Judson Independent School District 2017-2018 Campus Improvement Plan Accountability Rating: Met Standard Distinction Designations: Academic Achievement in Reading/English Language Arts 1 of 20
Mission Statement "Every student matters, every moment counts" Vision At Olympia Elementary, we strongly believe that every child can learn and achieve the highest level of academic success with the proper preparation and support. Our entire staff is dedicated to building a safe, compassionate community of lifelong learners who are inspired to become respectful and responsible young citizens. With your continued support, we are committed to improvement and making our school even more successful than it is currently. As a parent/guardian and community member you are a critical component to making Olympia Elementary successful and thank YOU for your dedication to your children and to our school. 2 of 20
Comprehensive Needs Assessment Needs Assessment Overview Continue to improve attendance rates: 2% of students had 10 or more absences this school-year to date. Increase in student referrals for physical contact and insubordination. Large class size made it difficult to give student needed attention. Improve in all areas of STAAR in all grade levels across all sub-populations. Increase rigor through TEKS alignment. AA population consistently performs lower than other sub-populations. None have met "advanced/mastered" on any assessment. Over the last 3 years reading scores have dropped with the most drastic decline this year (83%-63% First round STAAR administration). Targeted intervention needs to occur early in the year. Need for more student activities such as clubs that are accessible to primary grades. Improve communication and followthrough related to systems, procedures, and expectations. Consistency in staff recognition and support for struggling teachers. Student discipline should focus on positive rather than negative. Employee attendance rate averages about 90%. Teachers need consistent support through PD, and monitoring of implementation. Consider experience, student needs to select meaningful, applicable, and timely professional development. Leadership development. Focus on rigor (teaching to the TEK) at each grade level. Continue to use a variety of data to assess student progress and track consistently to inform instruction. Need to find efficient ways to scaffold low performing concepts while continuing to follow curriculum maps. The same parents volunteer for everything. Parents do not like the tardy or absenteeism policies. There is an increase of hardto-reach parents. Build positive, consistent communication parents and community. Invite community businesses to provide mentors. Keep website current. Improve participation in PTO and attendance at parent meetings. Increase opportunities for teachers to share insight from professional learning experiences such as book studies and PD experiences. Re-establish the vertical teams. Increase student accessibility to other technology to integrate and create instructional products. Integrate student use of technology during instruction. Increase bandwidth for classroom efficient classroom computer use. 3 of 20
Demographics Demographics Summary Student enrollment currently at 454 with 34.9% of students identified as economically disadvantaged. Largest minority population is Hispanic at 43%. At-Risk population is currently 64%. Class size averages at 19-1. There has been a reduction of tardy students due to implementation of tardy policy however tardies continue to be a concern. Our average daily attendance has dropped from 97% (15-16) to 96% (16-17). Office referrals increased in the area of insubordination. All teachers are highly-qualified. Most staff members have been at OE for 5+ years. OES has implemented a mentoring program for new teachers to teaching and new to teachers to our campus. Teachers seek opportunities for professional development. Demographics Strengths There has been a reduction of tardy students due to implementation of tardy policy. Enrollment has increased from 411 (15-16) to 448 (16-17). Look into mobility rate vs district/state and attendance. Problem Statements Identifying Demographics Needs Problem Statement 1: ADA has dropped 1% which impacts state funding and index 4 (post secondary readiness) on school report card. Root Cause: Special programs (pre-k and PPCD) tend to have a higher absentee rate. Problem Statement 2: Increase of office referrals due to insubordination. Root Cause: Lack of campus wide discipline management system and PBIS supports. Problem Statement 3: Tardies continue to be an issue. Root Cause: Inter-district transfers driving from other attendance zones. 4 of 20
Student Academic Achievement Student Academic Achievement Summary STAAR scores show improvement in all areas and in all grade levels across all sub-populations. We need to continue to increase rigor through TEKS alignment. AA population consistently performs lower than other sub-populations. In looking at STAAR reading scores, we see a trend of 5th grade reading scores dropping. We need to continue to monitor target intervention that addresses individual student needs to close gaps. We need to monitor students "meeting" grade level and provide differentiated support to move them to mastery. At 74% passing rate in writing our campus continues to need professional development in the writing process. Student Academic Achievement Strengths Performance trends on CBA s and Benchmarks predict consistent results as previous years. 5th grade STAAR scores show Math scoring 87% (+3% points 1st admin). Hispanic population is performing at or higher than our white ethnic group, even in terms of mastering/advanced. Higher percentage of special education students are passing the STAAR. Three-year trend show math scores continue to rise. Students receiving RTI intervention consistently make at least 1-year s growth. 3rd (88) and 4th (82) grades performed above district in reading STAAR. Science continues to be a strength for OES. We contribute some success to the science camp which offers hands-on investigations and real-world applications. Problem Statements Identifying Student Academic Achievement Needs Problem Statement 1: OES would like to see more students score at the mastery level on STAAR. Root Cause: Not enough intentional planning of reinforcing highly tested SEs. Problem Statement 2: Need additional intentional targeted instruction for sub-populations. Root Cause: Lack of data analysis. 5 of 20
School Processes & Programs School Processes & Programs Summary Teachers have a better understanding of deconstructing the TEKS and developing student activities that provide evidence of learning. Teachers follow the district scope and sequence and utilize the tools in TEKS Resource System. Teachers incorporated the use of monthly common assessments to consistently track student data. The need to find efficient ways to scaffold low performing concepts while continuing to follow curriculum map remains a need. Campus-wide use of document cameras and projectors for instruction are utilized. TAG & 5th Grade science have laptops for student use. 2 COWS equipped with chrome-books are frequently utilized by all grade levels. All students have access to technology education as part of specials rotation. 5th grade uses STEMScopes as part of their instructional strategies. Students find school to be enjoyable and safe. Teachers participate in decision making process through RPM and Team Leadership. Clear expectations for instruction, collaboration, and following campus procedures are shared, reinforced, and understood by staff. All teachers are highly-qualified. Most staff members have been at OE for 5+ years. Mentor program is in place for new and new to campus teachers. Teachers seek opportunities for professional development through Region 20, book studies, PLCs, technology updates, and through district supports. School Processes & Programs Strengths On-going collaboration, professional growth, reflection on best practices. High employee attendance rates and retention rates. Teachers have a strong foundation of the TEKS and are consistently looking for ways to stay current in their field, engage students, and provide rigorous instruction. OES provides many after school programs for student involvement. Problem Statements Identifying School Processes & Programs Needs Problem Statement 1: Low percentage of students are at the mastery level. Root Cause: Collaboration opportunities for strategic planning and data disaggregation is not a focus. 6 of 20
Problem Statement 2: Students not performing as high as the should be. Root Cause: Purposeful planning for students meeting grade level standard. 7 of 20
Perceptions Perceptions Summary Parental support for campus activities and needs is high, however, participation in PTO is low. Parents feel communication is timely but we need to keep it a focus by keeping all forms updated. Parents will attend day events if their child is performing or being recognized. There has been an increase in business partnerships with the school. Students feel safe and like school. OES continues to provide a wide variety of after school programs and clubs for all students. Students and parents agree that they are challenged academically and that the teachers care about their students. Parents and students agree that interventions are provided for struggling students. Student disciplinary issues are primarily handled at the classroom level. Improve clear communication and follow-through related to systems, procedures, and expectations. Student discipline should focus on positive rather than negative. Perceptions Strengths Students feel safe at school and like school. Student and parents feel like the school is meeting their needs. OES welcomes parent support and are looking for more parental involvement activities. Problem Statements Identifying Perceptions Needs Problem Statement 1: OES needs clear articulate campus-wide expectations for common areas with reward system. Root Cause: Old and outdated systems have not been addressed. Problem Statement 2: Lack of opportunities for working parents to participate and get involved. Root Cause: Not providing activities later in the evening. 8 of 20
Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations Federal Report Card Data PBMAS data Community 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 versions Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Student Success Initiative (SSI) data for Grades 5 and 8 SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license) SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license) Local benchmark or common assessments data Student failure and/or retention rates Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Economically Disadvantaged / Non-economically disadvantaged performance and participation data Special education population, including performance, discipline, attendance, and mobility 9 of 20
At-Risk population, including performance, discipline, attendance, and mobility Section 504 data Gifted and talented data Dyslexia Data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Employee Data Professional learning communities (PLC) data Staff surveys and/or other feedback Campus leadership data Professional development needs assessment data PDAS and/or T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Community surveys and/or other feedback Support Systems and Other Data Organizational structure data Processes and procedures for teaching and learning, including program implementation Communications data Budgets/entitlements and expenditures data Study of best practices Other additional data 10 of 20
Goals Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students of higher education and workforce readiness Performance Objective 1: Improve, sustain, or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness by targeting a 90% passing rate in each content area of the 2018 STAAR, and have masters grade level increase by a minimum of 5 percentage points per subject for each grade level. Evaluation Data Source(s) 1: 2018 STAAR data Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact CSF 1 CSF 4 CSF 7 1) Campus will follow a variety of instructional models: selfcontained/teaming/departmentalized, with specific teaching assignments made to address gaps in instruction. System Safeguard Strategy PBMAS CSF 1 CSF 2 CSF 4 CSF 6 CSF 7 2) Our student performance in our SPED subgroup will continue to be a focus for our campus; collaborative planning and assessment between SPED and General Ed teachers will ensure STAAR preparation for our special needs population; Inclusion model of instruction will continue this year with the addition of the co-teach model in 5th grade Principal, AP, RTI facilitator, team leaders Principal, AP, RTI Facilitator, SPED teachers Improve results on CBAs, informal assessments, campus benchmark, STAAR data CBAs, informal assessments, campus benchmark, STAAR data Formative Reviews Dec Mar June 11 of 20
System Safeguard Strategy PBMAS CSF 4 CSF 7 3) 3) Based on STAAR data and other forms of data professional development will be provided on a continual basis to address teacher and student needs. CSF 1 CSF 4 CSF 7 4) Continue identification, differentiated instruction (K-5), and pull out program for Gifted and Talented students. System Safeguard Strategy CSF 1 CSF 2 CSF 4 5) At-risk population will be identified and monitored by classroom and comp ed teachers. Comp Ed teachers will provide additional support through push in and pull out instruction, in collaboration with classroom teachers. CSF 6 6) Campus will continue to promote college and career readiness through student participation in OETV, campus garden club, Career Fair, student council, yearbook club. and STEM activities (including Robotics), school choir. CSF 1 CSF 4 7) 5th grade students will attend our annual outdoor Science Camp in October. CSF 1 CSF 2 CSF 3 CSF 6 8) Campus will use campus PLC sessions, extended planning, grade level planning, team leadership meetings, and campus PD sessions to explore ways to further analyze assessment data which will impact individual differentiation, as needed, and ensure growth for all students. Principal, AP, RTI facilitator Lesson plans, PD sign in sheets, STAAR scores, universal screener, and CBA throughout the year. 4, 10 Principal, TAG teacher Lesson plans, assessment data on TAG students, PD sign in sheets RTI facilitator, Comp Ed teachers GIST meetings, progress per data points, assessment data Funding Sources: 171-7 State Compensatory Education - $11,295.00 10 Principal, counselor, club sponsors Principal, 5th grade teachers Student participation rosters, Career Fair sign in sheets STAAR Science scores Funding Sources: 199-7 -General Operating - $10,000.00 2, 4, 8, 9 Principal, AP, RTI facilitator Sign in sheets, meeting agendas/notes 12 of 20
CSF 1 CSF 2 9) Instructional intervention materials for at risk students, to be used before, after, and during school tutorials, and in pull out and push in settings; mentoring program, and additional instructional materials for Tier 1, 2, & 3 will be identified and provided to teachers under the direction of RTI facilitator. CSF 6 10) Promote a positive transition from PK to Kindergarten by scheduling "a day in K" for PK student the week of 5/30/17. CSF 5 CSF 6 11) Hold annual Kinder Kamp for all PK-K students 8/21/17. CSF 1 CSF 4 12) Student attendance will be at or higher than 97%. Campus attendance plan will be implemented to monitor progress throughout the year. CSF 1 CSF 2 CSF 4 CSF 7 13) Adopt a school wide writing strategy (REFEOS) and provide on-going training. Develop and implement a campus vertical alignment writing committee. Implement the school-wide vertical writing plan. CSF 1 CSF 2 14) Continue to identify and monitor McKinney-Vento and Migrant students for attendance, academic achievement, and social progress. CSF 1 CSF 7 15) Based on LEP denial population, students will be regularly (each grading period) monitored for consistency between grades and assessments. Teachers of those students will be trained in more Sheltered Instruction strategies and integrating language goals into their daily instructional objective. 1, 8, 9, 10 Principal, RTI facilitatorrti meetings, progress per data points, assessment data Funding Sources: 171-7 State Compensatory Education - $10,745.00 7, 10 Principal, PK-K teachers Principal, PK-K teachers 10 Principal, AP, PEIMS, Counselor 1, 2, 8, 9 Teachers, RTI Facilitator, Principal 9, 10 Counselor, PEIMS clerk, and Teachers Master Calendar Lesson plans Collaboration between PK and K teachers Attendance at event, sign in sheets PEIMS data 2016-2017 STAAR composition scores; grade level common assessment scores Student scores, counselor and teacher records on individual students, PEIMS attendance records, and migrant forms. AP, Teachers of denials Assessment scores (STAAR, TELPAS, CBAs, common assessments) = Accomplished = Considerable = Some Progress = No Progress = Discontinue 13 of 20
Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation Performance Objective 1: Increase parent and community involvement in the school. Evaluation Data Source(s) 1: Critical dates communicated (marquee, FB, website, newsletters, etc), Sign in logs, volunteer rosters, copies of communications Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact CSF 3 CSF 5 CSF 6 1) Continue present communication efforts which include campus web page, Facebook, monthly newsletter, Parent Center, school wide phone calls, calendars, grade level newsletters, marquee, parent conferences, PTO meetings and newsletters, campus meetings, and introduction of QR codes for additional information. CSF 3 CSF 5 CSF 6 2) Continue to develop business partnerships that may lead to possible grant or funding opportunities. 3) Continue Watch DOGS program and expand a program that involve female volunteers as well during school day. 4) Create a parent involvement committee that evaluates on parental involvement activities offered and continues to seek out new ways to encourage parental support. 5) Implement R.E.A.D. dog therapy program in reading to help struggling readers. Principal, Campus web master, PTO president, teachers 1 Principal, Site Base Committee Counselor Campus administrators and teachers Assistant Principal RTI Facilitator Parent communication logs, copies of communications Record of additional funding received by the campus from business partners. Number of Watch DOGS on campus and implementation of DIVAS. Participation rates Committee agendas Individual students meet once a week with the therapy dog and the therapy assistant Students experience less stress when reading Formative Reviews Dec Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue 14 of 20
Goal 3: To increase employee satisfaction and retention of highly effective teachers and instructional aides Performance Objective 1: Continue to have low teacher and staff turnover and satisfied employees that is maintained at 5% or less. Evaluation Data Source(s) 1: End of year turn-over rate Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact 1) Promote collegiality among staff through recognition and hospitality events CSF 3 CSF 6 2) Distribute a staff survey to identify areas of strength, and areas that need work. 3) Support new staff members through assignment of mentors and quarterly new staff meetings 5 Principal, hospitality committee, PTO 5 Assistant Principal Survey Results 5 Principal, AP, Lead Mentor Record of events and those recognized through the year End of year, turnover rate of 5% or less 4) Create opportunities to celebrate successes Campus administrators Spot Light of the Month Teacher and Para of the Month Formative Reviews Dec Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue 15 of 20
Goal 4: 4. To spend money wisely, efficiently, and equitably by coordinating and integrating federal state and local funds to improve the overall learning environment Performance Objective 1: Secretary will continue purchasing procedures that are in place for campus expenditures. Evaluation Data Source(s) 1: Yearly district audit of campus funds. Summative Evaluation 1: Goal 5: 5. All students will be taught in an environment that is safe, drug-free, and conducive to learning Performance Objective 1: Students will receive guidance lessons on being drug-free, and on bullying issues during the counselor's weekly lessons. Evaluation Data Source(s) 1: 10% reduction in office referrals Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact 1) Collaborate, develop, and communicate campus-wide PBIS and discipline management system. Administrators, Counselor, Teachers Through the use of PBIS and Restorative Discipline we should see a reduction of office referrals Formative Reviews Dec Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue 16 of 20
Goal 5: 5. All students will be taught in an environment that is safe, drug-free, and conducive to learning Performance Objective 2: Red Ribbon Week will be celebrated the 3rd week of October. Evaluation Data Source(s) 2: Completion of planned events Summative Evaluation 2: Met Performance Objective Goal 5: 5. All students will be taught in an environment that is safe, drug-free, and conducive to learning Performance Objective 3: Students will regularly participate in student-led wellness activities such as Fitness Fridays and Workout Wednesdays under the leadership of the Mayor's Fitness Council Student Ambassadors. Evaluation Data Source(s) 3: Attendance records, participation logs, completion of planned activities Summative Evaluation 3: Significant progress made toward meeting Performance Objective 17 of 20
Goal Objective Strategy 1 1 2 1 1 3 1 1 5 System Safeguard Strategies Description Our student performance in our SPED subgroup will continue to be a focus for our campus; collaborative planning and assessment between SPED and General Ed teachers will ensure STAAR preparation for our special needs population; Inclusion model of instruction will continue this year with the addition of the co-teach model in 5th grade 3) Based on STAAR data and other forms of data professional development will be provided on a continual basis to address teacher and student needs. At-risk population will be identified and monitored by classroom and comp ed teachers. Comp Ed teachers will provide additional support through push in and pull out instruction, in collaboration with classroom teachers. 18 of 20
2017-18 Site Based Decision Making Team Committee Role Name Position Administrator Karli Sitton Principal Non-classroom Professional Judy Casstevens RTI Facilitator Paraprofessional Becca Horner Secretary Classroom Teacher Jessica Talley Spec Ed Teacher Classroom Teacher Heather Demian Librarian Classroom Teacher Shannan Friesenhahn Kinder Teacher Classroom Teacher Helen Muhle 1st Grade Teacher Classroom Teacher Yvette Olguin 2nd Grade Teacher Classroom Teacher Alex Nieves 4th Grade Teacher Classroom Teacher Prissy St. Romain 5th Grade Teacher Community Representative Ann Cunningham Community Rep Business Representative Bear Goolsby Business Rep District-level Professional Kelly Franklin Special Ed/District Rep 19 of 20
Campus Funding Summary 171-8 State Comp Ed Goal Objective Strategy Resources Needed Account Code Amount $0.00 Sub-Total $0.00 Budgeted Fund Source Amount $14,500.00 +/- Difference $14,500.00 Grand Total $0.00 20 of 20