Thomas Tolbert Elementary School Campus Improvement Plan

2015-2016

Mission: To help all students become successful, life-long learners and develop appropriate behaviors.

Thomas Tolbert’s Staff…..

will provide effective quality instruction that lays the foundation for college and career readiness.

believes that ALL students can experience academic success.

will consistently employ research-based instructional practices for ALL students leaving NO EXCUSE for poor teaching.

produces critical thinkers, problem solvers and life-long learners.

will maintain positive attitudes that impact the development of our students, school and the community we serve.

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.

Demographics

School Year: 2015-2016

Comprehensive Needs Assessment Summary

School Year: 2015-2016

Data Sources Reviewed:

Campus Data, Climate survey, Certification (Teacher/Qualification), Staff Effectiveness, Staff Mobility, PD Feedback Data, Recruitment and Retention Data
Parent Survey Parent Activity Evaluation and Feedback, Demographic Data.

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
Grade / All / White / African Am. / Hispanic / Asian
PK / 55 / 1.8 / 40.0 / 58.2 / 0
KN / 56 / 7.1 / 42.9 / 50.0 / 0
1 / 78 / 2.6 / 42.3 / 53.8 / 0
2 / 86 / 0 / 39.5 / 59.3 / 0
3 / 60 / 0 / 40.0 / 58.3 / 1.7
4 / 75 / 4.0 / 46.7 / 49.3 / 0
5 / 61 / 0 / 47.5 / 52.5 / 0
All / 471 / 2.1 / 42.7 / 54.6 / 0.2
/

Teacher absences have decreased (7.6% to 6.6%).

PreK enrollment is not being maximized.
57.5% of our students are at risk.
Only 6.4% of our students have been identified as needing special education services.
13.1% are identified as TAG

To ensure that diversity is integrated throughout the grade levels.
Ensure identified students are tested for special education.
Provide opportunities for more students to visit the TAG classroom.

Student Achievement
3rd / 4th / 5th
Reading (Eng.) / 68 / 56 / 84
Math / 61 / 50 / 64
Writing / 63
Science / 62
Reading (Sp.) / 71 / 100 / 100
Writing (Sp.) / 93
/

3rd grade reading scores increased by 4.8%
5th grade science males had an increase of 11.8%
Iowa math and Logramos scores are higher than the districts.

4th grade reading cores decreased by 2.2%.
4th grade reading had decreases except for LEP and At Risk students.
3rd -5th grade reading decreased by 2.2%
4th grade writing decreased by 1.2%.
Reporting category 3 was the lowest in all grade levels except 5th grade.
5th grade science decreased by 4.7%.
K-2nd grade “All” was at 46.8% which is 6% lower than the district.

Focus on improving the quality of instruction in reading and math.
Provide opportunities for teachers to observe and lead peer visits.
Provide professional development to increase the level of content and pedagogical knowledge.
Provide professional development on trends across the campus (data driven decision making, high quality rigorous instruction).

School Culture and Climate /

The data reveals that the Beliefs and Priorities are 91.1%
Cultural and Feedback 90%
Positive Cultural and Environment 87.4%
College Bound 98.8%

PD Sessions(Campus) improved instruction 96.2% /

District headed in the right direction 54.8%
Instructional Feedback 88.5%
Offered another job 69%
Moral of School 78%

As a campus, we help to foster and ensuring that employees view themselves as part of the district and not as a separate entity or division.
Teachers will receive purposeful instructional feedback that is relevant to the needs of teachers and students.
Recognizing and rewarding effective teaching practices throughout the year.
Teachers are provided mentorships opportunities for all teachers and are afforded many chances throughout the school year to collaborate, plan, vertical teaming, receives coaching and modeling and times to observe other classrooms.
Highly qualified staff members are recruited through our district job fair events, as well as through the recruitment office within DISD.

Staff Quality/ Professional Development / Retaining Rate 63.3%
High Qualified 93.3 %
Teachers on staff at Tolbert 30
80% of teachers on staff at Tolbert Elementary have 3 or more years or experience /

Professional Development consistent and relevant to needs to be campus.
Weekly PD’s - On campus

Teachers will receive purposeful instructional feedback that is relevant to the needs of teachers and students. PD opportunities are provided consistently. Teachers are provided mentorships opportunities for all teachers and are afforded many chances throughout the school year to collaborate, plan, vertical teaming,receives coaching and modeling and times to observe other classrooms.
Highly qualified staff members are recruited through our district job fair events, as well as through the recruitment office within DISD.

Curriculum, Instruction, Assessment /

Weekly horizontal/ vertical planning time
Six weeks planning time
Implementation of TEKS in weekly lesson planning
Instructional Resources

Implementation of the lesson cycle with fidelity
Address issues with unpacking the standards

All staff will consistently implement the lesson cycle with fidelity.
Staff will consistently and effectively unpack the TEKS with support and guidance from the administrative team

Family and Community Involvement /

Safe learning environment
Welcomes parent involvement and engagement
Feel comfortable interacts with personnel
School provide information in a way parents understand.

Address concerns with parents in a timely manner 84.8%
Provide feedback about student’s grades and learning progress throughout the year.86.1%
Increased parent involvement in PTA
Increase community partnerships.

Staff and teachers will respond to parents within 24 hours.
School will provide monthly newsletters with upcoming events and opportunities for parent workshops and feedback.
Parents will have a needs assessment and incorporate findings in the campus plan for the year.
Administration will provide goal and focus tips during PTA meetings.
Provide parents’ opportunities to help on campus such as: school functions, decorating, mentoring, and assisting.

School Context and Organization /

Professional development and support for new teachers
Optional professional development for new teachers
Vertical planning to ensure students understand the content
Day of Planning
Dallas After School Achievers
Vertical Observations
Feeder Pattern school visits

New Teacher mentoring program
Improve bell to bell instruction
More opportunities for Distinguished Teachers to lead
Establish a functioning PTA
Extra-Curricular Enrichment Activities

Ensure new teachers are being mentored and supported
Create after school enrichment activities to promote student parent involvement
Provide opportunities for master teachers to model best practices
Provide more opportunities for feeder pattern school visits.

Technology /

Teachers provided computers.
Some classes have digital classrooms.
Some classes have several computers for student use.
BrainPop, Powervideos, online encyclopedias, etc.

Teacher laptops do not always work properly.
COW computers do not always work properly.
Requisitioned computers have not been replaced.
Previously used software is not available due to funding.
No dongles were provided by the district to allow teachers to project from their laptops.

More computers are needed for students in the classrooms and in the COWs.
Fix broken computers in labs, classrooms, and COWs.
Requisition for new computers in labs, computers, and COWs.
Digital classrooms needed for all classrooms.
All teachers need connectors to connect their district issued laptops to data projectors.
Give teachers professional development opportunities for teachers to properly learn district provided resources.

Title I, Part A

Schoolwide Components:

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

Key Action 1
Thomas Tolbert will increase student achievement and student engagement by improving the quality of lesson designs, lesson delivery and curriculum alignment.
Indicators of Success:
75% of lesson objectives, DOL's , MRS and Student engagement will reach "1.5" as observed by Spot Observation data by December 2015 and 20% will reach an average of 2 or above by May 2016.
75% of the students will meet or exceed standard on common assessments and ACP assessments.
Based on principal's observations, by December 2015, 75% of the teachers will utilize a variety of instructional strategies (cooperative learning, graphic organizers, etc.) to ensure students are actively engaged in learning as noted on spot observations.
Ref. / Strategies and Action Steps / Person(s) Responsible / Resources / Timelines / Evidence of Implementation / Evidence of Impact / Formative/ Summative / Title I
Schoolwide Components
(Code by #)
1A / Highly qualified teachers will implement school wide math activities, such as On-line components, Study Island, Measuring Up, other technology, computer labs, etc., to address low areas in measurement, patterns, relationships, algebraic reasoning, and probability and statistics, including tutoring, after-school tutoring, Saturday School, and summer camp/tutoring summer school. / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Campus Personnel.
Instructional Coach, computers, cows, software
211-$5000 / September 30-June 3, 2016 / Spot Observations, Lesson Plans, Small group anecdotal notes, common assessment data, tutoring logs / Increased student achievement / Lesson Plans, Common Assessments, Teacher made Assessments, Reasoning Minds Data / 1,2,3, 9
2A / Highly qualified teachers willImprove math processes and tools by utilizing the Problem Solving Model, and Problem of the Day. Emphasis on African American mathematics utilizing district initiative tools. / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Math warm-ups, Appetizers, Motivational Math, Kamico, Measuring Up
211-$5000 / September 30-June 3, 2016 / Spot Observations, Lesson Plans, DOL, common assessment data / Increased student achievement / Lesson Plans, Common Assessments, Teacher made Assessments, Reasoning Minds Data. Spot Observations Notes / 1,2,3,8,9
3A / Highly qualified teachers will strengthen math, science, social studies and reading vocabulary with the use of foldables, Frayer model, visual model and word wall. / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Appetizers, Motivational (Math, Reading, Science, SS) Kamico, Measuring Up
211-$1000 / September 30-June 3, 2016 / Spot Observations, Lesson Plans, DOL, common assessment data, student artifacts / Increased student achievement / Lesson Plans, Common Assessments, Teacher made Assessments, Reasoning Minds Data. Spot Observations Notes / 1,2,3
4A / Highly qualified teachers will provide differentiated instruction to meet individual student's needs: cooperative learning groups, small groups, peer tutoring, after school and Saturday school tutoring. / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Debbie Diller
Classroom Instruction that Works, Title 1 funds
211-$1000 / September 30-June 3, 2016 / Spot Observations, Lesson Plans, DOL, common assessment data, student artifacts / Increased student achievement / Lesson Plans, Common Assessments, Teacher made Assessments, DOL Data. Spot Observations Notes / 1,2,3
5A / Highly qualified teachers will use graphic organizers and visuals to strengthen comprehension, vocabulary, and fluency. / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Thinking Maps, Curriculum Maps
211-$300 / September 30-June 3, 2016 / Spot Observations, Lesson Plans, DOL, student artifacts / Increased student achievement / Lesson Plans, Common Assessments, Teacher made Assessments, DOL Data. Spot Observations Notes / 1,2,3
6A / Profiling will be used to monitor progress and modify instruction. Increased progress will result in student rewards, such as ribbons, medals, trophies, certificates, etc. / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Profiling Boxes, Trophies, Medals
211-$6000 / September 30-June 3, 2016 / Spot Observations, Lesson Plans, DOL, Profiling data, Action and Intervention Plans / Increased student achievement / Data Analysis form, Common Assessments, Teacher made Assessments / 1,2,3,8,9
7A / Provide staff development that reinforces curriculum alignment, lesson objectives, demonstration of learning in student engagement in all content areas (reading, math, science and social studies). / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Supplies
211-$450 / September 30-June 3, 2016 / Spot Observations, Lesson Plans, DOL, common assessment data / Increased student achievement / Agenda, PD Notes, Sign in sheet / 1,2,3,4
8A / Recruit, hire and retain highly qualified teachers and provide support and scaffolding that reinforces curriculum alignment, lesson objectives, demonstration of learning in student engagement (reading, math, science and social studies). / Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Questionnaire, Interview Committee
211-$500 / September 30-June 3, 2016 / Teacher retention
HR Position Summary Report / Increased teacher retention / Teacher retention / 1,2,3,5
9A / Provide additional opportunities for professional development through attendance of National State Conferences (ASCD, IRA). / T.I.L.T (Tolbert Instructional Leadership Team) / Title 1 funds
211-$500 / September 30-June 3, 2016 / Attendance, agendas , receipts, notes / Increased student achievement / Agendas,
Sign In , / 1,2,4,8
10A / To address the needs of the Special Education, Homeless, LEP, ESL and bilingual population, the bilingual, ESL, special education and general education teachers will utilize; choral reading, peer mentoring, small group instruction and individualized instruction. / T.I.L.T (Tolbert Instructional Leadership Team)
Johnson, A.
Duson, M / Math Triumphs, Fast Forward. Dual Language Model
211-$1000 / September 30-June 3, 2016 / SST notes and Agendas / Increased student achievement / Agenda, Sign in Sheets, Lesson Plans, Spot observations / 1,2
11A / Highly qualified teachers will Increase scientific vocabulary through word wall and visual representations such as: graphic organizers, word walls, picture flash cards, foldables and vocabulary notebooks to increase understanding of science terms. / Teachers T.I.L.T (Tolbert Instructional Leadership Team) / Science lab, Instant Science Centers, Title 1 funds