breakfast and conducted grade level Awards Ceremonies at the end of theyear. Our PTA donated new basketball goals and poles for our playground, sold school supplies, yearbooks, and created a student spirit shirt that matchedour campus theme: Teach Like a Pirate! Our PTA also revised and promoted the Super Star Math Olympics to provide more students opportunities forsuccess. We are moving forward with a new and expanded PTA Executive Board for next year.

This year we had 66 parent volunteers who helped in classrooms, with field trip events, and provided other campus support. There were also 29 fatherfigures who volunteered as Watch DOGS. We are fortunate to be located next door to Fossil Ridge High School and partner with students from the Ridge ona weekly basis for clubs, mentoring, reading with students, Ready-Set-Teach Program, and volunteers for our campus events. Both the Summer GlenLibrary and Watauga Library partnered with us on Hero Literacy Night to encourage student participation in their summer reading programs. All families inattendance received a free book donated from our PTA, Scholastic Books, and Half-Price Books. We held two Scholastic Book Fairs and held specialrecognitions for Grandparents’ Day and Veterans’ Day, as well as held our largest ever Career Day. We provided a new Kinder Family Social Night and aremaking plans for “Kinder Camp,” so that our youngest Heroes can be more comfortable starting school next August.

There are a variety of exceptional learning and extra-curricular opportunities available at Heritage Elementary. We also had a record 20 submissions to theKeller ISD Film Festival this year, with 8 finalists and 1 winner. Students competed in Cup Stacking, Music Memory, and had Artwork on display at theKeller Art Festival. We also worked to improve public relations by promoting campus events through the KISD communications department and socialmedia to highlight our students and school. In addition, several teachers were awarded 13 grants this year for classroom materials and technology.


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Family and Community Involvement Strengths

A variety of family involvement opportunitiesHigh attendance of campus eventsIncreased number of active volunteersDevelopment of a consistent and strong PTA that partners and supports the school.

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: The survey results indicate that parents desire more consistent communication from the campus and teachers.


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School Context and Organization

School Context and Organization Summary

At Heritage Elementary, we have an aligned mission, vision, and values that drive organizational decisions. We continue to hold high expectations forourselves and promote positive, collaborative relationships with staff, students, and families. We have developed a Master Schedule to maximize instructionand provide Flex Time for student interventions. We have improved flow-thru lane signage and parking lot markings. A staff and parent handbook has beendeveloped. Teachers are provided opportunities for collaboration and feedback. We also added a “Process Detectors” Action Team to help revise anddevelop better systems and processes.

Remind 101 is used for staff reminders and School Messenger more fully utilized for school-wide parent communication. 86% of staff surveyed feel thatteachers work together to ensure student success and 100% agree that the principal makes decisions that are in the best interest of students. 84% of staffmembers feel that administrators encourage teacher involvement in decision-making and 95% responded that they understand what the principal expects ofteachers.

School Context and Organization Strengths

Physical environment improvementsProfessional collaboration and positive administrative supportIncreased extracurricular activities and clubs

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: The class placements and master schedule does not allow for maximum time on task. There are frequent disruptions due to too manypull outs and content time is disjointed. Pull outs need to be distributed equally in classrooms and the master schedule should indicate content priorities.


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Technology

Technology Summary

Technology is an important tool for integrating the 21st Century Skills that students will need in the future. We have several tools available to classroomteachers, including: iPads (purchased in 2017 Fall Semester for grades K-2, with plans to add more at upper levels), laptops, classroom computers, andChromebooks. Many teachers utilize technology in the classroom on a daily basis and several have written grants for their own technology needs. Ourlibrarian advocates the Hour of Code and utilizes a variety of technology tools for Makerspace activities. Technology is being integrated in core contentareas. The tools most often used are digital cameras, internet, digital streaming, multi-media presentations, document cameras, and skills-based instructionalprograms and apps.

According to our Campus Climate Survey, 69% of parents rated the overall quality of our digital learning environment as Good to Excellent, while only 59%of staff agree. Feedback from teachers suggest that their overall knowledge of technology is strong and teachers are willing to learn. However, there isfrustration in the limited amount of technology available and the outdated/broken technology is salvaged each year, yet not replaced. According to a staffTechnology Survey, 78.5% of technology devices are fully functional. Teachers indicated that they welcome an increase in technology tools for either theyor their students to complete their work effectively and efficiently. Suggestions included: more laptops/iPads for students, SmartBoards, updated computerlab/computer lab teacher.

Technology Strengths

Teachers’ knowledge and willingness to integrate technology into classroom instructionLibrarian support for Hour of Code, Media Club, & Maker Space ActivitiesTeacher innovation in writing grants for classroom technology devices

Problem Statements Identifying Technology Needs

Problem Statement 1: Campus technology is limited. There are not enough devices for students to use and teacher training in integration is limited.


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Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic reading assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.


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Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures dataStudy of best practicesOther additional data


January 2, 2018 12:37 pm

District Strategic Priorities / Goals

Goal : Increase Student Achievement

Performance Objective 1: In 2017-2018 we will increase the number of students making 1 year's growth in math from 60% to 65% as measured by localand state assessment data.

Met/Did Not Meet Goal 1:

Summative Evaluation 1: Some progress made toward meeting Performance Objective

Action Step Description Title I Monitor MeasuresProgressReviews

Dec Apr July1) Conduct administrative walkthroughs and focused data talksto monitor TEKS calibration; instructional alignment ofvocabulary and lesson design to district framework; and identify/ support areas in need of academic training/coaching.

Principal, AP, AA Walk-thru DataT-TESS Evaluations

Funding Sources: 199 - General Fund - 0.00

2) Plan on-going collaborative opportunities for TEKSdeconstruction, data analysis, and designing engaging learningexperiences following the district framework.

1 Teachers andAdministrators

Collaboration CalendarLesson Plans

Funding Sources: 211 - Title I Pt A Impr BSC Prg - 11900.00

3) Provide training and coaching to teachers in instructional bestpractices regarding the math workshop model [number talks,number sense, spiraling, fluency, problem-solving, and academicvocabulary].

1 District Math Coach Training MaterialsCoaching Feedback

4) Support identified students in need by providing highly-effective research-based intervention strategies through targetedintervention services, including the use of paid certified Tutors,to reduce the number of students in need of Tier 3 assistance.

1 Math IST, Teachers andTutors

STAAR DataCommon AssessmentsAIMSweb

Funding Sources: 285 - Title I Part A ARRA - 10000.00

5) Provide family involvement event with activities to promoteuse of math games and strategies at home.

1 Teachers,Administration, MathIST

Family Math Night AttendanceFamily Feedback


6) Provide professional development for problem solving (UPScheck) implementation.

District Math CoachTeachersPrincipal

Common AssessmentsFormative AssessmentsWalkthroughts

7) Teachers will implement data analysis process following eachcommon assessment.

Campus Administration Evidence of discussions


January 2, 2018 12:37 pm

8) Implement student growth tracker process Campus Administrationand Teacher

Evidence of student samples

9) Purchase and Provide targeted student access to EducationGalaxy and "Lift Off", an interactive Math Assessment /Instructional program that will address Tier 1 math skills /embedded problem solving as well as to identify math skill gapsfor students requiring Tier 2 and Tier 3 math intervention.

1 Campus Principal, MathIST

Student Usage per classroom,Student growth over the year per classroom

Problem Statements: Student Achievement 4Funding Sources: 211 - Title I Pt A Impr BSC Prg - 3900.00

10) Purchase and provide targeted student access to an increasedamount of instructional technology resources to facilitate accessto targeted Math intervention programs which will targetstudents' skill gaps, increase problem solving abilities, andincrease computation fluency.

Teach training / professional development will be provided.

Campus Principal, AP,Math IST,

Classroom walk-throughs, Student usage and growth reports

Problem Statements: Student Achievement 4 - Technology 1Funding Sources: 211 - Title I Pt A Impr BSC Prg - 11600.00

11) Provide Motivation Math supplemental for students to useboth in classroom and at home.

1 Campus Principal, AP,AA, Classroom teachers

Teachers' lesson plans


12) The principal will attend the National Title 1 Conference inFebruary, 2018, and bring back strategies from successful Title 1schools to share with staff and guide PD.

1 Principal Proof of principal's registration at conference, proof of principal'sattendance at conference, faculty meeting agendas & PLC agendaswill reference that information learned at the conference is beingshared with the staff.

= Accomplished = Above Target = On Target = Below Target = Discontinue

Performance Objective 1 Problem Statements:

Student AchievementProblem Statement 4: AIMSweb indicates that an increase of the effectiveness of Tier 1 instruction in math and reading is a continued need. Root Cause 4: Alignment is needed across gradelevels and across the campus regarding curriculum resources that calibrate with the rigor of the local and state assessments.

TechnologyProblem Statement 1: Campus technology is limited. There are not enough devices for students to use and teacher training in integration is limited.


January 2, 2018 12:37 pm


Performance Objective 2: In 2017-2018, we will increase the number of students making 1 year's growth in reading from 58% to 63% as measured by localand state assessments.


Summative Evaluation 2: Significant progress made toward meeting Performance Objective


Dec Apr July1) Provide an aligned, research-based reading assessment tool,Fountas & Pinnell BAS, for every reading teacher using Titlefunds.

Provide professional development for every reading teacher toensure fidelity of assessment administration and alignment acrossand between grade-levels.

1 Principal, AP, AA,Instructional Coach, IST

BOY, MOY, EOY reading assessment data will be valid, reliableand aligned


2) Provide an interactive, supplemental reading diagnostic andinstructional technology program and ensure targeted studentaccess to program with fidelity (RAZ Kids and Reading A-Z).Also, this will provide teacher tutoring packs.

1 Campus Principal, AP,AA, Reading IST,Classroom teachers

Classroom walk-throughs,Student usage and student growth reports per classroom


3) Provide Motivation Reading supplemental, leveled readingresources for students to use both in classroom and at home.

1 Campus Principal, AP,AA, Classroomteachers, LiteracyLibrary Committee

Students' reading logs, teachers' lesson plans, number of bookschecked out from literacy library

Problem Statements: Demographics 1


January 2, 2018 12:37 pm

4) Provide professional development and resources to supportreading such as:- Lucy Calkins Units of Reading-Fountas & Pinnell BAS Reading Diagnostic Assessments-Keller Reading Inventory-RAZ Kids Interactive Reading Program-LLI Reading Interventions- Letter Land- Running Records- Guided Reading- Student Data Folders- Team and Co-Teaching- Standards-Based Data Tracking- Technology to enhance student learning

1 Principal, AP PD training sign in sheets,PD training agendas & minutes

Problem Statements: Student Achievement 1

5) We will employ a Campus ELA Instructional Coach toprovide instructional support to teachers for reading and writing.

Principal, AssistantPrincipal

PLC topics and sign-in sheetsClassroom walk-through observations reflecting practices thatinstructional coach has supported with teachers.

Funding Sources: 211 - Title I Pt A Impr BSC Prg - 62288.25



DemographicsProblem Statement 1: Our economically disadvantaged student percentages are increasing. These added students each year identifies the increase in emotional, academic, physical, and socialsupport.

Student AchievementProblem Statement 1: Student reading levels have increased, however students are not assessed with aligned tools, resources, and processes. It is difficult to analyze data and track progress asa result of the inconsistencies. Root Cause 1: A higher than average number of changes at Heritage have facilitated a wide variety of reading assessment tools, as well as instructionalprograms.


January 2, 2018 12:37 pm


Performance Objective 3: By March 2018, the percentage of students meeting "approaching grade level" or above in writing will increase from 60% to65% as measured by STAAR. (ECD % Safeguard)




Dec Apr July1) Utilize writing lessons and strategies presented in curriculumand instruction documents, resources, and training

Teachers Walkthroughs; Common Assessments

2) Utilize literacy coaches in common planning with modelingand coaching in classrooms

Campus administrators,Teacher Teams

Number & frequency of teachers utilizing coaches; Growth onteacher self-assessment rubrics

3) Implement Data Talk protocols and student goal-settingprocesses in K - 4th grade

Campus administrators,Teacher Teams

Team Action Charts; Walkthroughs

4) Purchase / provide Motivation Writing instructional resourcesfor students as a way to ensure aligned instruction andassessment at the appropriate level of rigor to ensure students aresuccessful on EOY state assessments.

1 Principal, AP,Classroom teachers

Lesson Plans, classroom walk-throughs, students' success levelson district common assessments, students reaching their self-setgoals in writing


5) Create a vertical alignment team for writing that will reviewwriting samples together from grades K-4 and compare these tothe vertically aligned Writing TEKS to address instructionalstrengths and make recommendations for improvements.

Principal, AP, AA,Vertical AlignmentWriting Committee,ELA Teachers

Students' writing performance will improve and increase

Problem Statements: Student Achievement 3


January 2, 2018 12:37 pm

System Safeguard Action Step6) Teachers will track their students' writing progress throughoutthe year through common assessments and record this data intheir class data trackers.We will used an aligned rubric for grades K-4 to ensure objectiveassessment.

Teachers will specifically reference the correlation betweenstudents identified as "economically disadvantaged" and thosestruggling in writing.

Writing interventions will be shared and a writing interventiongroup will be created on each grade level team.

Principal, AP, IC,Teachers, VerticalAlignment Team forWriting

Problem Statements: Demographics 1 - Student Achievement 3

7) 3rd and 4th Grade Teachers who have not yet attended theGretchen Barnabei Writing Trainings will do so.

Principal, Teacher

Funding Sources: 211 - Title I Pt A Impr BSC Prg - 2150.00System Safeguard Action Step

8) K-4 Classroom Teachers will create a common writing SLO"Student Learning Objective" Goal and will track progresstoward achieving it.

Teachers, AA, AP, ELAInstructional Coach,Principal

District Common Assessment results, classroom walk-throughs,writing vertical alignment team meeting minutes

Problem Statements: Student Achievement 3 - Curriculum, Instruction, and Assessment 1



DemographicsProblem Statement 1: Our economically disadvantaged student percentages are increasing. These added students each year identifies the increase in emotional, academic, physical, and socialsupport.

Student AchievementProblem Statement 3: There is a need for a more aligned writing composition rubric for assessing writing. Root Cause 3: Unit the purchase of the Lucy Calkins materials, the writing rubricswere misaligned.

Curriculum, Instruction, and AssessmentProblem Statement 1: Writing scores improved to a passing rate of 60%, however there were no 7's or 8's in the fourth grade compositions. Students working through the writing process andbecoming more confident writers is a high priority.


January 2, 2018 12:37 pm


Performance Objective 4: By June 2017, increase .....PBIS data as measured by PBIS district walkthrough data and an increase from 0% Morning Meetingimplementation to 80% implementation




Dec Apr JulyPBMAS

1) Implement monthly / bi-monthly PBIS/SEL meetings in staffmeetings with an emphasis on building a positive culture andaligned expectations in the common areas and classrooms.

Counselor, AP, AA,PBIS Team

Meeting agendasBook Study participationDistrict Walkthrough Data

Problem Statements: School Culture and Climate 1Funding Sources: 199 - General Fund - 0.00



School Culture and ClimateProblem Statement 1: PBIS is strong in the common areas, however data is showing that we need consistent classroom management strategies and morning meetings in the classrooms forpositive environments.


January 2, 2018 12:37 pm

Goal : Excellence in Student, Parent and Community Relationships

Performance Objective 1: 2.1 Assure timely, effective, and consistent two-way communication


Summative Evaluation 1: Exceeded Performance Objective


Dec Apr July1) We will update communication resources in a timely manner(school marquee, website, Twitter & Facebook Accounts)

Principal, AP, Tech /Media Teacher

Communications will be shared at least weekly via eachcommunication source.

Problem Statements: Family and Community Involvement 1

2) The principal will utilize Remind 101 and School Messengeraccounts.

Parents will be prompted to sign up via Principal introductionletter, School Messenger & our Title-1 Parent Meeting.

The principal will communicate via this mode to provide instantcommunication as needed.

Principal, Secretary Principal Introduction Letter,Remind 101 Account,School Messenger History


3) The Faculty / Staff Retreat will include teachers visiting thehomes of Heritage students to gain feedback on what we aredoing well and what we need to improve.

Principal, AP, Faculty,Staff

Google Sheet created with Feedback from interactive GoogleForm.

Twitter thread documenting photos of teachers visiting students'homes @HESHeroesOnAMission


4) We will implement a new weekly communication tool, the"Newsday Tuesday" folder.

Teachers will send all printed communications and graded papershome in a common, school wide Heritage folder only onTuesdays. We will share detailed instructions regarding this newprocess with parents via our Title 1 Parent Night and Principal'sIntroduction letter.

Campus wide, teachers will hold to the expectation that studentsreturn their folders on Wednesdays and will be rewarded fordoing so.

Classroom Teachers Students taking their folders home on Tuesdays and returnemptied folders on Wednesday.

Parent feedback regarding school communications will improveon our parent survey at the end of the 2017-2018 school year.



January 2, 2018 12:37 pm



Family and Community InvolvementProblem Statement 1: The survey results indicate that parents desire more consistent communication from the campus and teachers.


January 2, 2018 12:37 pm

Goal : Excellence in Processes and Systems

Performance Objective 1: 3.1 Ensure organizational efficiency and alignment


Summative Evaluation 1:


Dec Apr July1) Adjust Master Schedule to:

ensure that instructional minutes are aligned to Keller ISDframework requirements and to protect Tier 1 instructional time.

and--

ensure that "FLEX Time" is used for intervention and enrichmenttime with fidelity.

Principal, AP, Teachers Campus Master Schedule,Classroom walk-throughs to check for alignment betweenschedule and in-class instruction.

Classroom walks targeting "FLEX Time" to ensure fidelity withminutes offered.

Problem Statements: School Context and Organization 1

2) We will create a vertical alignment team for Reading, Writing,and Math.

Teams will meet three times a year to evaluate, monitor, andmake recommendations for academic areas of strength and need,and refer to scaffolding documents to ensure instructionalalignment from Kindergarten through 4th grade and across gradelevel teams.

Principal, AP, AA Vertical Alignment Team Agendas and sign in sheets

Problem Statements: Student Achievement 1, 3

3) Redistribute and align instructional resources, includingtechnology, to ensure equitable distribution of relevant /beneficial resources across all grade levels.

We will distribute 60 laptops from KISD Technology to grades3-4, distribute Chromebooks from PTA (and redistributepreviously purchased Chromebooks for equity) to grades 2-4,and purchase / distribute iPad Minis from Title-1 Funds forgrades K-2

1 Principal, AP, Secretary,Librarian / MediaSpecialist

Campus inventory will reflect an increase in technology resourcesprovided to classrooms across grade levels and vertically acrosscampus in an equitable, strategic way.

Classroom walks will indicate aligned resources used with fidelityfor strategic and targeted instructional purposes.

Problem Statements: Technology 1Funding Sources: 211 - Title I Pt A Impr BSC Prg - 14000.00, 199 - General Fund - 0.00



January 2, 2018 12:37 pm


Student AchievementProblem Statement 1: Student reading levels have increased, however students are not assessed with aligned tools, resources, and processes. It is difficult to analyze data and track progress asa result of the inconsistencies. Root Cause 1: A higher than average number of changes at Heritage have facilitated a wide variety of reading assessment tools, as well as instructionalprograms.Problem Statement 3: There is a need for a more aligned writing composition rubric for assessing writing. Root Cause 3: Unit the purchase of the Lucy Calkins materials, the writing rubricswere misaligned.

School Context and OrganizationProblem Statement 1: The class placements and master schedule does not allow for maximum time on task. There are frequent disruptions due to too many pull outs and content time isdisjointed. Pull outs need to be distributed equally in classrooms and the master schedule should indicate content priorities.

TechnologyProblem Statement 1: Campus technology is limited. There are not enough devices for students to use and teacher training in integration is limited.


January 2, 2018 12:37 pm

Goal : Excellence in Processes and Systems

Performance Objective 2: 3.2 Use continuous improvement framework to drive sustained organizational success


Summative Evaluation 2: Significant progress made toward meeting Performance Objective

Goal : Employee Excellence and Organizational Improvement

Performance Objective 1: 4.1 Employ, train and retain a diverse, well-qualified, innovative staff


Summative Evaluation 1: Met Performance Objective

Goal : Employee Excellence and Organizational Improvement

Performance Objective 2: 4.2 Foster a positive, engaging work environment that supports collaboration, community and personal wellness



Goal : Excellence in Financial Stewardship

Performance Objective 1: 5.1 Provide equitable distribution of financial resources throughout the district



Goal : Excellence in Financial Stewardship

Performance Objective 2: 5.2 Ensure sound fiscal practice and financial transparency



January 2, 2018 12:37 pm



January 2, 2018 12:37 pm

System Safeguard Action Steps

Goal Objective ActionStep Description

1 3 6

Teachers will track their students' writing progress throughout the year through common assessments and record this data in theirclass data trackers. We will used an aligned rubric for grades K-4 to ensure objective assessment. Teachers will specificallyreference the correlation between students identified as "economically disadvantaged" and those struggling in writing. Writinginterventions will be shared and a writing intervention group will be created on each grade level team.

1 3 8 K-4 Classroom Teachers will create a common writing SLO "Student Learning Objective" Goal and will track progress towardachieving it.


January 2, 2018 12:37 pm

State Compensatory

Budget for Heritage Elementary School:

Account Code Account Title Budget

6100 Payroll Costs1997-11-00-106-24-000-611900 6119 Salaries or Wages - Teachers and Other Professional Personnel $60,703.68

6100 Subtotal: $60,703.68


January 2, 2018 12:37 pm

Personnel for Heritage Elementary School:

Name Position Program FTE

Cyndee Birchfield Intervention Support Teacher Intervention 1


January 2, 2018 12:37 pm

Title I

Schoolwide Program Plan

Heritage’s strategic campus improvement plan focuses on the ten components for Title 1 schools, with a focus on academic progress of students in the corecontent areas of math, reading, and writing. Professional Learning Communities (PLC’s) are in place and Vertical Alignment Teams for each area will be inplace to support the required components with staff being a part of the data analysis and disaggregation of each components. As a campus team, we divideresponsibilities for the CNA, action steps, and data collection to show growth and progress towards the goal based on the CNA conducted prior to currentschool year. We have supported our teachers in creating professional goals that align from our campus goals to ensure a targeted focus on a campus-wideincrease in the percentage of students making one year’s growth in these three core areas. This model allows for staff members to track students’ growththroughout the year and empowers staff to make decisions for the campus, implement the plan, gather data, and measure success of their individual goals andsteps.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

A Comprehensive Needs Assessment was conducted in May of the preceding school year by the Heritage Staff along with outgoing and incoming CampusAdministrators. We worked collaboratively and used multiple sources of State, district, and campus data to identify campus challenges.

2: Schoolwide Reform Strategies

This year Heritage will emphasize alignment with our district’s curriculum framework, utilizing the VESTED instructional framework for Math, the LucyCalkins’ Units of Study curriculum for Writing and Reading, and using the Fountas & Pinnell aligned, research-based assessment and curriculum for readingintervention. Our campus’ ELA & Math instructional coaches, along with our district ELA coordinator and Fountas & Pinnell trainer have offered guidanceand coaching with these aligned materials. Campus Administration and the Campus Coach joins teams during their planning sessions to offer support andguidance throughout the process. Another reform strategy we have this year is data analysis and instructional planning based on the results of commonassessments. Grade levels conduct a root cause analysis/item analysis and develop a plan to support deficit areas in their grade level. Teams also review thevariance in results between the district and our campus as well as our campus vs. classes and create a plan for supporting all students in the grade level. Thisplan is implemented for the next six weeks and progress/growth is measured to ensure the action plan is working. Beginning in the 3rd six week gradingperiod, all grade levels will meet with the campus administration to share their data and the action plan they have developed. Also at that time, we will set theexpectation that every student will have a data folder that they use to track their progress in reading and math while setting personal goals. We added thecomponent of effort vs. achievement tracking for students this year along with students writing smart goals and action steps to achieve their goals. Studentswill conference with teachers about their assessment results to discuss their individual progress in growth, effort, and then set goals and plans for the next sixweeks.


January 2, 2018 12:37 pm

Title I Personnel

Name Position Program FTE

Mallory Slawinski Coach Instructional Coaching 1


January 2, 2018 12:37 pm

Plan Notes

Can be used to document minutes for CEIC

PLC Reviews before formative assessment is shared

Teachers can input data prior to presenting to CEIC

Coming Soon: Connections to Title I Crate


January 2, 2018 12:37 pm

Campus Education Improvement Committee

Committee Role Name PositionAdministrator Ellie Adkins-Webb PrincipalAdministrator Robin Sanchez Assistant PrincipalParaprofessional Lisa Jett SecretaryCommunity Representative Pastor James Palfrey Pastor at church next doorNon-classroom Professional Erin Poage CounselorCampus Instructional Specialist Jackie Redding Math ISTCampus Instructional Specialist Cyndee Burchfield Reading ISTAdministrator Sarah Hollingshead Assistant AdministratorParent Chiana Diggs PTA President


January 2, 2018 12:37 pm

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2017-2018 Campus Improvement Plan Heritage Elementary … · 2018-04-10 · Tags. Campus Climate...

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