Anson Jones Elementary School
Campus Improvement Plan
2016-2017
Anson Jones ES Vision
Anson Jones ES aims to be a premier school in the Dallas Independent School District
Anson Jones ES Mission
The Anson Jones Community, committed to Academic & Social Excellence…Everyone… Every Day.
DALLAS INDEPENDENT SCHOOL DISTRICT BOARD GOALS
GOAL 1: All students will exhibit Satisfactory or above on performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth.
GOAL 2: Dallas ISD schools will be the primary choice for families in the district.
GOAL 3: The achievement gap by race, ethnicity, and social economic status will be no greater than 10% on all academic measures.
GOAL 4: 95% of students will graduate. Of the graduates, 90% have the qualifying scores for community college, college, military, or industry certification.
GOAL 5: 95% of entering kindergarten students are school-ready on a multi-dimensional assessment.
GOAL 6: All students will participate in at least one extracurricular or co-curricular activity each year.
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.
Committee:
Name / PositionAlberto Herrera / Principal
Leslie Rocha & Gustavo Figueroa / Professional Staff Members
Alberta Oviedo / Community Member(s)
Ricardo Avalos / Business Representative(s)
Veronica Serrano / Parent(s)
Karen Bornholdt / Special Education Teacher
Rita Valles / Other
Comprehensive Needs Assessment Summary
School Year: 2016-2017
Data Sources Reviewed:●
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Area Reviewed / 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?
Demographics / Based on our data packet, our student population is 682 with 97.2% Hispanic, Asian 0.1%, Black 1.3%, White 1.2% & Multicolor 0.1%: PK 69, KN 61, 1st 101, 2nd 107, 3rd 121, 4th 94 & 5th 95. We also have 57.8% Hispanic teachers. Our attendance rate (97%) is higher compared to the district (96.4%) and the mobility rate is 93.4% compared to the district 89.5%. / Based on our data packet, our student population is 682. We have 79.4% At Risk students, 95.9% low SES, 70.2% LEP, and 97.9% Hispanic minority. We also have 57.8% Hispanic teachers. Our attendance rate (96.4%) is equal compared to the district (96.4%) and the stability rate is 93.4% compared to the district 89.5%. / Our priorities will be to meet or exceed the passing standard in state standardized tests for our English students, ELL subgroup, and Economically Disadvantaged subgroup. These groups of students need additional assistance because they lack experiences due to their socio-economic status and language proficiency. Thus, they need to acquire academic vocabulary & improve basic reading skills to meet state and federal student achievement goals. Federal and state funds will be used to target reading instruction to build their English language proficiency, basic reading skills, and differentiate services between general education English language students and Bilingual students.
Student Achievement / Based on our data, student achievement reflected the following scores meeting Level II:
●3rd Reading Spanish-55%,
●4th Reading Spanish-49%
●4th Writing Spanish-61%
●5th Reading Spanish-81%
●3rd Reading English – 47%
●4th Reading English – 39%
●4th Writing English - 28%
●5th Reading English – 79%
●5th Science English – 72%
Advanced levels in Reading Spanish: 3rd-18%, 4th-13%, & 5th-21%
Advanced levels in Reading in English classes: 3rd-11%, 4th-9, 5th-18%
3rd Math – 65%
4th Math – 65%
5th Math – 86%
Advanced levels in Math:
3rd-13%, 4th-8%, & 5th-19%
AJES had 0 distinction received for 2015-2016 / Based on our data, there is a need to improve in the following areas:
●1st Gr Reading TerraNova - 69%
●2nd Gr Reading & Language TerraNova - 51% & 69%
●2nd Gr Math Total - 55.4%
●3rd Gr Reading - 24% Gen Ed & 76.7 % Bil
●4th Gr Writing (Bil & Gen Ed ) - 61% & 28%
●4th Gr Reading (Gen Ed & Bil) - 39% & 49%
Advanced Levels in 3rd, 4th, & 5th grade English classes-3rd-11%, 4th-9%, 5th-18% / Priority areas will be to work to reinforce basic literacy skills in phonics, fluency, and comprehension to increase achievement; to reinforce basic writing skills across the contents areas to increase achievement; & improve satisfactory performance in all content areas in the Gen Ed sections. A revised campus wide writing and small group instruction/guided reading plan will also be deployed. Teachers will progress monitor students through common assessments so that they can intervene, analyze the data, and create action plans to implement best practices. Federal and state funds will be used to purchase instructional materials/resources and pay teachers to tutor after school and on Saturdays. By focusing on the above mentioned areas, we should see gains in the following:
●Increase reading/math scores for grades 3-5 to meet or exceed state standards.
●Increase reading scores for our English students, meeting the standard or better in this area.
●Improve English & Spanish writing scores to meet or exceed standards.
Increase the level of advanced scores across the campus in all content areas.
School Culture and Climate / Campus Climate Survey Data indicated the following: Beliefs & Priorities: The District Core Beliefs will lead to success = 83.3%; Understanding role in implementing Key Actions: 98% to 92.6%; Leadership helps me understand change in school's focus = 78.4% to 76.9%; How similar are school's priorities to what you think they should be = 75.5% to 71.7%; Campus headed in the right direction = 79.2% to 75.9%; Culture of Feedback & Support: The PD sessions at my school this year helped me improve instruction = 59.5% to 53.7%; My school has an effective instructional leadership team = 75.6% to 53.7%; Climate survey data indicates that AJES Staff know what they need to do to ensure student success, but have not entirely bought into the instructional changes & direction of the school. Despite drops in most categories for the Spring 2016 survey, all categories with the exception of 3 items in yellow are in the green across the categories listed. AJES staff needs to continue to work collaboratively on implementing Core Beliefs consistently, continue to refine the process for input into campus initiatives, continue to improve the quality of instruction, continue to foster parent involvement in the campus instructional program, & continue to refine the culture of feedback and support within the campus. (KA 1, 2, & 3) / Based on the Campus Climate Survey data, there is a need to improve the quality of PD sessions further (53.7%), & increase the effectiveness of the instructional leadership team (53.7%). As such, we will focus on:
●Build on and refine the culture of feedback and support to ensure that staff is receiving effective, high quality feedback.
●Build on and refine the PD cycle to ensure that staff is receiving effective, high quality instructional support and professional development.
●Train new staff in campus processes, procedures, and expectations to ensure that they are on board with the direction of both campus and district. / Priority areas that we will continue to focus on will be on improving the quality of instructional feedback and improving the quality of professional development sessions. Teachers will set measurable and incremental goals that will be reviewed at each data meeting after each common assessments. Federal and state funds will be used to purchase materials needed for professional development, instructional materials, resources, and pay for registration to conferences as permitted. In addition, we will continue building on our positive campus climate/culture by continuing to allow staff input on our CAP, hiring, development of processes and systems, and building leadership density. Furthermore, staff will devote time and resources to further develop student culture, positive social skills, positive behavior, and student accountability
Staff Quality/ Professional Development / Review of PD for AJES indicates that a substantial amount of PD was given throughout the 15-16 school year. Initial PD revolved around refining common systems in Math & Reading/Language Arts classrooms for routines, Small Group Instruction, and purposeful planning. Second semester training stressed purposeful planning, refined progress monitoring, and engagement. Overall, deployment of PD paid off in the area of refining common systems, progress monitoring, & refining data collection, organization, and presentation. / End of year SPOT data indicated the following: Instructional feedback: EOY SPOT Observation Data Totals: 2.1 = 1.85; 2.2 = 1.76; 2.3 = 1.90; 2.5 = 1.95, 3.1 = 1.98.
Based on this data, AJES Staff made considerable gains across three domains. We will continue working to improve instructional delivery and engaging students. Our greatest leverage point this year will be to address literacy skills across all grade levels to increase comprehension across all subjects. In addition, we will also address writing across the curriculum to support our initiative around literacy skills. / AJES Staff needs to continue the work in data driven instruction (DDI), curriculum alignment, purposeful planning, & engagement. In addition, AJES will work on refining the PD Cycle: Present PD, Implementation, Follow-up, and Reflection/Assess Progress. The ultimate goal will be to improve the quality of instruction and increasing teacher effectiveness. AJES Staff will also continue to seek staff input in recruiting and hiring decisions. Federal and state funds will be used to pay for Campus Instructional Coaches and instructional materials and resources.
Curriculum, Instruction, Assessment / Based on the SPOT Indicators from last year, our EOY scores were:
2.1: 1.85 - Lesson objectives
2.2: 1.76 - DOL
2.3: 1.90 - Presentation of Content
2.5: 1.95 – Engagement
3.1: 1.98 – Maximizing time
Our teachers plan lessons collaboratively with CICs and their team to ensure they receive the necessary support to deploy effective instruction. / Based on our EOY SPOT data, our work around curriculum, instruction, and assessment will revolve around to continuing to improve instruction and engaging students. With two 2nd year teachers, four Progressing I teachers, and two teachers new to the district, the Leadership Team and mentors will need to work closely with them to ensure they know and understand the content and for those teachers new to the district, campus and district instructional expectations. / AJES Staff will participate in PD in the areas of curriculum alignment, purposeful planning, & engagement, including higher order thinking skills and questioning, engagement/instructional strategies, phonics, writing, guided reading & small group instruction. Staff will examine student work artifacts during PLCs, implement training, & assess progress. In addition, staff will utilize the TEKS Resource System, an organized curriculum planning guide, to take the guess work of aligning the curriculum. Federal and state funds will be used to pay for Campus Instructional Coaches and instructional materials and resources including rigorous test prep materials that teachers can use for both STAAR & TerraNova/SUPERA.
Family and Community Involvement / Based on the parent survey conducted by the district in the Spring of 2016, AJES showed strengths in the following areas:
●“The information my child’s school and the district provides is in a language that I understand.”(98.2%)
●“My child’s school informs me about my child’s grades and learning progress throughout the year.” & “My child’s school welcomes parent involvement and engagement.” (96.4%)
●I am satisfied with the direction and the success of my child’s school. (94.6%). / Based on the parent survey conducted by the district, AJES needs to improve in the following areas:
●“My child’s school has a respectful learning environment. (85.7%);
●“I am satisfied with the school’s maintenance and cleanliness.” & “My child’s school stresses the importance of preparing for/attending college after high school.” (83.9%)
●“My child’s school responds to my concerns in a timely manner.” (82.1%) / Based on this data, our focus will be to ensure that all staff addresses concerns in a timely manner. Admin will communicate with the custodial crew to ensure that school’s maintenance and cleanliness is excellent. Because we need to increase the percentage of parents who believe that we need to stress the importance of preparing for/attending college after high school we will focus on making overt references and displays conveying a college going culture and mindset. Federal and state funds will be used to buy materials and resources to ensure that parents are included and educated in the campus instructional program through parent workshops, make-and-takes, and grade level parent meetings conveying expectations for communication and timely responses to concerns.
School Context and Organization / AJES is proud to provide opportunities for students to participate in extracurricular activities after school such as Girl Scouts, Boy Scouts, the AJES baseball team, art club, and Destination Imagination. AJES also partners with Texas Tech University which placed 6 teacher interns on the campus to get hands-on experience in teaching under the supervision of AJES Mentor Teachers. AJES staff also implemented various Coffee w/the Principal throughout the year as well as parent trainings and a Family Literacy Night, which will be expanded to include other content areas this year.
FASC / Because we serve such a high needs population, our counselor and social worker are constantly serving both students and families in need and in crisis. With the help of the district Youth and Family Department, we are able to serve our community when the need arises. We will work with families to increase input as well as increase involvement to support the campus instructional program through family nights & closer cooperation between families and teachers through periodic meetings throughout the year. / Based on this need, our counselor, staff, social worker, and Parent Volunteer Coordinator will continue work with families and educate them about the myriad services the district has to offer and provide the community with parent workshops to educate them on parenting skills, community and district resources, and the campus instructional program. With the grant cycle for the Thriving Minds After School Program ending, AJES staff will need to increase the repertoire of after school activities to include soccer and Little Kids Rock music band. Other activities will be determined once more staff input is given. Federal and state funds will be used to purchase materials and resources to help in this endeavor.
Technology / Our current technology suite includes a desktop in every classroom, one laptop per teacher, 4 mobile laptop carts, one digital projector and document camera per classroom along with a digital classroom suite in every 3rd, 4th, and 5th grade classroom. All staff have a basic knowledge of productivity programs and online instructional resources. / To improve the deployment of instruction, interventions, and facilitate data analysis and disaggregation, the campus will purchase All In Learning. The district will provide iStation for Reading in PK-2, Achieve3000 in Reading for 3-5, Reasoning Mind for Math in 2nd & 3rd and Think Through Math (TTM) in 3-5 Math. The campus is also looking to purchase Reading A-Z and Writing A-Z as well as STAAR Test Maker. We will also work to increase proficiency in using Google Drive, Google docs, and related apps. We will also look to increase the availability of bulbs to replace burnt bulbs in our older digital projectors which help teachers present lessons and instructional materials/resources. Additional digital projectors and document cameras, A/V materials, and tablets are also needed to replace aging stock. / Based on the need to improve the deployment of instruction, interventions, and facilitate data analysis and disaggregation, AJES staff will receive additional PD for All In Learning, Reasoning Mind, Achieve 3000, iStation, along with Google Drive and related apps. All In Learning will assist with the quick analysis and disaggregation of data to help with the development of intervention and action plans. Building proficiency with the Google Drive suite of apps and programs will increase teacher collaboration when working on lesson plans, action plans and intervention plans. Additional training on how to use hardware & software we already have will also increase proficiency as well as foster innovative integration of said software/hardware and instruction. Federal and state funds will be used to purchase All In Learning, STAAR Test Maker, Reading/Writing A-Z, as well as additional technology such as projector bulbs, digital projectors, tablets, and document cameras. This in an effort to shore up proficiency in Reading, Math, and to support Key Action 2 regarding written communication across all content areas. As evidenced by STAAR Writing performance in 4th grade in 2015-2016 (61% Bilingual & 28% Gen Ed), there is a marked need to improve written communication skills in all content areas across all grade levels, specifically in K-3)
Title I, Part A