Harry Stone Montessori Academy Harry Stone Campus Improvement Plan Page 1

Harry Stone Montessori Academy 2015-2016 Harry Stone Campus Improvement Plan Page 1

CAMPUS VISION AND MISSION Mission: To prepare youth for life-long learning through the Montessori and International Baccalaureate philosophies; fostering individual responsibility, mutual respect, self-discipline, and a passion for excellence in order to become inquiring, compassionate, internationally minded global citizens who take action to create a better world. Motto We are ONE Harry Stone, and as one we all succeed! Harry Stone Campus Improvement Plan Page 2

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child. THE STATE OF TEXAS PUBLIC EDUCATION GOALS GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language. GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies. THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration. Harry Stone Campus Improvement Plan Page 3

SIGNATURE PAGE Presented and approved by faculty on (May 2015). Presented to parents and community on (May 2015). Signatures PTA President PTO/PTA Parent Representative Date Pipeir Greene Teacher Representative Date Cheryl Brown, SBDM Chair SBDM Community Representative Date A. Nichole Brooks Principal Date Harry Stone Campus Improvement Plan Page 4

COMPREHENSIVE NEEDS ASSESSMENT SUMMARY DEMOGRAPHICS Data Sources Reviewed: Data 2014-15 Group Summary Statistics TEA Accountability Performance Report (TAPR) Teacher Statistics Report Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? Enrollment % breakdown among the three largest student ethnicity groups (AA 49%, Hisp 38% and White 9.6%) has remained consistent from 2013-2015 Increased retention and enrollment numbers for greater student diversity 58% Economically Disadvantaged (Elem) Targeted supports of Econ Disadvantaged Attract/recruit diversity Harry Stone Campus Improvement Plan Page 5

Low mobility rates = MS 0% and Elementary 1.6% Teacher ethnicity representation Targeted supports for higher % of MS Econ Disadvantage (66%) Teacher Retention Low.9% SPED identified students Low LEP (9.9%) student population 28.6% teachers with more than 20 years of experience 25% (Elem) and 43% (MS) Talented and Gifted identified students Average daily attendance is 98% PK-8 Targeted supports for higher % of MS ELL (20%) students Disproportionate number of AA 28.6%, Hisp 9.5% and White 38% Elem teachers compared to student demographics Disproportionate number of AA 23.8%, Hisp 14.3% and White 43% MS teachers compared to student demographics Low male teacher population (19%) compared to student population by gender Teacher retention rate has steadily decreased 2013-2015 84%-65% 14.3% Beginning (0 Yrs) teaching experience 19% 1 Yr teacher experience Harry Stone Campus Improvement Plan Page 6

STUDENT ACHIEVEMENT Data Sources Reviewed: Data STAAR Accountability Summary Report (District Packet) ITBS District ACP semester exams Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? Academic Achievement in Reading ELA 4 th -8 th 31% of 3 rd Grade did not meet Standard in Reading 3 rd Grade Reading performance improvement Top 25% Closing Performance Gap Academic Achievement Math, Science (Middle School) Less than 50% Advanced Performance 3 rd 8 th 25% (Elem) and 43% (MS) Talented and Gifted identified students Advance performance improvement Maintain performance growth trends and progress Post-Secondary Readiness Top 25% Progress 3yr Teacher Retention drop 84%, 70.8% (2013-14), 65% (2014-15) Harry Stone Campus Improvement Plan Page 7

87% Proficiency (above 40 th Percentile) Reading ITBS 88% Proficiency (above 40 th Percentile) Math ITBS Harry Stone Campus Improvement Plan Page 8

SCHOOL CULTURE AND CLIMATE Data Sources Reviewed: Data Climate/Staff Survey Parent Survey Facilities maintenance logs Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? 100% of teachers surveyed expect campus students to go to college 35.9% overall belief that the district is headed in the right direction (Climate Survey) Campus and district alignment Facilities issues and concerns Promote cultural/diversity awareness and appreciation Harry Stone Campus Improvement Plan Page 9

100% of teachers feel it is their job to prepare students for college 92.9% surveyed indicate instruction on campus is focused on helping students get ready for college. 96.2% Parents surveyed indicate the school welcomes parent involvement and engagement 64.1% positive belief in district core beliefs 59% Belief that discipline is enforced consistently and effectively 52.6% positive belief that facility is clean, safe and free of physical harm 56.4 positive result if offered comparable position, pay and benefits that would stay in district 48.7% on climate survey indicate Morale has improved. Low male teacher population (19%) to student population Disproportionate teacher diversity in comparison to student demographic population Harry Stone Campus Improvement Plan Page 10

STAFF QUALITY/PROFESSIONAL DEVELOPMENT Data Sources Reviewed: Data Climate/Staff Survey TAPR Highly Qualified Survey Report TEI/Scorecard Results Montessori Training Guides Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? 55.6-75% positive increase fall to spring campus survey PD impact on instruction (climate survey) 3yr Retention drop 84%, 70.8% (2013-14), 65% (2014-15) ELL Emergency certifications Train and retain new teachers Harry Stone Campus Improvement Plan Page 11

100% Highly Qualified Staff 100% MS staff trained in IB curriculum framework 62% more than 3yrs experience 29% more than 20yrs experience 100% Staff Progressing or better TEI Scorecard Outperformed the District in Reading, Math and Writing Satisfactory percentages (3-8) Outperformed the District in Advanced Performance Reading, Math and Writing (3-8) Teachers need continued PD in supported programs and educational practices 2-3yr commitment to obtain Montessori certification Advanced Performance Percentages less than 25% in some content areas across grade levels Teacher emergency ELL certifications required to support ELL populations Expand leadership and knowledge transfer opportunities for experienced, high performing (Proficient and above) staff members Continue with targeted programs, data and best instructional practices professional development Student to Staff ratios for core are within the guidelines Harry Stone Campus Improvement Plan Page 12

CURRICULUM, INSTRUCTION, ASSESSMENT Data Sources Reviewed: Data District Scope and Sequence/Curriculum Central on Standards ACPs Montessori Sequence/curriculum guides MYP framework expectations and scoring Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? Outperformed the district averages across multiple subjects and grade levels on Spring 2015 ACPs Allocated time for PLCs and Collaboration Need better alignment with TEKS and district scope and sequence Data-driven PLC and collaboration Up-to-date Montessori curriculum resources and materials for 21 st century skill development TEKS, District Scope & Sequence and campus programs alignment Data driven analysis and training Updated curriculum resources and materials IB Unit Planners Category 1, 2 and 3 level content training for IB MYP teachers Resources for rigorous inquiry and conceptual level learning Pk- 5 planning and collaboration Harry Stone Campus Improvement Plan Page 13

Technology 1 to 1 devices grades 4-8 Increase allotted PLC opportunities for elementary grade levels Teachers trained and experienced in both Montessori and IB MYP Development of Unit Planners IB MYP Harry Stone Campus Improvement Plan Page 14

FAMILY AND COMMUNITY INVOLVEMENT Data Sources Reviewed: Volunteer hours/log Parent Portal percentage involvement PTA General meetings Title I Parent Information meetings Data Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? Active Dad s Club Active PTA Parent Contract of commitment to volunteer hours Parent Information and Programs showcase events Assigned staff to Parent Volunteer/Outreach responsibility Parent representatives on SBDM Montessori and IB MYP information nights and student showcases Volunteer training Consistent calendar updates and communication of upcoming events Timely grade reporting and parent communications Campus community projects Open House and Meet the Teacher Night Whole school/grade level service in learning projects Increase PTA and SBDM participation Harry Stone Campus Improvement Plan Page 15

1.6% Student mobility SCHOOL CONTEXT AND ORGANIZATION Data Sources Reviewed: Data School programmatic structures Leadership teams Committees and structure Master Schedule Duty Roster Weekly Update/Mid-Week Update Communications Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? Block Scheduling MS Montessori multiple grade level structure Representation from all campus 16depts. with student Supervision and duty coverage Staff participation on SBDM Counseling guidance lessons Mentor Teacher Program formal structure and activities Vertical planning and teaming Increased staff participation in PTA RTI process structure Data driven planning RTI process whole campus training Vertical Planning and teaming Data driven planning Targeted tutoring Increased Pk-5 planning and collaboration Increased teacher participation in PTA and SBDM Harry Stone Campus Improvement Plan Page 16

After School Tutoring and compensation Library Lessons class rotations Harry Stone Campus Improvement Plan Page 17

TECHNOLOGY Data Sources Reviewed: Data Targeted PD Roster Technology Policy Summary of Strengths What were the identified strengths? Summary of Needs What were the identified needs? Priorities What are the priorities for the campus, including how federal and state program funds will be used? One to One devices grades 4-8 Technology Computers On Wheels accessible grades 1-3 District provided teacher laptops District assigned technology support staff Increase technology access for elementary grades Maintenance and replacement costs for 4 th -8 th one to one devices Classroom technology devices for instructional purposes Integrating technology Expanding technology access to students and staff Updates and additions to classroom technology Support for technology integration with classroom instruction White boards and smart interactive boards in the majority of classrooms to replace chalkboards Harry Stone Campus Improvement Plan Page 18

Title I, Part A Schoolwide Components: 1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). 2. Schoolwide reform strategies that provide opportunities for all children to meet the State s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program. 3. Instruction by highly qualified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State s student academic achievement standards. 5. Strategies to attract high-quality teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. 8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. 10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. Harry Stone Campus Improvement Plan Page 19

Key Action 1 Briefly state the specific goal (Goal) Increase teacher and leadership content mastery across curriculum areas Indicators of Success Measurable results that describe success (Objective) Aligned Instruction with TEKS, programs (Montessori/IB models) evidenced in Common Assessments (Every 6 weeks) STAAR % Met Standard 3 rd Grade Reading will increase to least 90% and advanced percentages will increase at least 10% across all grade levels. STAAR % Met Standard Grades 3-5 Math will increase by at least 10%. Ref. 1A 2A 3A 4A Strategies and Action Steps Person(s) Responsible Campus Instructional Coach/IB Coord and Instr. Teachers will utilize district content Leadership, blueprints, CPG and Instructional Calendar to Teachers guide lessons and create common/summative assessments (Every 6 weeks or at the end of a Unit Planner) Conduct observation feedback sessions to monitor progress and give support Peer support and observation; tuning Protocols, district department support; collaborative planning time, other school collaborations and visits Professional Development for content/curriculum and program specific learning ie. teaching best practices, Montessori, IB Instr. Leadership, Staff Teachers, Instr. Leadership, Staff Instr. Leadership, Teachers, TAs Resources Data sources, 211, 199, Substitute teachers 199, 211, Leadership Team Teachers, Leadership Staff, Substitutes, TAs, Central Office Staff, 199, 211 255, 211, 199, District personnel Timelines Sept May Oct May Sept May Aug May Evidence of Implementation TEK/District Scope &Sequence aligned Common Assessments, Unit Planners, Student Work Plans Spot Observations Improved ACP, STAAR results Observation logs, forms; increased collaboration/effective PLCs alignment of content and lessons Evidence of Impact Improved STAAR data results, improved Common Assessment performance Increase in Prof I,II, III evaluation scores Improved classroom practices and collaboration, Increase teacher retention rate; Positive Climate survey Increase and Positive Feedback on Teacher Evaluaitons/Obsv; Positive perception on climate survey; Increase in student performance results Formative/ Summative Common Assessment, STAAR, Formal and Informal class observations Spot Observations, Informal Obsv Spot and Extended Obsv; teacher feedback Title I Schoolwide Components (Code by #) 1,8, 10 1, 4, 10 7,10 Formal/Informal 4, 10 observations, STAAR, Common Assessments and Teacher created projects; Climate survey, teacher feedback Harry Stone Campus Improvement Plan Page 20

Key Action 2 Briefly state the specific goal (Goal) Increase Student Achievement Indicators of Success Measurable results that describe success (Objective) Positive Spring/Fall Climate Surveys perception of PD (90% or greater) At least one indicated PD Plan selection (Schoolnet) will be targeted for Student Achievement Timely review of RTI interventions during each Six Weeks period Ref. Strategies and Action Steps 1B Present the 2015-16 CAP/CIP to staff and identify the Academic, student and climate/culture priorities. 2B 3B 4B Provide training for leadership and staff on RTI, Universal Screeners (ex: ESTAR/MSTAR), STAAR updates, and common assessments. Provide resources for Tutoringsupplemental pay, materials, lesson guidance Teachers will use the RTI model and system to accurately identify and support students in need of intervention with periodic follow up meetings, every 4 th and 7 th week of a given Six Weeks to coincide with the Progress and Final grade reporting periods. Person(s) Responsible Instr. Leadership Team Instr. Leadership Team Instr. Leadership, Staff Instr. Leadership, CIC, Staff, subs Resources Timelines Evidence of Implementation CAP/CIP, 211 Aug and Oct TEI Smart Goal submit by teachers, Campus Climate Survey results District, 211, Aug-May 255,Leadership, Teachers PLCs, Common Assessments, RTI 211, 199, Sept April Tutoring rosters, targeted tutoring 199, 211, Data Analysis reports, Schoolnet Aug May Meeting/Discussion logs, Schoolnet intervention reports, parent conferences, targeted tutoring, SST process Evidence of Impact Teachers achieve all possible points on TEI SLO Formative/ Summative Periodic review and discussion, PLCs Aligned Common Common Assessment- Assessments, ACP/STAAR results; ACPs, STAAR decreased RTI Tier II and above students Improved RTI student results, academic improvement in targeted tutoring Improved student performance, effective intervention reports, Title I Schoolwide Components (Code by #) 1,3,4 1, 2,,4, Tutoring 1,2,3,9 assessments, Standard Report Cards SST, Schoolnet, STAAR, feedback, monitoring, Student Survey 2, 10 5B ELL support through emergency certifications and continued monitoring Instr. MLEP Dept, Leadership, 199, Teachers, LPAC Chair, Leadership Teachers, Staff Aug June Certificate completion, feedback, monitoring, LPAC meetings Increased performance of ESL students Certificate, observations, STAAR, TELPAS results 1,3 Harry Stone Campus Improvement Plan Page 22

6B Update or add technology learning Instr. resources and curriculum software such as: Leadership, smartboards, handheld devices, whiteboards District, for promoting students building 21 st Century skills; Atlas system for MYP Unit Planning 7B Current program specific support materials, example: Montessori reading and math instructional materials and manipulatives which are outdated or low level 8B 9B Added collaborative time for elementary grade levels to strategically plan: interventions, sharing of best instructional practices, support needs Experiential opportunities such as: field trips, on campus gardens, service in learning through community and volunteer projects/fund drives Instr. Leadership, Magnet Dept, District Instr. Leadership, Staff, 211, 199, PTA, stakeholder donations 211, 199, Magnet Dept. donations Aug- June Aug-May 211, 199 Aug 14-21, Oct-Nov, Jan- May Instr. 199, 211, staff, Leadership, stakeholders Staff, Magnet Dept, District, Community, Transportation Dept, PTA, SBDM, Dad s Club Aug June Enhanced Student individual instructional practices, achievement and handson engaged progress, faster learning, Montessori individualized sequence learning, rigorous completion instruction/content Observations, Student Improved student Work plans and performance on assignments, more ACP, STAAR and curriculum/grade level individual growth aligned activities Agendas, meeting outcomes/deliverables identified, substitute teachers, feedback Agendas, Projects in action, lesson alignment in Unit Planners, workplans, funds raised, visitors Elementary grade level alignment in practices and content Funds raised, Summative Assessments aligned with activities of learning, Workplans and Unit Planners aligned to learning activities. Student work plans, individual performance and growth reports, observation, PLCs, RTI Observations, 1, 2,3,8 feedback, report cards, assessments Formal/Informal 1,2,4,7,8 observations, feedback, products such as workplans and class schedules Observations of 1,2,8 class, events and work products, feedback, participation, 1 Harry Stone Campus Improvement Plan Page 23

Key Action 3 Briefly state the specific goal (Goal) Strengthen Campus Culture and Parent/Community Partnerships Indicators of Success Measurable results that describe success (Objective) Parent Portal participation 100% Parent and Campus Survey Results indicate favorable responses towards school (90% or greater) Increased Staff and Parent participation on SBDM and PTA At least one collaborative projects/fundraisers for the school year Ref. Person(s) Strategies and Action Steps Resources Timelines Responsible 1C 2C 3C 4C 5C 6C Support of SBDM, PTA, Dad s Club, community partners via monthly meetings, and collaborative projects and events. Timely updates of campus information on campus webpage, Remind, flyers, marquee Host volunteer information/recognition events Include the campus academic priorities and campus mission/motto in all communication addressed to staff, parents and community members. Title I Parent Involvement/Parent Compact meetings; Coffee with the Principal open forum meetings. Instr. Leadership team, Office staff, Web designer, custodians, office staff, paper, graphics, ink, 199 Volunteer staff member Instr. Leadership Team, Office Staff, Teachers Facilities improvements and materials District, Instr. updates such as HVAC, Painting, Instructional Leadership, material, Aesthetic appeal and Teachers, Staff, Montessori/IB materials visually represented Campus throughout school, technology and Committees parent resource area accessible to parents/visitors Leadership, 211,199 July Sept Evidence of Implementation Participation in various school events Time, Staff July-Sept Campus web page, marquee, flyers, hall displays 211, 199, Staff, Leadership 211, 199, graphics expense Aug May July June Instr. Leadership, Office staff, 211, 199, facility space, Aug May Parent/Community materials Stakeholders 199, 211, Aug-May district, magnet dept, fundraisers, donations Sign in sheets, Marquee announcements, web page Correspondence copies Scheduled meetings communicated on campus Webpage, marquee, PTA webpage Campus walkthroughs Evidence of Impact Formative/ Summative Increased Observations, participation in PTA participation, and SBDM logs, feedback Increased participation; alignment of campus goals Participation, feedback Increased participation, collaborative projects and events Feedback, participation, 1,6 Articulation of feedback 1,5,6 academic priorities by staff and students Parent involvement and participation at meetings Positive Climate survey results, parent surveys and feedback Title I Schoolwide Components (Code by #) 1,6 6 Logs, 1,6 observation and feedback Walkthroughs and feedback 1,6 Harry Stone Campus Improvement Plan Page 24