CARROLLTON-FARMERS BRANCH ISD

Carrollton Elementary School

CAMPUS IMPROVEMENT PLAN 2010-2011

Phil Jackson, Principal

Vision Statement: Carrollton Elementary, in partnership with our families and community, will develop
students who meet or exceed the local and state standards needed to successfully transition to middle school and to take advantage of the highest educational opportunities available.

October 1, 2010

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

CIC MEMBERS
Name Amanda Phillips Jolene Wasilewski Jo Lynne Luttrell Eliana Barrett Christina Ruiz Mary Tweed Linda Moen Rhonda Peterson Carol Welch Carmelina Grilli Barbara Snethkamp Shashi Panatpur David Najera Kevin Matlock Perla Najera Scott Kelly Lynn Kelly Phil Jackson Position Special Education Teacher Kindergarten Teacher Third Grade Team Leader Second Grade Team Leader Second Grade Bilingual Teacher ESL/Math Instructional Facilitator LA Instructional Facilitator Fifth Grade Team Leader Art Specials Team Leader First Grade Bilingual Team Leader Assistant Principal 4th Grade Team Leader Parent, PTA President Parent, PTA Treasurer Parent, PTA Secretary Parent Parent, PTA Vice President Principal Years Served 6 1 2 1 1 2 2 1 2 1 4 4 1 1 1 1 1 5 Signature

Campus Improvement Plan 2010-2011

PLANNING PROCESS

Needs Assessment
The Campus Improvement Council is composed of representative professional staff, parents of students enrolled at the campus, business representatives and community members. The Campus Improvement Council establishes and reviews campus educational plans, goals, performance objectives, and major classroom instructional programs. An annual Campus Improvement Plan guides this work. The Campus Improvement Plan is based on a comprehensive needs assessment which includes student achievement indicators, disaggregated by all student groups served by the campus. Additional factors such as school processes (e.g., attendance, graduation, tardies, discipline referrals, teacher absences), perception (e.g., staff, parent and community surveys), and demographics (e.g., enrollment trends, staff turnover) are to be considered. The Campus Improvement Plan is to include (TEC Chapter 11, subchapter F, section 11.253): 1. Assessment of academic achievement for each student using the student achievement indicator system. 2. Set campus performance objectives based on the student achievement indicator system, including objectives for special needs populations, including students in special education. 3. Identification of how campus goals will be met for each student. 4. Identification of resources needed to implement the plan. 5. Identification of staff needed to implement the plan. 6. Timelines for reaching goals. 7. Periodic, measureable progress toward the performance objectives. 8. Goals and methods for violence prevention and intervention on campus. 9. Program for encouraging parental involvement. 10. Goals and objectives for a coordinated health program (elementary and middle schools) which is based on student fitness data, student academic performance data, student attendance rates, percentage of students who are educationally disadvantaged that ensures that students participate in moderate to vigorous physical activity. Annual analysis of the plan and review of various assessment data are used to determine objectives that address campus goals. Specific strategies and action steps are developed to address these objectives. This process ensures a commitment to excellence and a resolve to provide the best instructional plan for every student.

Campus Improvement Plan 2010-2011

Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1 funds will be spent.

Title I --Targeted Assisted ( TA )

Must address the 8 components of a Targeted Assisted Program TA 1. Resources used to help children meet state academic achievement standards TA 2. Planning for identified students incorporated into existing school planning TA 3. Methods and strategies based on scientifically based research TA 4. TA program is coordinated with and supports regular educational programs TA 5. Highly qualified teachers TA 6. Professional Development TA 7. Increase Parental Involvement TA 8. Coordination of federal, state, and local services

Title I -- School-wide Components (TS)

TS 1. Comprehensive needs assessment TS 2. School-wide reform strategies TS 3. Highly qualified teachers TS 4. Professional development TS 5. Strategies to attract high-quality highly qualified teachers to high need schools TS 6. Parental involvement TS 7. Assisting preschool children in the transition from early childhood programs TS 8. Measures to include teachers in the decisions regarding use of academic assessments TS 9. Students difficulties identified on a timely basis TS10.Coordination and integration between federal, state, and local services

Campus Improvement Plan 2010-2011

The Goal of C-FB ISD is high achievement for all students.

Supporting Objective 1: Continuously increase student achievement A. TEA Recognized/Exemplary District B. Recognized/Exemplary Schools C. Adequately Yearly Progress (AYP) D. Achievement Gap E. Special Populations F. TAKS Commended Scores (all students) G. Higher Education Readiness Component (TSI) (EXIT Scores) H. SAT I. PSAT/NMSQT J. Advanced Placement K. Graduation Data Supporting Objective 2: Continuously improve the learning environment for students and staff A. Out of School Suspensions B. DAEP Placements C. Attendance Rate Supporting Objective 3: Continuously increase operational effectiveness A. Financial Integrity Rating System in Texas (School FIRST) B. Increase percentage of operating expenditures expended for instruction C. Fund balance as a percentage of the total expenditure budget excluding TIF and Chapter 41 payments D. Kilowatt hour per sq. ft. usage E. Overtime hours F. Highly Qualified Teachers G. Teacher Classroom Attendance Rate H. All Staff Attendance Rate I. Teacher Turnover Rate J. Availability of Critical Technology Systems Supporting Objective 4: Continuously increase stakeholder confidence and support of our school system A. Parent Survey - Achieving Quality Together B. Stakeholder Survey (to be developed) C. Staff Survey (to be developed)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)

MEASURES
Tools well use to determine where students are now and whether they are improving.

TAKS Objective 4: Apply critical thinking skills to analyze culturally diverse written texts. Sequence and summarize the plots main events and explain their influence on future events. Make inferences about text and use textual evidence to support understanding. Draw conclusions from the facts presented in texts and support those assertions with textual evidence.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores for all students on the reading subtest by improving critical thinking and reading skills.

All subgroups will score 90% or better on the reading TAKS subtest and at least one third of students with Commended Performance (Obj. 4: critical thinkings at 85%)
RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place i i

TPRI, DRA, running records Reading benchmarks Run charts Common assessments (by grade levels)

80% of K-5 students reading at respective reading levels according to district guidelines.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Timebound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Readers response journal, rubric ORCA Oral think-aloud, rubric

Increase Obj. 4 performance from 78% on TAKS to 85%

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

SMART GOALS (Example) 90% of all subgroups will meet or exceed the standard for passing TAKS Reading Obj. 1 Basic Understanding 85% of all subgroups will meet or exceed the standard for passing TAKS Math Obj. 1 Numbers, Operations, and Quantitative Reasoning Obj. 6 Mathematical Processes and Tools 6

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Increase student achievement in Science

90% of all students will meet expectati ons on the Science TAKS (Obj. 4 Earth Science 85%)

The student knows that the natural world includes earth materials and objects in the sky.

Common Assessments Benchmarks

85% correct on target objective 80% correct on target objective

Correct representation of 90% vocabulary

Science Journals

The student knows that change can create recognizable patterns and some change occurs in cycles.

Common Assessments

85% correct on target objective 80% correct on target objective

Correct representation of 90% vocabulary

Benchmarks

Science Journals

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

SMART GOALS (Example) 90% of all subgroups will meet or exceed the standard for passing TAKS Reading Obj. 1 Basic Understanding 85% of all subgroups will meet or exceed the standard for passing TAKS Math Carrollton Elementary Obj. 1 Numbers, Operations, and Quantitative Reasoning Obj. 6 Mathematical Processes and Tools 7

Campus Improvement Plan 2010-2011

Campus Goals & Objectives

2010 TAKS, PARTICIPATION, & ATTENDANCE DATA 2011 GOALS

All Students INDICATOR 2010 Data Reading/English Language Arts Mathematics Writing Science Social Studies All Tests Graduation 2009 Graduation 2010 Goal Participation: Reading/Language Arts Participation: Math Attendance 99 100 96.9 100 100 98 89 95 99 90 -2011 Goal 90 98 100 93

African American 2010 Data (100) (100) (100) (100) -2011 Goal

Hispanic 2010 Data 89 95 99 89 -2011 Goal 90 98 100 93 2010 Data (92) (85)

White 2011 Goal

Special Ed 2010 Data 82 78 91 --2011 Goal 90 85 100 93

Economically Disadvantaged 2010 Data 89 94 99 90 -2011 Goal 90 98 100 93 2010 Data 83 88 98 75 --

LEP 2011 Goal 90 92 100 93

(100) (100) --

100 100 96.7

100 100 98

99 100 96.8

100 100 98

100 100 96.6

100 100 98

97 100 --

100 100 98

99 100 96.8

100 100 98

97 100 --

100 100 98

Campus Improvement Plan 2010-2011

Carrollton Elementary Campus Goals

2010 Percentage of Commended Students 2011 Goals
All Students INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 30 48 28 38 -State 35 37 30 44
Diff. from state

African American 2011 Goal 35 50 35 40 Campus -----State 25 23 21 28

Diff. from state

Hispanic 2011 Goal ----Campus 28 47 29 38 -State 28 31 25 36

Diff. from state

White 2011 Goal 35 50 35 40 Campus (39) (54) (0) --State 48 47 38 59

Diff. from state

2011 Goal (40) (55) (35) (40)

-5 11 -2 -6

-----

0 16 4 2

(-9) (7) (-38) --

Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 29 17 0 --State 17 17 11 24
Diff. from state

Economically Disadvantaged 2011 Goal 35 25 15 (25) Campus 29 47 27 36 -State 26 28 22 33

Diff. from state

LEP Campus 17 30 16 25 -State 23 25 20 20

Diff. from state

2011 Goal 35 50 35 40

2011 Goal 25 35 25 30

12 0 -11 --

3 19 5 3

--6 5 -4 5

Campus Improvement Plan 2010-2011

Carrollton Elementary 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1
Improve Achievement in Reading

Criteria for Success

90% of all subpops will pass TAKS Reading in 2011 35% of all students will be Commended on TAKS Reading in 2011 Campus Rating of Exemplary from TEA in 2011

Performance Measure
D, E F B

Campus Focus #2
Improve Achievement in Science

Criteria for Success

93% of all subpops will pass TAKS Science in 2011 40% of all students will be Commended on TAKS Science in 2011 Campus Rating of Exemplary from TEA in 2011

Performance Measure
D, E F B

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Campus Improvement Plan 2010-2011

Carrollton Elementary 2010-11 Campus Focus District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus # 3
Improve school climate through better student relationships

Criteria for Success

10% reduction in office referrals from 2009-2010

Performance Measure
A, B

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Campus Improvement Plan 2010-2011

Carrollton Elementary 2010-11 Campus Focus District Supporting Objective #3: Continuously increase operational effectiveness
Campus Focus #4 Criteria for Success Performance Measure
E, F Use PLC time to increase 20% decreases in need for overtime or after school tutoring for students classroom effectiveness during school time

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Campus Improvement Plan 2010-2011

Carrollton Elementary 2010-11 Campus Focus District Supporting Objective #4: Continuously stakeholder confidence and support of our school system
Campus Focus #5
Provide opportunities for parent education

Criteria for Success

Increase the number of parents involved in parent education programs by 20%

Performance Measure
A

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CAMPUS IMPROVEMENT PLAN 2010-2011

Campus Focus
1 2 3 4 5 6 7
Title Target Area

ACTION STRATEGY
1. Teachers will be involved in the IIP (Instructional Improvement Process) during 40 minutes of PLC time every two weeks with follow up in grade level meetings and vertical team faculty meetings. 2. Students will develop a deep understanding of science vocabulary and concepts through the use of Science Journals. 3. Implement R-time in every classroom weekly. R-time is a discussion based program to develop appropriate behaviors and interactions for students 4. Provide flexible grouping and extended learning opportunities to meet the needs of at-risk and advanced students, primarily in Reading, but including other areas as well. These groupings will meet during tutoring periods during the school day as well as after school. Tutoring programs include Fast ForWord, Safari, SOAR, LindaMood Bell, Peer tutoring, and test prep materials

FORMATIVE MEASURE
Campus Smart Goals; PLC, team/grade level, and faculty meeting action plans and data

ASSESSMENT TIMELINE
COL scheduled Unit/benchmark tests and locally developed assessments biweekly 9/24 5/27 Quarterly Science Journal reviews from 10/1 to 5/27

RESPONSIBLE PERSON(S)
Phil Jackson, Principal Team Leaders Mary Tweed and Linda Moen, Instructional Facilitators Barbara Snethkamp, Assistant Principal

COST/RESOURCES
Disaggregated data from TEA, district and local sources

X X

TS 1; TS 2; TS 3; TS 4; TS 8; TS 9

TS 2; TS 4

TS 2; TS 4; TS 9

Science Journal reviews quarterly, faculty training agendas, lesson plans noting science vocabulary R-time plans and walkthroughs.

Journals for students: $1,500 from General Funds

Every Tuesday at 8:15 from 8/24 to 5/31

X X

TS 1; TS 2; TS 8; TS 9; TS 10

TS 6

5. Provide parent education classes focusing on specific needs such as preparing students for college/career, read-at-home strategies, test preparation, etc.

Biweekly assessments and unit/benchmark tests. At-risk performance data as shown in student profiles as to impact of the various safety net programs. Advanced student data includes ARD meetings, participation in competitions, extension projects and independent contracts. Meeting agendas and sign-in sheets

Initial identification of targeted students, objectives and appropriate intervention strategies by 10/1. Tutoring and other activities to begin in October through May

Phil Jackson, Principal Jolene Wasilewski & Christina Ruiz, Admin. Interns Phil Jackson, Prinipal

R-time books: $500 from General Funds

Title 1 and Stimulus funds for Fast ForWord: $4,000; tutoring stipends: $30,000, personnel (IF and assistants: $85,000

Calendar of scheduled parent education classes from 9/14 to 3/30

Phil Jackson, Principal

Speaker fees and parent material preparation / Title 1 and Stimulus Funds: $1,600

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

X X

TS 5; TS 3

TS 7

TS 1; TS 2 TS 1; TS 2 TS 1; TS 2

6. Maintain appropriate documentation of HQ status of teachers and paraprofessionals; thereby focusing on the importance of hiring only HQ teachers and teacher assistans who are HQ 7. Provide a Pre-K and Kindergarten round-up and open house for students to register and view the school 8. All PE classes will incorporate Fitnessgram into warm up activities 9. All Health classes will correlate the importance of fitness to studnts health, nutrition, and improved standardized test scores. 10. Implement Test Protocols/ Procedures as per district/state mandate

Number of HQ teachers and HQ teacher assistants hired

On-going

Phil Jackson, Principal

No cost to campus

Attendance at round-up and orientation

Week before school starts and last three weeks of May On-going

Phil Jackson, Principal

No cost to campus

Teacher Lesson Plans

Physical Education Teacher Health/PE Teacher

Fitnessgram Guidelines

Teacher lesson Plans

On-going

Health Textbooks

Fitnessgram Test

Fall 2010

Physical Education Teacher

Fitnessgram Assessment

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