Internship Cip Elementary Campus 2013-2014

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN CAMPUS BASED LEADERSHIP TEAM (CBLT)
CAMPUS: Sugar Mill Elementary PRINCIPAL: Dr. Terry-Ann Rodriguez DATE: September 2013 2013-2014 SCHOOL YEAR
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NAME Dr. Terry-Ann Rodriguez Brian Gibson Corlette Hill FBISD Ed. Technology Marybeth Porter Julie Adams Rachel Black Sally Partida Tray Nulisch Sue Nelson Nancy Bernstein Jeanette Breton Angel Gonzales Darren Merryman Larry Levermann Principal
POSITION
Assitant Principal District Representative Kindergarten Teacher First Grade Teacher Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Teacher Auxiliary Teacher Parent Representative Parent Representative Business Representative Community Representative
FBISD District Comprehensive Accountability Framework Campus Improvement Plan 06.2008 Revised 07.2013
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT STRATEGIC GOALS (DSP) DISTRICT PERFORMANCE INDICATORS (DPI) CORRELATION CHART
CAMPUS: Sugar Mill Elementary 2013-2014 SCHOOL YEAR
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DSP Goal 1: FBISD will implement strategies that result in students meeting high standards of achievement. Percentage of students Percentage of campuses DPI DPI scoring Proficient and DPI Percentage of students achieving AEIS Accountability scoring Proficient and Rating of Recognized or better higher in English/language higher in mathematics arts DPI Percentage of students DPI Percentage of campuses DPI Percentage of students scoring scoring Proficient and Proficient and higher in science higher in social studies meeting AYP Percentage of students Percentage of students DPI DPI enrolled in Advanced DPI scoring 3 or higher on Percentage of students with Commended performance Placement courses Advanced Placement Percentage examinations DPI Percentage of high school seniors graduating
DSP Goal 2: FBISD will foster partnerships with the community to support our students and school system. DPI
DPI
Number of parent/community partnerships
DPI
DPI
Number of parent volunteers
DSP Goal 3: FBISD will attract, develop, and retain quality staff for all district jobs.
Percentage of highly qualified instructional staff
Percentage of non-instructional staff holding appropriate certifications/licenses
DSP Goal 5: FBISD will implement technology to meet the educational and administrative requirements of the district. DPI Percentage of students scoring Proficient or higher in technology literacy
DSP Goal 7: FBISD will foster character development of students and create a safe and healthy environment for all students. DPI
Percentage of students without discipline referrals
DPI
Percentage of schools fully compliant with security and safety standards
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN DATA SOURCES FOR DISTRICT PERFORMANCE INDICATORS (DPI)
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DPI
Indicator
Source of Data
AEIS STAAR STAAR STAAR STAAR NCLB STAAR College Board/Skyward Report College Board Report Campus Report Department List Department List SBEC/ Human Resources Human Resources District Assessment Skyward Safety Audit
Data Disaggregated
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes N/A
Timeline
Responsibility for Reporting

Accountability Accountability Accountability Accountability Accountability Accountability Accountability Testing Testing Individual Campuses Community Relations & Partnerships Community Relations & Partnerships Human Resources Human Resources Educational Technology Safe and Secure Schools Safe and Secure Schools
Percentage of campuses achieving an Accountability Rating of Recognized or better Percentage of students scoring Proficient or higher in English/language arts Percentage of students scoring Proficient or higher in math Percentage of students scoring Proficient or higher in science Percentage of students scoring Proficient or higher in social studies Percentage of campuses meeting Adequate Yearly Progress (AYP) Percentage of students achieving Advanced performance Percentage of students enrolled in Advanced Placement courses Percentage of students scoring 3 or higher on Advanced Placement examinations Percentage of high school seniors graduating Number of parent/community partnerships
August August August August August October August November November January June
Number of parent volunteers Percentage of highly qualified instructional staff Percentage of non-instructional staff holding appropriate certification/licenses Percentage of students scoring Proficient or higher in technology literacy Percentage of students without discipline referrals Percentage of schools fully compliant with security and safety standards
N/A
June
N/A N/A Yes Yes N/A
June June June June June
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

MATHEMATICS DATA CHART
CAMPUS: Sugar Mill Elementary STATE RATING FOR YEAR: Met Standard PRINCIPAL: Dr. Terry-Ann Rodriguez 3RD GRADE
2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 80 90 66 88 100 64 50 50 80 P2 R 20 69 27 39 40 25 15 50 41 2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 25 74 52 68 40 53 29 83 61 P2 R 0 48 33 30 40 13 0 50 34 2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 100 93 84 84 50 79 67 100 85 P2 R 0 59 30 40 --9 0 100 38 0 41 16 21 0 6 0 100 23 1535 1687 1584 1602 --1533 ----1609 ADV AVG SCALE SCORE 0 26 12 14 20 5 0 33 15 --1586 1512 1534 1528 1451 1420 1593 1533 ADV AVG SCALE SCORE 0 31 11 15 20 11 5 50 17 1434 1555 1441 1495 1507 1436 1376 --1486 ADV AVG SCALE SCORE 2013 SATISFACTORY P1 75 92 59 93 60 66 80 50 81 P2 50 92 41 64 40 47 65 33 62 R 25 67 17 44 20 22 35 0 40 2013 SATISFACTORY P1 50 96 69 69 75 71 50 50 75 P2 25 89 44 53 --48 30 --57 R 13 71 26 34 --26 20 --40 2013 SATISFACTORY P1 100 84 72 86 60 73 0 71 80 P2 25 80 58 60 40 50 0 57 61 R 25 72 40 50 20 27 0 43 49 0 60 21 36 20 17 0 29 34 1545 1716 1588 1644 1575 1558 1407 1605 1633
SOURCE STAAR DATA TEA REPORT
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2013-2014 SCHOOL YEAR AYP RATING FOR YEAR: DATE: Sept. 2013
2014 ADV AVG SCALE SCORE SATISFACTORY P1 0 42 7 29 20 19 10 0 23 1459 1580 1434 1543 1453 1467 1469 1374 1512 2014 ADV AVG SCALE SCORE SATISFACTORY P1 0 61 15 19 50 10 20 0 28 1491 1686 1515 1541 1627 1513 1469 1475 1568 2014 ADV AVG SCALE SCORE SATISFACTORY P1 P2 R ADV AVG SCALE SCORE P2 R ADV AVG SCALE SCORE P2 R ADV AVG SCALE SCORE
4TH GRADE
5TH GRADE
P = Phase-in; R = Recommended; ADV =Advanced

READING DATA CHART
CAMPUS: Sugar Mill Elementary STATE RATING FOR YEAR: Met Standard PRINCIPAL: Dr. Terry-Ann Rodriguez 3RD GRADE
2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 80 93 75 94 100 75 65 50 86 P2 R 40 62 39 55 60 34 15 50 50 2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 100 85 86 82 100 82 29 100 85 P2 R 50 63 50 57 60 45 0 83 55 2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 100 87 77 88 75 74 0 100 84 P2 R 80 73 42 56 --38 0 100 54 20 47 14 33 0 9 0 100 28 1612 1633 1555 1598 --1532 ----1588 ADV AVG SCALE SCORE 25 44 31 48 40 24 0 17 40 --1586 1545 1583 1595 1504 1387 1577 1569 ADV AVG SCALE SCORE 20 41 27 30 40 18 10 50 32 1416 1521 1432 1495 1522 1412 1364 --1473 ADV AVG SCALE SCORE 2013 SATISFACTORY P1 100 100 83 91 100 85 78 100 92 P2 75 92 63 78 80 64 61 60 77 R 38 83 43 67 60 52 43 20 62
TH
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2013-2014 SCHOOL YEAR AYP RATING FOR YEAR: DATE: September 2013
2014 ADV AVG SCALE SCORE SATISFACTORY P1 25 54 20 49 20 27 15 20 39 1475 1541 1443 1518 1472 1469 1427 1434 1498 2014 ADV AVG SCALE SCORE SATISFACTORY P1 38 54 34 36 25 20 20 0 40 1592 1644 1560 1586 1646 1544 1471 1466 1594 2014 ADV AVG SCALE SCORE SATISFACTORY P1 0 52 19 29 20 10 0 14 29 1498 1626 1542 1584 1549 1507 1408 1540 1573
ADV
AVG SCALE SCORE
P2
GRADE
2013 ADV AVG SCALE SCORE
SATISFACTORY P1 100 96 84 91 100 87 60 50 91 P2 75 89 68 79 --77 50 --79 R 50 82 50 64 --50 30 --64

TH
P2
GRADE
2013 ADV AVG SCALE SCORE
SATISFACTORY P1 75 88 81 79 80 73 0 86 82 P2 25 80 60 76 60 47 0 86 69 R 0 68 35 52 40 27 0 43 47
P2

WRITING & SCIENCE DATA CHART
CAMPUS: Sugar Mill Elementary STATE RATING FOR YEAR: Met Standard PRINCIPAL: Dr. Terry-Ann Rodriguez
2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 75 85 74 79 80 68 14 100 79 P2 R --59 33 55 40 22 14 40 45 2012 DEMOGRAPHICS SATISFACTORY P1 African American Asian Hispanic White Two or More Races Eco-Dis ELL/LEP SPED ALL 80 83 56 81 50 50 33 100 72 P2 R 0 55 21 29 --17 ----30 0 28 7 19 0 3 0 100 15 3558 3996 3615 3808 --3508 ----3759 ADV AVG SCALE SCORE 0 30 7 14 0 8 0 0 14 --4172 3807 3968 3720 3604 3342 3894 3932 ADV AVG SCALE SCORE
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2013-2014 SCHOOL YEAR AYP RATING FOR YEAR: DATE: September 2013 TH 4 GRADE WRITING
2013 SATISFACTORY P1 78 96 72 76 75 74 60 50 80 P2 44 93 49 61 --42 30 --64
TH
2014 ADV AVG SCALE SCORE SATISFACTORY P1 0 21 5 12 0 0 0 0 11 3768 4213 3738 3897 3858 3670 3472 3509 3909 2014 ADV AVG SCALE SCORE SATISFACTORY P1 0 16 7 12 20 3 0 14 11 3277 3890 3589 3781 3771 3496 3063 3666 3718
ADV
AVG SCALE SCORE
R 44 71 26 42 --13 10 --43 2013
P2
GRADE SCIENCE
ADV AVG SCALE SCORE
SATISFACTORY P1 25 76 55 69 100 56 25 57 65 P2 --60 38 55 40 25 --29 48 R --48 17 29 20 13 --14 27
P2
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN SECTION 1: PLANNING ACADEMIC (District Strategic Plan Goal 1)
CAMPUS: Sugar Mill Elementary DATE: Sept. 2013
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2013-2014 SCHOOL YEAR
A: COMPREHENSIVE NEEDS ASSESSMENT Academic (Reflects all relevant academic data sources) STRENGTHS Student Results
Reading: Over 90% of our students in grades 3-4 met standard in reading. 5th grade met 90% on the second STAAR administration.
Adult Actions Leading to Results

Reading: The implementation of small groups for reading instruction resulted in being able to address the needs of struggling readers. Writing: All teachers were trainied on the use of Thinking Maps, and Karen Foster presented an essay writing training to the fourth grade teachers.
Writing: 78% of students in 4th grade met standard on STAAR writing. Asians scored the highest with 93% meeting standard or higher. African Americans outperformed Hispanics, Whites, and Economically Disadvantaged.
Math: Fourth grade saw the largest gain in math, going from 61% meeting standard in 2012 to 75% meeting standard in 2013. 81% of third graders met standard, and after first the first round administration, 5th grade had 80% meeting standard. After the second round, 86% had met standard. Our Asian population had 90% meet standard. Science: Our Asian population had the highest percent meeting standard with 70%. Some grade levels engaged in hands-on discovery throughout the school year.
Math: Teachers implemented, to a limited degree, small group instruction for math. Some students were serviced through differentiated math groups. The math specialist provided classroom modeling and provided Tier III instruction to struggling students.
Science: Fifth grade continued to administer CFAs in science. Data team meetings were held regularly to review CFAs and to discuss progress. Science Fair was held for 5th grade students. Video conferences were held in various grade levels with a science focus. Outside presenters provided presentations to certain grade levels. Social Studies: Teachers are dedicated to teaching the reasons behind special days in history. Some teachers try to make social studies interactive.
Social Studies: Some teachers engage students in active social studies lessons. Fourth grade creates a living history museum in the spring. The school holds a special ceremony on Veterans Day and recognizes those who have served or are currently serving.
NEEDS Student Results:

Reading: While reading scores are in the high 80s to mid 90s for all grade levels, there is still a need to bridge the gap for our ELL students. Only 55% of them met the Level II standard. As our ELL population continues to grow, the needs of these students is becoming more prominent.
Adult Actions Leading to Results:

Reading: While most teachers implemented a strong guided reading program, not all teachers fully understood how to do this. Some teachers relied on a basal as opposed to leveled reading books. Teachers who had ELLs serviced by ESL teachers did not provide enough in class support for these students.
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A: COMPREHENSIVE NEEDS ASSESSMENT Academic (Reflects all relevant academic data sources)
Writing: All students need additional instruction and guidance in the art of writing. Our ELLs struggled more than other sub-groups, but even Hispanics and Whites scored in the 70s.
Writing: Teachers still need a firm grasp of how to teach expository and narrative writing. Throughout the school, teachers are still unsure of themselves when it comes to writing.
Math: Students struggles with problem solving throughout the assessment. Groups struggling the most were African Americans, Economically Disadvantaged, and ELLs. Many students who struggled on STAAR also struggled on CFAs throughout the school year.
Math: A majority of teachers did not know how to implement small group instruction in math. While the math specialist started to provide staff development on Guided Math, more instruction was needed.
Science: While scores were low across the board, our ELLs and Economically Disadvantaged struggled the most.
Science: There was a lack of hands-on instruction. Since the kits were taken from the schools, teachers set up experiments less often, leading to too much textbook usage. Consistency across grade levels in teaching science was missing.
Social Studies: Social studies is not taught consistently. If behind on lesson plans, teachers will forego teaching social studies, since it is not tested at the elementary level. When taught, there is an overreliance on the textbook with rote reading.
Social Studies: Many teachers rely on the textbook and dont spend enough time planning engaging activities for students in social studies. There is little discussion that takes place.
B. SUMMARY OF FINDINGS AND AREAS OF FOCUS Academic Adult Actions Planned For:
Reading: Teachers in all grades will implement guided reading using a variety of resources. The full time reading specialist will provide classroom modeling for teachers in need of guided reading assistance. The classroom teacher will focus efforts on making Tier I instruction strong and differentiated, so Tier II and III instruction is less of a necessity. CFAs will be administered throughout the school year and analyzed. When Tier II is needed, the teacher will utilize Teach Me First time to address needs, and the reading specialist will determine if she needs to provide Tier III interventions based on data collected from the classroom teacher. Intervention materials will be utilized including an LLI reading kit. Tutorials will be offered before and after school for students in need of additional assistance in the spring. Teachers will complete weekly running records on students reading below grade level, do them twice a month for on-level readers, and once a month for students reading above grade level. The reading specialist will provide staff development

B. SUMMARY OF FINDINGS AND AREAS OF FOCUS Academic
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throughout the school year to all teachers during faculty meetings. She will also conduct model lessons for teachers needing additional assistance in guided reading. Teachers will plan together weekly and actively participate in PLCs to collaboratively create lesson plans for reading that meet the varying needs of our students. Writing: Teachers will utilize writing training they received at the start of the school year and Thinking Maps to implement Writers Workshop. Tier II and III interventions will be put in place within the writers workshop structure. The reading specialist will provide modeling and assistance for teachers throughout the school year, particularly to assist in the development of expository and narrative writing. Teachers will collaboratively plan for writing to be incorporated across all content areas. Teachers will regularly analyze students writing and utilize the writing benchmark to further direct their instruction. Math: Teachers in all grade levels will implement guided math, and small group instruction will be part of every day instruction. Teachers will focus on strong Tier I instruction to minimize the need for Tier II and III instruction. CFAs will be administered throughout the school year and analyzed to determine areas of need. The half time math specialist will assist teachers by providing model lessons and coaching. She will also determine if Tier III intervention is needed based on data collected by the classroom teacher. Teachers will collaboratively plan together, and hands-on math strategies will be discussed in depth during PLCs. New manipulatives purchased over the summer have been distributed to teachers by the math specialist. Some items will be kept in the math specialists room and made available on a check -out basis. Tutorials will be offered before and after school for students in need of additional assistance in the spring.
Science: All teachers will actively engage students in hands-on discovery during science instruction, and students in grade 3-5 will keep an interactive notebook for science. A common science vocabulary word will be shared via the morning broadcast with a slide depicting that word. Teachers will briefly discuss the word and have all students write the word in their science notebooks. Fifth grade teachers will administer science CFAs throughout the year, and they will analyze results during PLCs to determine areas of strength and need. Teachers will pull small group instruction as needed for students struggling with science objectives and concepts. Fifth grade students will all engage in the scientific process when conducting their science projects for presentation to the campus. Social Studies: Teachers will plan for engaging lessons that involve discussion, role play, hands-on activities, and justification of thoughts. The textbook will be used as a resource but not as the sole resource for social studies instruction. Social studies will be discussed during planning meetings to ensure all teachers understand what is to be taught and in what manner the students are to be engaged.
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SECTION 1: PLANNING COMMUNITY, QUALITY STAFF, TECHNOLOGY, CHARACTER DEVELOPMENT (District Strategic Plan Goals 2, 3, 5, 7)
CAMPUS:
Sugar Mill Elementary
DATE: Sept. 2013
A: COMPREHENSIVE NEEDS ASSESSMENT Community, Quality Staff, Technology, Character Development (Reflects all relevant data sources) STRENGTHS Results Adult Actions Leading to Results
Community: We receive strong support from PTA with over $20,000 per year in funding for instructional needs.We have a stable VIPS program with parents providing a variety of assistance. ExxonMobil provides classroom science presentations each year. Evening programs draw large numbers of parents and family members. Parents and community members serve diligently on our CBLT. Quality Staff: Staff are highly qualified and well trained. Most teachers have 8+ years of experience, and all teachers attend regular staff development through the district and campus. About half the staff is ESL certified. SME had very low turnover after the 2012-13 school year. Community: Shared leadership, lots of communication, active CBLT. Profitable funder raisers conducted by PTA. Parents and community members are valued and made to feel welcome within the building. Teachers participate in PTA.Parents as Coaches for reading.
Quality Staff: SME has been a long-time successful campus, and its reputation draws many applicants. The adults in the building emit a very positive attitude and are supportive of administrative efforts. Most team members are collaborative and willingly share ideas with each other.
Technology: 84% of SME fifth graders were proficient on the Technology Literacy Assessment. Student products created in the computer lab displayed throughout the year.
Technology: There are two computer labs on campus allowing for hands-on computer time for all students on a weekly basis. Teachers utilize interactive websites and have students conduct research when in the labs. An ETS from the district provided a two week tutorial session for our fifth graders to prepare for the TLA. Teachers who have SmartBoards utilize them.
Character Development: Office referrals are kept to a low number, which reflects good character development and the strong classroom mangement of our teachers. Students receive citizenship awards every nine weeks.
Character Development: CHAMPS is implemented in all classrooms. SME is a beginning Foundations campus, so teachers are just learning how to implement school-wide expectations in common areas. Character links is followed per district expectations. The counselor focuses on character development with students.
NEEDS Results:
Community: We would like to further increase volunteerism in the school. Parents are needed to share their expertise and experiences in the classroom, as we have many parents who have science and math backgrounds.
Adult Actions Leading to Results:

Community: Administration and instructional specialists will continue to work with the VIPS to expand involvement. We have a strong Parents as Reading Coaches program to help our struggling readers.

A: COMPREHENSIVE NEEDS ASSESSMENT Community, Quality Staff, Technology, Character Development (Reflects all relevant data sources)
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Quality Staff: More high quality staff needed to reflect the changing demographics of the community.
Quality Staff: Over the years, staff hired has not reflected the changing population of the campus.
Technology: No ETS available on a regular basis. There is a lack of technology on the campus, i.e. computers, laptops, iPads, etc.
Technology: Not having an on campus ETS means some technology issues get put on hold, because we have to wait for instruction or assistance. Blocking can cut into teaching of technology TEKS. No funding exists to purchase technology such as iPads. Character Development: Teachers have had CHAMPS training, and more are implementing it on a consistent basis than in the past. There are still some teachers who do not utilize CHAMPS consistently. SME did not implement any guidelines for common areas as a first year Foundations campus in 2012-13.
Character Development: CHAMPS is not consistently used by all teachers. This campus has completed its first year as a Foundations campus, so more school-wide guidelines are yet to be put in place.
B. SUMMARY OF FINDINGS AND AREAS OF FOCUS Community, Quality Staff, Technology, Character Development Adult Actions Planned For:
COMMUNITY While SME has good community involvement, there is a need for more meaningful involvement by parents and the community. Parents and community members will be invited to share their expertise, particularly in math and science, in the classroom. Exxon-Mobil will be invited to present to grade levels again. Volunteers will continue to be utilized in the VIPS room and to organize programs such as Box Tops for Education. PTA puts out a regular newsletter sharing school happenings and opportunities to get involved. The schools newly created Weebly page will keep parents and the community up-to-date with school activities. The counselor will hold a career fair that will include inviting members of the community to share their trade with upper grade students. A math/science night and a literacy night are being added to this years evening activities with activities that will involve both parents and students working together. QUALITY STAFF
TECHNOLOGY
CHARACTER DEVELOPMENT
SECTION 2: IMPLEMENTATION (ACADEMIC)

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN DSP GOAL 1
IMPLEMENTATION FOR THE ACADEMIC AREA OF
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CAMPUS: Sugar Mill Elementary
DATE: Sept. 2013
CAMPUS GOAL
By May 2014, each sub-population will increase the number of students meeting standard on STAAR math at Level II by a minimum of 5 percentage points over last years scores as measured by Index 1. By May 2014, each sub-population will increase the number of students meeting an Advanced level on STAAR math by a minimum of 5 percentage points over last years scores as measured by Index 1. By May 2014, each sub-population will increase the number of students exceeding expected progress on STAAR math by 5 percentage points over last years scores as measured by Index 2. By May 2014, performance gaps will lessen by 5 percentage points on STAAR math over last years scores as measured by Inedx 3.
A. STUDENT INDICATORS: (Academic) 1. 2. 3. 90% of students in each sub-population will maintain 80% or higher in math per the nine weeks report card. 90% of students or higher in each sub-population will meet standard or higher on math benchmarks. 90% of students in each sub-population will meet standard or higher on common formative assessments.
DATA COLLECTED ABOUT STUDENTS: (Academic) 1. 2. 3. 4. 5. Common formative assessment (CFA) data as analyzed in PLCs. Math benchmark (MB) results by student, teacher, and sub-population. Math district assessment Report card (RC) grades for math by nine weeks. STAAR math scores
WHEN AND WHAT WAS COLLECTED AS INDICATED IN CHART BELOW: Aug. Sept. CFA Oct. CFA RC Nov. CFA MB DA Dec. CFA Jan. CFA RC Feb. Mar. Apr. May STAAR CFA RC CFA CFA CFA MB RC DA WITH WHOM DATA WILL BE SHARED:
WHO COLLECTS DATA: Math specialist, principal, assistant principal, teachers
Math specialist, principal, assistant principal, teachers, associate superintendent, parents

B. RESEARCH-BASED INSTRUCTIONAL STRATEGIES: (Best strategies for improving student achievement in this
area)
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Building background knowledge (connecting new learning to previous learning, build strategies, process new information) Mathematical communication-written & oral ( explain your thinking, math journals) Non-linguistic representation (draw-a-picture, anchor charts, symbols & illustrations) Collaborative learning- creating a mathematical community that discusses problem-solving using Target the Question. Manipulative-based models (base ten, geometry, measurement, act out, money) Utilizing repetition effectively- (with the same word story used with 5 different questions in the week and with multiple math skills each day in Target the Question & EDC, games, math workstations) Small group instruction-Guided Math Teach Me First On-line programs- Reflex Math C. ADULT INDICATORS: (Academic) Teachers in grades K-2 will implement Every Day Counts at least 4 days a week. Teachers in grades 3-5 will implement Target the Question daily, including discussion and/or journal response. Teachers in grades 1-5 will develop and administer common math assessments over the power standards and supporting TEKS. Teachers will meet in PLCs to analyze assessment results, form intervention groups, share effective strategies, and plan for instruction based on data and individual needs. Teachers will meet with small groups during teach Me First to addres struggling learners and those ready for challenge. DATA COLLECTED ABOUT ADULTS (Academic): Pre/post common formative assessments focused on power standards and supporting TEKS. Assessment results, and PLC minutes kept in team PLC binders Implementation of Teach Me First as observed through focused classroom walk-throughs. Implementation of Guided Math as observed through walk-throughs.
Results breakdown by class of math distrist assessment (DA) STAAR math results breakdown by class
WHEN AND WHAT WAS COLLECTED AS INDICATED IN CHART BELOW: Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May CFA data CFA data CFA data CFA data CFA data CFA data CFA data CFA data CFA data PLCs PLCs PLCs PLCs PLCs PLCs PLCs PLCs PLCs WalkWalkWalkWalkWalkWalkWalkWalkWalkthroughs throughs throughs throughs throughs throughs throughs throughs throughs DA DA STAAR WHO COLLECTS DATA: WITH WHOM DATA WILL BE SHARED: Teachers, Math Specialist, Administrators Teachers, PLCs, CBLT, associate superintendent Aug
D. PROFESSIONAL DEVELOPMENT PLAN (Academic):

*(Professional Development Level: K = Knowledge; P = Practicing; M = Modeling/Coaching; R = Reflecting)
Professional Development Activity Guided Math
PD Level* K, M
Date(s)
Audience
Trainer/Provider
Cost
Funding Source Local
Aug. 19, 21, 2013 During year
K-2 and 3-5 teachers All teachers of math
Math specialist
Copies of PP None
In class modeling of Guided Math
P,M
Math specialist
N/A

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Follow up to Guided Math
Nov. 6, 2013 Dec. 4, 2013 Weekly
All teachers of math All teachers of math All teachers of math
Math specialist
None
N/A
Follow up to Teach Me First
Math specialist
None
N/A
Planning meetings
K,M,R
All teachers of math, Math specialist Teachers, administration Teach Like a Rock Star Grade level teachers
None
N/A
Professional Learning Communities Teach Like a Rock Star
K, M, R K
Every Friday Jan. 6, 2014 Oct. 2, 2013
All teachers of math All teachers
None
N/A
$1038
Local 199
Math Interactive Notebook
K,M
All teachers
None
N/A
E. PARENTAL INVOLVEMENT (Academic) Activity When it will be offered Sept. 19 6:30-7:30PM Who will be providing activity Admin in the cafeteria Teachers in the classroom Teachers and administration Teachers and parents Cost Funding Source N/A
Open House
None
Math Night
November 2013
$500
Local 199
Parents and Math in the Classroom (presentation by community members)
When parents are available (monthly)
None
N/A
SECTION 2: IMPLEMENTATION (ACADEMIC) DSP GOAL 2

IMPLEMENTATION FOR THE ACADEMIC AREA OF
DATE: Sept. 2013
CAMPUS GOAL
By May 2014, each sub-population will increase the number of students meeting standard on STAAR science at Level II by a minimum of 10 percentage points over last years scores as measured by Index 1. By May 2014, each sub-population will increase the number of students meeting an Advanced level on STAAR science by a minimum of 5 percentage points over last years scores as measured by Index 1.
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By May 2014, performance gaps will lessen by 5 percentage points on STAAR science over last years scores as measured by Index 3.
A. STUDENT INDICATORS: (Academic) 1. 2. 3. 85% of students in each sub-population will maintain 80% or higher in science per the nine weeks report card. 85% of students or higher in each sub-population will meet standard or higher on science benchmarks. 85% of students in each sub-population will meet standard or higher on common formative assessments.
DATA COLLECTED ABOUT STUDENTS: (Academic) 1. 2. 3. 4. 5. Common formative assessment (CFA) data as analyzed in PLCs. Science benchmark (SB) results by student, teacher, and sub-population. Science district assessment (DA) Report card (RC) grades for science by nine weeks. STAAR science scores WHEN AND WHAT WAS COLLECTED AS INDICATED IN CHART BELOW: Aug. Sept. CFA Oct. CFA RC Nov. CFA SB Dec. CFA Jan. CFA RC Feb. Mar. Apr. May STAAR RC CFA CFA CFA SB DA WITH WHOM DATA WILL BE SHARED:
WHO COLLECTS DATA: Teachers, administrators
Teachers, students, parents, administrators, associate superintendent
B. RESEARCH-BASED INSTRUCTIONAL STRATEGIES: (Best strategies for improving student achievement in this
area)
Building background knowledge (connecting new learning to previous learning, build strategies, process new information) Scientific communication-written & oral ( explain your thinking, interactive science notebooks) Non-linguistic representation (draw-a-picture, anchor charts, symbols & illustrations) Hands-on scientific discovery Collaborative learning- creating a scientific community that discusses experiments and problem solves Small group instruction Teach Me First Gizmos Daily Science Vocabulary (introduced daily with a slide on morning broadcast) FACT II strategies for questioning C. ADULT INDICATORS: (Academic) Teachers in grades K-2 will implement a science notebook with non-linguistic representations of discovery experienced in class. Teachers in grades 3-5 will implement an interactive science notebook with students containing all aspects of science instruction and discovery. Teachers will have all students K-5 keep a science vocabulary journal to correspond with the science vocabulary presented
ES16
daily via the morning broadcast. Teachers in grades 1-5 will develop and administer common science assessments over essential science TEKS. Teachers will meet in PLCs to analyze assessment results, form intervention groups, share effective strategies, and plan for instruction based on data and individual needs. DATA COLLECTED ABOUT ADULTS (Academic): Pre/post common formative assessments focused on essential science TEKS Assessment results, and PLC minutes kept in team PLC binders Implementation of science strategies discussed during PLCs via focused classroom walk-throughs. Results breakdown by class of science district assessment (DA) STAAR science results breakdown by class
WHEN AND WHAT WAS COLLECTED AS INDICATED IN CHART BELOW: Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May CFA data CFA data CFA data CFA data CFA data CFA data CFA data CFA data CFA data PLCs PLCs PLCs PLCs PLCs PLCs PLCs PLCs PLCs WalkWalkWalkWalkWalkWalkWalkWalkWalkthroughs throughs throughs throughs throughs throughs throughs throughs throughs DA STAAR WHO COLLECTS DATA: WITH WHOM DATA WILL BE SHARED: Aug Administrators, teachers Administrators, teachers, associate superintendent

Professional Development Activity Interactive Notebook
PD Level* K,M
Date(s)
Audience
Trainer/Provider
Cost
Funding Source N/A
Oct. 2, 2013 Weekly
Grades 3-5
3-5 grade teacehrs
None
Professional Learning Communities
K,M,R
Grade level teachers
None
N/A
Planning Meetings
K,M,R
Weekly
Grade level teachers of science All teachers
Grade level teachers of science
None
N/A
Teach Like a Rock Star
K,M
Jan. 6, 2014 Aug. 19, 2013
Teach Like a Rock Star Jimmy Thomas
$1038
Local 199
FACT II training
K, P,R
All teachers
None
N/A
E. PARENTAL INVOLVEMENT (Academic) Activity When it will be offered Sept. 19, 6:30-7:30PM Who will be providing activity Administration in cafeteria, Teachers in the classroom Cost Funding Source N/A
Open House
None

E. PARENTAL INVOLVEMENT (Academic)
ES17
Exxon-Mobil Presentations (K and 5th)
During school year upon availability Nov. 2013 Throughout school year
Employees of ExxonMobil who are also parents Teachers, Administration VIPS
None
N/A
Science night Volunteers in the classroom for discovery days
$500 None
Local 199 N/A
SECTION 2: IMPLEMENTATION COMMUNITY, QUALITY STAFF, TECHNOLOGY, CHARACTER DEVELOPMENT DSP GOALS 2, 3, 5, 7
IMPLEMENTATION FOR THE AREA OF
DATE: Sept. 2013
CAMPUS GOAL
By May 2014 SME will increase campus partnerships with parents and community members by 5% over last years partnerships. By May 2014, SME will increase the number of parents and community members involved in classroom activities and evening events by 5% over last years involvement. By May 2014, SME will add two evening events- Literacy Night and Math/Science Night.
A. STUDENT INDICATORS: (Technology and character development only) N/A
DATA COLLECTED ABOUT STUDENTS: N/A
WHEN AND WHAT WAS COLLECTED AS INDICATED IN CHART BELOW: Aug. N/A Sept. N/A Oct. N/A Nov. N/A Dec. N/A Jan. N/A Feb. N/A Mar. N/A Apr. N/A May N/A

WHO COLLECTS DATA: N/A WITH WHOM DATA WILL BE SHARED: N/A
ES18
B. RESEARCH-BASED INSTRUCTIONAL STRATEGIES: (Technology and character development only) N/A
C. ADULT INDICATORS: (Community, Quality Staff, Technology, Character Development) Teachers will invite parents and community members to present or be involved in classroom activities that are curriculum related. Administration will seek our partnerships through contact with parent and community CBLT members and PTA. Parents and community members will be invited to evening activites through call outs, the web site, flyers, and the marquee. Literacy Night and Math/Science Night will be added to the evening activities offered at SME. DATA COLLECTED ABOUT ADULTS: (Community, Quality Staff, Technology, Character Development)
Number of parents and community members who present or who are involved in classroom curricular activities (CA) Number of Parents as Coaches volunteers tutoring per week (PAC) Number of parents and community members attending evening events (EE) Number of formal campus/community partnerships (CCP)
WHEN AND WHAT WAS COLLECTED AS INDICATED IN CHART BELOW: Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. CA CA CA CA CA CA CA CA PAC PAC PAC PAC PAC PAC PAC PAC EE EE (conf) EE EE CCP EE EE EE CCP CCP CCP CCP CCP CCP CCP WITH WHOM DATA WILL BE SHARED: Teachers, PTA, parents, community, associate superintendent
Aug
May CA PAC EE CCP
WHO COLLECTS DATA: Administration, teachers, PTA
D. PROFESSIONAL DEVELOPMENT PLAN: (Community, Quality Staff, Technology, Character Development)

Professional Development Activity Getting the community involved in your classroom/faculty meeting
PD Level* K,R
Date(s)
Audience
Trainer/Provider
Cost
Funding Source N/A
Nov. 20
All teachers
Administration
None
FORT BEND ISD ES19 ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN D. PROFESSIONAL DEVELOPMENT PLAN: (Community, Quality Staff, Technology, Character Development)
E. PARENTAL INVOLVEMENT (Community, Quality Staff, Technology, Character Development): Activity When it will be offered Training in Sept. Parents meet weekly with students. Dec. 2013 Who will be providing activity ReadingSpecialist, Parents as Coaches volunteers Counselor Cost Funding Source Local 199
Parents as Coaches
$200
Career Day
$200
N/A
Monthly evening activities
Monthly
Administration, teachers, specialists
$500
Local 199
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN SECTION 2: IMPLEMENTATION (Monthly Comprehensive Plan)
Each campus principal will complete this report and submit a copy to the appropriate assistant superintendent at the beginning of each month.
ES20
CAMPUS: Sugar Mill Elementary PRINCIPALS SIGNATURE Dr. Terry-Ann Rodriguez DATE 9/2013 10/2013 STUDENT/ADULT ACTION Professional Learning Community meetings will take place every Friday during teachers planning periods. The focus of these meetings will be discussion and demonstration of strategies brought to the table from each team member. Strategies presented will be based upon analysis of common formative assessment results. Data may not be discussed at every PLC, but discussions of strategies and curriculum will always be a topic of discussion. Blocked grade levels will have PLCs for math/science and Reading/ELA. An administrator will be present at all PLCs whenever possible. Foundations meetings will be held once a month to discuss supervison of common areas. The first focal common area is the playground. Guidelines for the use of common areas will be created by the Foundations team and voted on by all staff. Character Links traits will be addressed and taught monthly per the district schedule. The trait for the month is present over the morning broadcasts and reinforced by teachers during classroom instruction. CBLT meetings- Review the CIP for any additions, deletions, or revisions. Discuss to what degree we are meeting our stated goals. Other academic business as needed. PDAS walkthroughs will be conducted regularly throughout the month with a focus on teacher instruction, student active engagement, and student success. CAMPUS GOAL
MONTH: Sept/Oct 2013 DATE: Sept. 2013 RESPONSIBLE PARTY Team Leader Grade level teachers Administration
All content areas are a focus for the purpose of increasing not only the number of students meeting standard on STAAR but also increasing the number of students meeting advanced standards and exceeding expected progress on STAAR.
9/2013 10/2013
Character- reduce office referrals Behavior-making good choices
Mr. Gibson Foundations team
9/2013 10/2013
Character- reduce office referrals Social skills- making good choice, exhibiting good citizenship
Administration Teachers
9/11/13 10/16/13
Increase academic performance for all students and STAAR performance of all 3-5 grade students.
Administration
9/2013 10/2013
All content areas will be observed and feedback will be given for the purposes of improving instruction, improving assessment scores (CFAs, DAs, STAAR), and increasing expected growth.
Administration

DATE STUDENT/ADULT ACTION They will be used as talking points with teachers for continued instructional improvement. CHAMPS, small group instruction, Thinking Maps, hands-on discovery, interactive notebooks, use of manipulatives, Teach Me First, Every Day Counts, and Target the Question are continued focal points of walkthroughs. Grade level planning meetings take place on Tuesdays/Wednesdays for all grade levels each week. During this time, the expectation is that teachers will continue the PLC process by sharing lesson plans and strategies. Administration will be present at these meetings periodically. Weekly Monday afternoon (3:45PM) Team Leader Meetings are use for disseminating information, celebrating, discussing grade level concerns and requests, and for eliciting input from grade levels. Team leaders type information from meetings and share it with their teams. Faculty meetings/staff developmentbased on PLC discussions, many faculty meetings have a staff development focus based on needs of teachers. 9/4- Reading STAAR results and their impact on all grade levels/ 9/18- Emergency Operation Plan update and crisis team members Open House 6:30-7:30PM- parents will meet in the cafeteria for the yearly public meeting to share STAAR scores. Parents will then go to classes for teacher presentations. School-wide Jam- physical fitnessnation-wide activity Parent Conferences- 3:00-7:00PM CAMPUS GOAL
ES21 RESPONSIBLE PARTY
9/2013 10/2013
All content areas will be a focus for increasing performance and assessment scores, including increasing advanced measures and exceeding expected growth on STAAR.
9/2013 10/2013
All content areas and goals are addressed.
Administration
9/4/13 9/18/13
Content areas are a regular focus.
Administration
9/19/13
Community and parent involvement
Administration Teachers
9/26/13 10/3/13
Community involvement Parent involvement
PE Coach Teachers Administration
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN SECTION 3: MONITORING AND PROGRESS REPORTING
ES22
Each campus principal will complete this report and submit a copy to the appropriate assistant superintendent at the end of each month. CAMPUS: AREA(S) OF FOCUS MONTH: DATE
PERSON(S) RESPONSIBLE FOR COMPLETION OF THIS REPORT
MONTHLY PROGRESS REPORT CAMPUS GOAL (Narrative Format)
A: SUMMARY OF ATTACHED DATA SOURCES (Student Results; Adult Actions)
B: REFLECTION (Inferences/conclusions that can be drawn about progress toward the stated goals)
C: STUDENT RESULTS
D: ADULT ACTIONS
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN SECTION 4: SPECIAL PROGRAMS (TEA Required)
ES23
List the methods for addressing the needs of students through the use of special programs. A: STRATEGIES FOR IMPROVEMENT OF STUDENT PERFORMANCE (State of Texas requirements): SUICIDE PREVENTION The school counselor visits classrooms to teach students about the role of the counselor on campus and to build a relationship of trust with the student body. The counselor encourages students to share feelings and to make healthy choices that allow them to realize and fulfill their potential. Any child who voices thoughts of suicide visits with the counselor, who completes a risk assessment and formal suicide prevention agreement. Parents are contacted for an emergency conference where information about district and community resources is shared. The counselor follows up with the student and parents and may make a plan for additional support if needed. Students exhibiting characteristics of depression can be referred through the IST process to the school psychologist for a psychological evaluation. CONFLICT RESOLUTION Sugar Mill participates every year in No Place for Hate activities designed to encourage tolerance of a variety of people, experiences, and viewpoints, and decrease the incidents of conflict among students. The counselor meets with classes to discuss bullying and other forms of intolerance and teaches strategies for dealing with bullies and conflict. Various school-wide activities include Mix it Up Day Lunch Day, No Name Calling W eek, and Its a Small World multicultural display. The staff is trained annually on preventing bullying and reporting bullying. The campus displays large posters in all halls listing ways to respond appropriately to bullies (ie walk away, tell them to stop, tell an adult). The counselor follows up with students individually or in small groups to build skills in conflict resolution. Students referred to the office for disciplinary issues must complete a written reflection (what did you do, what did you want, what happened, and what else could you do). The goal is to teach the child better ways to handle conflict and avoid getting in trouble or harming others. VIOLENCE PREVENTION/INTERVENTION The counselor delivers guidance lessons on safety and violence prevention. No Place for Hate activities also work to reduce student violence. Stranger Danger is a program brought in to students as an assembly, given by the Sheriffs Dept. All staff members are trained on legal and moral responsibilities when they suspect possible violence, abuse, or neglect of any student. Teachers address safety issues in health curriculum throughout the year. DYSLEXIA TREATMENT Our reading specialist trains staff about the range of characteristics of dyslexia. She consults with teachers who have concerns about a students lack of reading progress. She screens and evaluates students suspected of having dyslexia. She provides daily instruction to identified dyslexic students using research-based dyslexia methodology. She also trains teachers in current, effective methodology of reading instruction.

Each campus should insert one or more objectives based on the Wellness Committees analysis of FitnessGram and other data, designed to improve the overall coordinated health program and health outcomes for students and staff. Examples of other data include but are not limited to other student health data, student academic assessment data, attendance rates, percentage of students who are economically disadvantaged, discipline data, e tc A. STRATEGIES FOR IMPROVEMENT OF STUDENT PERFORMANCE ( State of Texas requirements): COORDINATED SCHOOL HEALTH PROGRAM:
ES24
Goal: To improve the Coordinated School Health program and verify that the campus is in compliance with all related district policies. Objectives: 1. Establish a school-based wellness committee (as required in FBISD policy FFA-LOCAL) composed of parents, teachers, school administrators, students, child nutrition services, community members, and school nurses. The following committee members have been selected at this time to represent SME- Nancy Bernstein, PE teacher, Laura Lawless, school nurse, Kay Pilgrim, counselor, Jessica Oliver, food services manager at SME, Rosie Valdiviezo, Melissa Stocks, Janna Hoke, and Brian Gibson. Community members are Candy Mattick and Brandee Adams. 2. Comply with state law requiring that students participate in moderate or vigorous physical activity for 30 minutes daily or 135 minutes weekly for elementary. Students attend physical education class for 45 minutes, 5 times a week. At this time, students are participating in American Diabetes Association School Walk for Diabetes. During the remainder of the year all grade levels walk the track for the first 15 minutes of recess each day prior to free play, have a scheduled 15 minute planned recess activity one day a week (instead of free play), for a weekly total of 135 minutes of moderate to vigorous physical activity.. During WATCH week P.E. classes incorporate walking into the class objectives, increasing activity by 45 minutes that week. Students participate in the American Heart Association Jump Rope for Heart event February 21, 2014, and an annual Field Day May 16, 2014. 3. The Wellness Committee will review and analyze campus FitnessGram Assessment data, looking for strengths and weaknesses, for the purpose of recommending goals for improvement for the 2013-2014 school year. As part of its data analysis, the committee will review the other sources of data identified in Senate Bill 892. FitnessGram assessment data is collected by Nancy Bernstein, PE teacher for grades 3, 4, and 5 according to FBISD requirements. Grades K-2 are introduced to the FitnessGram objectives through classroom activities in PE. FitnessGram data is gathered by the end of May. The committee will meet in May to recommend goals for improvement to implement in the 2014-2015 school year. 4. The committee will make recommendations to the CBLT regarding goals, objectives, programs and activities designed to achieve the goals by June 5, 2014. The SME Health committee will present their recommendations to the CBLT at the scheduled May, 2014 CBLT meeting.
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN SECTION 5: COMPENSATORY EDUCATION
ES25
Each campus principal will complete this one-page summary report and submit a copy to the appropriate assistant superintendent. CAMPUS: Sugar Mill Elementary DATE: Sept. 2013
PERSONNEL INCLUDING FTEs (Full Time Equivalent) DESCRIPTION AMOUNT ALLOCATED CIP PAGE NUMBER REFERENCE/S
N/A
EXTRA DUTY PAY DESCRIPTION AMOUNT ALLOCATED $1500 CIP PAGE NUMBER REFERENCE/S ES 8,9
Tutorials
INSTRUCTIONAL MATERIALS DESCRIPTION AMOUNT ALLOCATED $750 $4196 CIP PAGE NUMBER REFERENCE/S ES 8 ES 8
ELA Materials Intervention Materials
FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN SECTION 6: REFLECTIONS AND ACTIONS
ES26
Each campus principal will complete this one-page qualitative summary report and submit a copy to the appropriate assistant superintendent at the end of each year. CAMPUS: DATE:
We Planned:
We Achieved:
1.
What factors influenced our ability to improve on our targeted indicators?
2.
What was our performance compared to last year?
3.
What strategies improved student achievement and which ones did not? Why?
4.
What changes will we make to improve student achievement?
5.
What are we doing to foster continuous improvement?
6.
What are we learning about learning?
7.
What are our next steps based on what we learned?
8.
This is how our school contributed in a positive way to the district-wide indicators:
OTHER COMMENTS:

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FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN CAMPUS BASED LEADERSHIP TEAM (CBLT)

Number of parent/community partnerships

Number of parent volunteers

Percentage of highly qualified instructional staff

Percentage of non-instructional staff holding appropriate certifications/licenses

Percentage of students without discipline referrals

Percentage of schools fully compliant with security and safety standards

Responsibility for Reporting

N/A N/A Yes Yes N/A

June June June June June

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

P = Phase-in; R = Recommended; ADV =Advanced

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

AVG SCALE SCORE

SATISFACTORY P1 100 96 84 91 100 87 60 50 91 P2 75 89 68 79 --77 50 --79 R 50 82 50 64 --50 30 --64

P = Phase-in; R = Recommended; ADV =Advanced

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

AVG SCALE SCORE

R 44 71 26 42 --13 10 --43 2013

SATISFACTORY P1 25 76 55 69 100 56 25 57 65 P2 --60 38 55 40 25 --29 48 R --48 17 29 20 13 --14 27

P = Phase-in; R = Recommended; ADV =Advanced

2013-2014 SCHOOL YEAR

Adult Actions Leading to Results

NEEDS Student Results:

Adult Actions Leading to Results:

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

Sugar Mill Elementary

DATE: Sept. 2013

Adult Actions Leading to Results:

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

SECTION 2: IMPLEMENTATION (ACADEMIC)

2013-2014 SCHOOL YEAR

CAMPUS: Sugar Mill Elementary

DATE: Sept. 2013

WHO COLLECTS DATA: Math specialist, principal, assistant principal, teachers

Math specialist, principal, assistant principal, teachers, associate superintendent, parents

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

D. PROFESSIONAL DEVELOPMENT PLAN (Academic):

Professional Development Activity Guided Math

Funding Source Local

Aug. 19, 21, 2013 During year

K-2 and 3-5 teachers All teachers of math

In class modeling of Guided Math

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

Follow up to Guided Math

Nov. 6, 2013 Dec. 4, 2013 Weekly

All teachers of math All teachers of math All teachers of math

Follow up to Teach Me First

Professional Learning Communities Teach Like a Rock Star

Every Friday Jan. 6, 2014 Oct. 2, 2013

All teachers of math All teachers

Math Interactive Notebook

Parents and Math in the Classroom (presentation by community members)

When parents are available (monthly)

SECTION 2: IMPLEMENTATION (ACADEMIC) DSP GOAL 2

CAMPUS: Sugar Mill Elementary

DATE: Sept. 2013

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN

WHO COLLECTS DATA: Teachers, administrators

Teachers, students, parents, administrators, associate superintendent

FORT BEND ISD ELEMENTARY SCHOOL CAMPUS IMPROVEMENT PLAN