Donna Independent School District M. Rivas Elementary

Donna Independent School District M. Rivas Elementary

2015-2016 Campus Improvement Plan

Mission Statement

The mission of M. Rivas Elementary is to ensure academic excellence for all students through a rigorous and supportive learning environment that provides a quality education in accordance with state and national standards.

Vision

We envision being an exemplary campus staffed with highly qualified individuals working collaboratively to graduate college-ready students who will be a powerful force for positive change in our community.

Comprehensive Needs Assessment

Needs Assessment Overview

CSF 1

Strength / Needs/ Weaknesses
Vertical Alignment in all Content Areas / No Horizontal Alignment in Content Areas
Data Meetings / TEKS Tested not aligned to TEKS taught
90 day action plan generated based on students’ needs / Understanding and implementing is lacking of 90 day plan
District Curriculum provides rigorous strategist to meet standards. / Too Many TEKS per bundle
Mastery Learning Model allows teachers to modify instruction to meet the needs of all students / Further Training , District Timeline hinders full implementation model
Small group interventional
Tutorial, Guided Reading, ELD / 80% of students reading below grade level at testing grades (istation)
District Support
Training- Strategists / Modeling or strategists from beginning to end (cohart) through bundle
Campus PLC’s (vertical/alignment) / Timely Scheduling year round
Diagnostic Testing
Builds Stamina / 2nd- 5th needs to build it
Diagnostic not necessarily a release test

CSF 2

Strength / Needs/ Weaknesses
Data Meetings create plans targeting skills not yet mastered
Settings of goals
Action plans
Training on data analysis / Assessment not aligned to taught curriculum
TEKS
Data provided by administration and or aware
Given in a timely manner / Need to further master data analysis skills
Ongoing
On line or commitment / Not enough time to implement action plan
Strategists Support
Data Analysis
Strategists
Vertical/Horizontal alignment meetings / Strategists at lower grades
Parent collaboration
Contact communication
Expectations
HW

CSF 3

Strength / Needs/ Weaknesses
Administrations Challenge and supporters / 45% feel not supportive when it deals with parents
Communications across grade levels / 42% feel lack of feedback on school decisions
Leadership effectiveness when it comes to student achievements
Decision based on student data achievement
Provides ample time for timelines reports and lesson plans
Instructional materials as needed are provided
Effectively and efficiently deals with discipline as it arrives
Strategist support / Walk through feedback not given in timely manner
Flexibility to deliver instructions as needed / Training on how to use resources
TECH
Application/modeling long term of recommended
Strategy(ies)
Based Rivas students needs

CSF 4

Strength / Needs/ Weaknesses
Teacher Collaboration
Coach doing content lessons during bad weather days / Structure to a specific (science) content
Professional development / Content are development
Not just strategist
Not made to choose from
Cooperative learning / Keep consistent
Keep it consistent
Istation regular tutorial start online
Effective strategist / More time (including lower grade levels)
Departmentalizes at lower grades (transition needs to decrease)
CLPAC Meetings
Six weeks planning (clusters) / Better structured
Master Schedule / Teacher/ student racial (reduce)
Extended Day
Istation Regular
Istation / Behavior
Recess tutoring / Hurts lower grades
Trainings for TA’s
Teachers need to set instructions/expectations have assignment ready
Extended Day (Regular)
Tutoring during regular day
TA’s Tutors

CSF 5

Strength / Needs/ Weaknesses
Plenty of opportunities for parental involvement
Committed Parents
Parent Liason
Parent (CLPAC) / Low parent turn out Need to go into community
Not notified in timely manner
Parents feel intimidated
Lack business community, presentations
input
Extra curriculum activites Gardening, choir, dance, guitar, sports

CSF 6

Strength / Needs/ Weaknesses
Celebrating students (six weeks) Academics, Attendance, behavior / Not utilizes eough
Brag box / Literacy night 1. Low turnout
2.Teacher
Participation is weak
3.needed expectations
Decrease in referrals / Need more time building activities
Students teachers
Words of wisdom / Teacher input for campus website
100% all day everyday / Distance between school and community for zone
Emphasizes daily / Funds for extra curricular Sponsors to lead class
Schedule time.
Attendance increase
Various events, Literacy nights, meet the teacher night, open house, peter piper night, Mcnight,
festivals , parent workshop
Open door policy in office

CSF 7

Strength / Needs/ Weaknesses
Learn center instructions / Successful student participation
Discipline management / Evaluation & Feedbacks on Student Progress
Teacher retention counselor / Professional communication dealing with parents
Teacher action plans / Professional development
Mastery learning model / Informal assessment of students for readjust the lessons
Cooperative learning strategist / Structure the collaboration
PLCS/ Alignment meetings / Goals / objective need to defined
Guides by administration (alignment Meetings)

TECHNOLOGY

Strength / Needs/ Weaknesses
Trainings are available
Emails, staff meetings / Slow CT response time Old equipment & not working
Some hand helds are available leap frogs, keneos, mobi / Not being capitalize
technology
Not in lesson Lack of knowledge
Issues not resolved
Slow internet speed
Broken filter (internet)
Low starchart performance
Still developing
Equipment available for teachers is unlimited:
speakers, test clickers, laptops, headphones, hand
held devices, casles
Not being utilized
Teachers scared to use technology
Teachers not held accountable for lack of technology use, or having lack of knowledge of
technology

Index 1

Strength / Needs/ Weaknesses
Evidence of students succeeding /improving / Improvement not fast enough (STAAR)
Tutoring
Telpas improvement / Big gap from 2nd – 3rd
Curriculum shows rigor / Not enough rigor
Students attendance coincide with students achievements / Behavior hindered learning at tutorials
Vertical/ horizontal
PLCs / Confidence in using not there (student)
Tutors /TA
Small group
Tutor/Teacher collaboration / High percentage LEP
Summer Fiesta / Some students been there since PK and now in 5 th and still low proficiency
Science expectations / Progress not far enough
Reading experience / Curriculum not effective
Students STAAR not mastered by concepts
Most of Rigor thinking is a knowledge , comp &
App
Classroom over size
Gap between curriculum and mastery learning model
Gap in curriculum in meeting students population /needs
To reach the content required at upper grades too much scuffled
Lack of time to teach all TEKS in bundles
Mastery learning model not fully implemented due to district time line requirements
Proficiency levels at lower grade levels not matching upper grade levels
Content leaders to help alignment by timeline and instruction
Measure effective instruction
Collaboration
Data analysis
Need at lower grade levels
Training in effective reteaching lesson plans
STAAR A Readiness

Index 3

Strength / Needs/ Weaknesses
After school / More computers
Tutoring Classes / More time
Gaps all grades / Not enough time allotted for students to master
Reading Expectations / Placement of students in SLA
Rigor in the curriculum in evident / Start early on
Gab is closing / Campaign for earlier start at home
Gap between all LEP/SP Ed
Rigor is mostly at application highest
Closing to slow

Demographics

Demographics Summary

Rivas Elementary School is currently a Priority Campus and has been rated Improvement Required. Rivas Elementary School is comprised of 570 students (Pre-Kinder to 5th) of which 99.8% are Hispanic and 98.2% are Economically Disadvantaged. Approximately 80.7% are classified as English Language Learners and 89.5% are labeled as At Risk.

Index 1 Student Achievement

Index 3 Closing Performance Gap

Demographics Strengths Index 1 Student Achievement

Strength
Evidence of students succeeding /improving
Tutoring
Telpas improvement
Curriculum shows rigor
Students attendance coincide with students achievements
Vertical/ horizontal
PLCs
Tutors /TA
Small group
Tutor/Teacher collaboration
Summer Fiesta
Science expectations
Reading experience

Index 3 Closinng Performance Gaps

Strength
After school
Tutoring Classes
Gaps all grades
Reading Expectations
Rigor in the curriculum in evident

Gap is closing

Demographics Needs

Index 1 Student Achievement

Needs/ Weaknesses
Improvement not fast enough (STAAR)
Big gap from 2nd – 3rd
Not enough rigor
Behavior hindered learning at tutorials
Confidence in using not there (student)
High percentage LEP
Some students been there since PK and now in 5 th and still low proficiency
Progress not far enough
Curriculum not effective
Students STAAR not mastered by concepts
Most of Rigor thinking is a knowledge , comp &
App
Classroom over size
Gap between curriculum and mastery learning model
Gap in curriculum in meeting students population /needs
To reach the content required at upper grades too much scuffled
Lack of time to teach all TEKS in bundles
Mastery learning model not fully implemented due to district time line requirements
Proficiency levels at lower grade levels not matching upper grade levels
Content leaders to help alignment by timeline and instruction
Measure effective instruction
Collaboration
Data analysis
Need at lower grade levels
Training in effective reteaching lesson plans
STAAR A Readiness

Index 3 Closing Performance Gaps

Needs/ Weaknesses
More computers
More time
Not enough time allotted for students to master
Placement of students in SLA
Start early on
Campaign for earlier start at home
Gap between all LEP/SP Ed
Rigor is mostly at application highest
Closing to slow

Student Achievement

Student Achievement Strengths

CSF 1 Improve Academic Performance

Strength
Vertical Alignment in all Content Areas
Data Meetings
90 day action plan generated based on students’ needs
District Curriculum provides rigorous strategist to meet standards.
Mastery Learning Model allows teachers to modify instruction to meet the needs of all students
Small group interventional
Tutorial, Guided Reading, ELD
District Support
Training- Strategists
Campus PLC’s (vertical/alignment)
Diagnostic Testing
Builds Stamina

CSF 2 Increase the Use of Quality Data to Drive Instruction

Strength

Data Meetings create plans targeting skills not yet mastered
Settings of goals
Action plans
Training on data analysis
Data provided by administration and or aware
Given in a timely manner
On line or commitment
Strategists Support
Data Analysis
Strategists
Vertical/Horizontal alignment meetings

Student Achievement Needs

CSF 1 Improve Academic Performance

Needs/ Weaknesses
No Horizontal Alignment in Content Areas
TEKS Tested not aligned to TEKS taught
Understanding and implementing is lacking of 90 day plan
Too Many TEKS per bundle
Further Training , District Timeline hinders full implementation model
80% of students reading below grade level at testing grades (istation)
Modeling or strategists from beginning to end (cohart) through bundle
Timely Scheduling year round
2nd- 5th needs to build it
Diagnostic not necessarily a release test

CSF 2 Increase the Use of Quality Data to Drive Instruction

Needs/ Weaknesses
Assessment not aligned to taught curriculum
TEKS
Need to further master data analysis skills
Ongoing
Not enough time to implement action plan
Strategists at lower grades
Parent collaboration
Contact communication
Expectations
HW

School Culture and Climate

School Culture and Climate Strengths

CSF 6 Improve School Climate

Strength
Celebrating students (six weeks) Academics, Attendance, behavior
Brag box
Decrease in referrals
Words of wisdom
100% all day everyday
Emphasizes daily
Attendance increase
Various events, Literacy nights, meet the teacher night, open house, peter piper night, Mcnight,
festivals , parent workshop
Open door policy in office

School Culture and Climate Needs

CSF 6 Improve School Climate

Needs/ Weaknesses
Not utilizes eough
Literacy night 1. Low turnout
2.Teacher
Participation is weak
3.needed expectations
Need more time building activities
Students teachers
Teacher input for campus website
Distance between school and community for zone
Funds for extra curricular Sponsors to lead class
Schedule time.

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Strengths

CSF 7 Inncrease Teacher Quality

Strength
Learn center instructions
Discipline management
Teacher retention counselor
Teacher action plans
Mastery learning model
Cooperative learning strategist

PLCS/ Alignment meetings

Staff Quality, Recruitment, and Retention Needs

CSF 7 Increase Teacher Quality

Needs/ Weaknesses
Successful student participation
Evaluation & Feedbacks on Student Progress
Professional communication dealing with parents
Professional development
Informal assessment of students for readjust the lessons
Structure the collaboration
Goals / objective need to defined
Guides by administration (alignment Meetings)

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Strengths

CSF 4 Increased Learning Time

Strength
Teacher Collaboration
Coach doing content lessons during bad weather days
Professional development
Cooperative learning
Effective strategist
CLPAC Meetings
Six weeks planning (clusters)
Master Schedule
Extended Day
Istation Regular
Istation
Recess tutoring
Extended Day (Regular)
Tutoring during regular day
TA’s Tutors

Curriculum, Instruction, and Assessment Needs

CSF 4 Increased Learning Time

Needs/ Weaknesses
Structure to a specific (science) content
Content are development
Not just strategist
Not made to choose from
Keep consistent
Keep it consistent
Istation regular tutorial start online
More time (including lower grade levels)
Departmentalizes at lower grades (transition needs to decrease)
Better structured
Teacher/ student racial (reduce)
Behavior
Hurts lower grades
Trainings for TA’s
Teachers need to set instructions/expectations have assignment ready

Family and Community Involvement

Family and Community Involvement Strengths

CSF 5 Family and Community Involvement

Strength
Plenty of opportunities for parental involvement
Committed Parents
Parent Liason
Parent (CLPAC)

Family and Community Involvement Needs

CSF 5 Family and Community Involvement

Needs/ Weaknesses
Low parent turn out Need to go into community
Not notified in timely manner
Parents feel intimidated
Lack business community, presentations
input
Extra curriculum activites Gardening, choir, dance, guitar, sports

School Context and Organization

School Context and Organization Strengths

CSF 3 Inncrease Leadership Effectiveness

Strength
Administrations Challenge and supporters
Communications across grade levels
Leadership effectiveness when it comes to student achievements
Decision based on student data achievement
Provides ample time for timelines reports and lesson plans
Instructional materials as needed are provided
Effectively and efficiently deals with discipline as it arrives
Strategist support
Flexibility to deliver instructions as needed

School Context and Organization Needs

CSF 3 Increase Leasership Effectiveness

45% feel not supportive when it deals with parents
42% feel lack of feedback on school decisions
Walk through feedback not given in timely manner
Training on how to use resources
TECH
Application/modeling long term of recommended
Strategy(ies)
Based Rivas students needs

Technology

Technology Strengths

Strength
Trainings are available
Emails, staff meetings
Some hand helds are available leap frogs, keneos, mobi

Technology Needs

Needs/ Weaknesses
Slow CT response time Old equipment & not working
Not being capitalize
technology
Not in lesson Lack of knowledge
Issues not resolved
Slow internet speed
Broken filter (internet)
Low starchart performance
Still developing
Equipment available for teachers is unlimited:
speakers, test clickers, laptops, headphones, hand
held devices, casles
Not being utilized
Teachers scared to use technology

Teachers not held accountable for lack of technology use, or having lack of knowledge of technology

Comprehensive Needs Assessment Data Documentation

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

Goals

Goal 1: Goal 1: Create an inviting educational climate that enhances learning and academic performance for all students so that they may excel in all areas of education and meet state and federal passing standards.

Performance Objective 1: M. Rivas Elementary will focus on instructional improvement resulting in all students meeting goals for all accountability measures. Applies to all content instructional areas - Reading/ELA, Writing, Mathematics, Science, and Social Studies. Applies to District, State (STAAR, EOC, TELPAS, TPRI/Tejas LEE, PBMAS) and Federal/NCLB (AYP).

Strategy Description / Staff Responsible for Monitoring / Evidence that Demonstrates Success / Formative Reviews