Donna Independent School District P.S. Garza Elementary
Donna Independent School District P.S. Garza Elementary
2015-2016 Campus Improvement Plan
Mission Statement
The mission of P. S. Garza Elementary is to provide a safe, nurturing environment of mutual respect while inspiring children to achieve their academic potential as life-long learners.
Students will be valued for their individuality and diverse capabilities as they are taught to face the future and contribute to society with compassion, courage, knowledge and vision.
Vision
The vision of P.S. Garza Elementary is to achieve excellence and success by valuing students for their individuality and diverse capabilities as they are taught to face the future and contribute to society with compassion, courage, knowledge and vision.
Value Statement
"To teach and inspire; to reach and transform.
Every student. Every day."
Table of Contents
Comprehensive Needs Assessment
Needs Assessment Overview
Demographics
Student Achievement
School Culture and Climate
Staff Quality, Recruitment, and Retention
Curriculum, Instruction, and Assessment
Family and Community Involvement
School Context and Organization
Technology
Comprehensive Needs Assessment Data Documentation
Goals
Goal 1: P.S. Garza will create an inviting educational climate that enhances learning and academic performance for all students so that they mayexcel in all areas of education and meet state and federal passing standards
Goal 2: P.S. Garza will provide students and all stakeholders with a safe and nurturing school environment that supports academic success
Goal 3: P.S. Garza will continue to follow sound fiscal and managerial practices to provide a highly qualified staff, appropriate resources,technology, and well-maintained facilities to promote increased student achievement
Goal 4: P.S. Garza will collaborate with parents, community members, and staff to promote continuous success for all students through an effectiveplanning and advisory process
State System Safeguard Strategies
State Compensatory
Budget for P.S. Garza Elementary:
Title I
Schoolwide Program Plan
Ten Schoolwide Components
2015-2016 Campus Planning and Decision Making Committee
Campus Funding Summary
Comprehensive Needs Assessment
Needs Assessment Overview
NEEDS BY CRITICAL SUCCESS FACTORS
CSF1 - ACADEMIC PERFORMANCE- CSF2 - QUALITY DATA TO DRIVE INSTRUCTION-
CSF3 - LEADERSHIP EFFECTIVENESS
CSF4 - INCREASE LEARNING TIME-
CSF5 - FAMILY AND COMMUNITY ENGAGEMENT-
CSF6 - SCHOOL CLIMATECSF7 - TEACHER QUALITY-
Demographics
Demographics Summary
Over the last 3 years enrollment numbers have shown an increase. In 2013-14, there was a slight decrease due to rezoning, however the numbers had maintained in the 800's until April at which point P.S. Garza was at 799. Males were at 428 while females at 371. Out of the 799 students, 98 students are Migrant, 44 GT, 30 students receiving special education instructional services, 38 students receiving related services such as speech, OT, and PT, while 88% of our student population is at-risk.
The mobility rate for our campus is at 17.9% equivalent to 141 students however 95 of these are migrant. The area is low socio-economic with a high number of English Language Learners at 75.7% based on TAPR. Our teacher to student ratio is 1:19.
Demographics Strengths
Daily attendance is taken 2x a day.
Announcement of classes with perfect attendance daily.
100% attendance flags.
Demographics Needs
Student attendance did not reach 97%.
Awards and incentives to increase attendance rates.
Increase parental awareness activities to assist in improving attendance.
Non-ELL's outperform ELL's, need for smaller teacher to student ratio.
P.S. Garza ElementaryCampus #113
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Student Achievement
Student Achievement Summary
Data is disaggregated by ethnicity, gender, special pops, and economics. The steady growth observed since 2013-14 continues to exist on the campus as far as population and academic performance however the most noticeable improvement shown in all categories is more evident among the females as they continue to outperform their male counterparts.
Data also indicates that students overlap to several categories such as LEP, ED, and Hispanic. Overall our Istation reports indicated Tier 3 numbers have decreased, Tier 2 increased and Tier 1 also increased from Kinder -5th grade. Growth in Reading by grade level has been evident in all grade levels except 1st Grade. Math benchmark scores also showed increases with the exception in 3rd and 4th grade. STAAR Reading scores indicate growth in 3rd and 5th grade but a decrease in 4th grade. Writing 4th grade scores also show a decrease of 10.54%.
Student Achievement Strengths
Teacher collaboration/planning period
Istation is helping with student achievement.
In order to analyze growth we used 1st six weeks and 5th six weeks benchmarks for K-2nd grade
Kinder: Data shows growth in Readingby 17.76% and Math by 55.15%
1st grade: Data shows growth in Math by 0.44%
2nd grade: Data shows growth in Reading by 4.81% and Math increase of 0.26%
3rd grade: Data shows growth in Reading by 0.26%
4th grade: Data shows growth in Reading by 33.53%
5th grade: Data shows growth in Reading by 37.84% and Math by 5.56%
3rd grade STAAR results show a growth in Spanish Reading by 11.14%. LEP students showed 12.52% increase in Reading 4th grade STAAR results show a growth in Reading by 4.08% 73%, Spanish Reading by 16%. LEP students showing the most progress in reading, Spanish Reading, Writing
5th grade STAAR results show growth in Reading by 8.27% and Spanish Reading 80%. Science also showed a slight increase of
3.03%
Istation scores are showing a steady growth overall from K- 5th
Student Achievement Needs
Data reflects growth is steady but slow but not in all content areas.
New teachers attended more training than in the previous year however more is needed to build capacity.
Although reading scores demonstrate growth, findings indicate large percentage of students are reading below grade level.
3rd grade STAAR: decrease in Reading and Math
4th grade STAAR: decrease in Writing by 10.54%, Reading by 4.08%, Spanish Reading by 23% and Spanish Writing by 0.33% 5th grade STAAR: no standard for Math however growth is needed when using previous year's measures.
Campus met standard with a 56% demonstrating need for continued remediation and interventions.
TELPAS scores K-5 reflect a slight decrease from 2012-2013 to 2014-2015, with this year being 10ths of a point. Academic Field Trips to celebrate student academic achievement.
Have more millionaire readers to represent PS Garza.
Expand and update Informational Literacy Center's book collection in English and Spanish to support the curriculum.
School Culture and Climate
School Culture and Climate Summary
P.S. Garza Elementary promotes mutual respect, collegiality and teamwork from both students and teachers. The staff has created and brought to life a shared vision for school success centered on rigorous academics, effective instruction and empowering school culture. Student achievement is at the heart of the vision. The staff has aligned school policies, resouces, structures, decision-making process and other leadership action with the vision.
The data reflects that the campus employs the district management plan and according to the student survey 80% of students feel safe coming to school and 88% of the staff feel the same way. Every morning students as well as staff recite the CREED thus the expectation is reinforced by the staff.
Data indicators reflect an increase in disciplinary referrals by at least 50% however classroom management in approximately 43% of staff was adequately sustained within an average of 15 minutes.
School Culture and Climate Strengths
Staff survey indicates 88% of staff feel that their students have not been involved in gang activity.
Staff survey indicates 79% of staff feel that they get along with their peers.
85% of students surveyed indicate that they have not been asked to join a gang.
Campus maintains a positive work environment.
District LPC working with students.
Increase in parental involvement activities.
School Culture and Climate Needs
Offering of more extracurricular activities or clubs.
Repairs and aesthetic look of the campus needs improvement.
Student and staff absenteeism.
Beautification (gardens, trees, benches, shrubs).
Student incentives to decrease disciplinary referrals.
Classroom managment training.
Increased character education for social skills and bullying.
Safety concerns (non-locking doors, leaks, electrical cord covers).
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
P.S. Garza counts with 42 certified elementary teachers with 35 of those being bilingually certified. All of our paraprofessionals meet the 60 hours of college credit or highly qualified status. All teachers are highly qualified in compliance with PL-107-110. Teacher performance data is maintained using PDAS and electronically maintained on Eduphoria with follow-ups provided through one to one meetings, lesson plan feedback or through electronic communication through email or Eduphoria PDAS. Based on a current report, attendance rate is at 96%, retention rate at 93% and a turnover rate of 7%. The counts include 3 teachers requesting transfers, 1 not returning.
Staff Quality, Recruitment, and Retention Strengths
Mentoring opportunities for new teachers and new to the campus that includes lesson planning, feedback, technology assistance and campus procedure assistance.
All staff is highly qualified.
Staff is supported with feedback and team work.
Feedback for walk-thru's and observations.
To meet student achievement, staff is placed or assigned to foster student needs.
No need for recruitment since most staff continues.
Staff Quality, Recruitment, and Retention Needs
Survey indicates teachers want more into into self-selecting trainings to attend.
Increase staff morale through team building activities, cross-level observations and supports.
Continued needs in Guided Reading/Reading.
Continued needs in Writing. Continued needs in Science.
Training in Best Practices.
Vertical and Horizontal alignment through contents, discussions, planning.
Classroom management training and one unified system.
P.S. Garza ElementaryCampus #113
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
There is existential evidence that curriculum alignment to TEKS is present through the district's curriculum collaborative, district benchmark and 6 weeks exams, lesson plans and supplemental programs such as Lexia, Think Through Math and Istation. Data analysis occurs every 6 weeks to realign focus, for all students including special populations. Data review includes state assessments, district benchmarks, Istation, TTM and 3x3 information.
Trekking through the TEKS formed an integral part of maintaining the focus on district timelines to campus instruction. Teachers would receive updates every 6 weeks on resources, timelines, and scope for instruction.
Curriculum, Instruction, and Assessment Strengths
Periodic reviews of district, campus and classroom data through 3x3 meetings.
Training of all staff on Sheltered Instruction Strategies.
Discussion of data on individual students and selection of interventions.
LPAC review meetings periodically.
Sp. Ed. review meetings to adjust instructional services and accomodations as needed.
Trekking through the TEKS.
Ipads in the classroom (13).
District curriculum accessibility though Dropbox.
Eduphoria accessibility to various reports for tracking, identification of target objectives.
CLPAC and DLPAC
Student accessibility to Accelerated Reading, Istation, Rosetta Stone, Think Through Math, Personal Math Trainer, Lexia, and Reading A to Z.
Curriculum, Instruction, and Assessment Needs
Writing camps for students.
Science Night in addition to Literacy Nights.
Tutoring will be offered as RTI for students in need.
Campus sponsored PLC's through trainer of trainers and on-site trainng. Cross-level mentoring for teachers.
Training for teachers and administrators on meeting instructional and curriculum needs in Writing, Reading, Math and Science.
Conference attendance for teachers in all areas: Reading/Writing, Math, Science, Social Studies, Technology. Academic Field Trips to enhance learning experiences to connect with content.
Need for more vertical alignment planning.
Professional development on classroom management, ELL strategies, differentiated instruction, RTI and core areas.
Increase access to technology for skill reinforcement (IPADS, PC's, ELMOS, Document Cameras, Interactive Boards, etc.)
Family and Community Involvement
Family and Community Involvement Summary
P.S. Garza involves the family and community through events such as Open House, Festivals, Literacy Nights, Peter Piper Night, Student Performances, District Events and fundraising opportunities. Parents and the community play an integral role through campus or district level memberships and are involved through the parental involvement center and provide valueable input through CLPAC and DLPAC as well as through other committee meetings. There are various programs, sessions and services provided to parents that include trainings on nutrition, health, parenting, topics of importance to the community such as truancy, social services,girl scouts, English classes, social work referrals, workshops, as well as campus activities such as literacy nights and symposiums all in both English and Spanish.
Family and Community Involvement Strengths
There is a designated area for parent trainings and involvement.
Funding is provided for parental involvement resources.
Communication with parents is in both English and Spanish.
The campus has a parental involvement liaison.
Family and Community Involvement Needs
Campus needs more advertisement for parental involvement.
Weekly newsletter or school calendar.
Parent presentations on RTI, Special Education and other learning needs.
Increased parental participation rate.
Consider a reading program involving parents (Read to a child).
Open invitation for parents to help choreograph performances or apply talents.
Report card nights.
Parental meetings for both the morning and afternoon.
School Context and Organization
School Context and Organization Summary
The district/school supports the organization by providing content based syposiums, principal meetings, teacher/administrator trainings, CLPAC and DLPAC sessions, staff meetings, and new teacher orientations. Teachers have a voice in decision making and school policies throughout the year through CLPAC and staff meetings. Teachers in teams and triads work effectively with one another. Adequate time is devoted by providing tutorials at different times of the day and on Saturdays. Students need more motivation/incentives in order for them to strive for good behavior, success, attendance and grades. School expectations reveal that the faculty and staff are committed to ensure the success of all students by creating life-long learners, productive, and independent citizens.
School Context and Organization Strengths
Parental events offered such as literacy nights, student performances, festivals, open house, GT fair share, Atolito con abuelito and award assemblies.
Communication within teams is effective.
Availability of student tutorials.
Teachers involvement in decision-making through participation in grade level meetings, staff meetings, CLPAC, DLPAC, LPAC, ARD's and orientation, etc..
Representation of various personnel including parents on CLPAC.
Decisions made on a collaborative effort.
School Context and Organization Needs
Improved grade level communciation and within all campus teachers.
Loss of instructional time during transition time.
Teachers have little or no in-depth knowledge of assessment principles.
Increase student incentives targeting motivation, behavior, attendance and performance.
Technology
Technology Summary
Analysis of data indicate that P.S. Garza classrooms for the most part are equipped with a teacher computer and 4 student terminals, access to checking out laptops, black and white printers, interactive boards in most classrooms, data projectors in all classrooms, but ELMO's in most classrooms. Wireless internet is campus wide as well as LAN in every classroom. The campus has one computer lab with 30 pc's and
30 terminals in addition to 26 other pc's available in the library. The STaR Chart survey for technology indicates that we are in the developing stage. Teachers report that they have participated in professional development for technology and although most feel comfortable, some need further training. Technology is implemented across content areas daily by students and teachers.
Technology Strengths
Classrooms have 1 teacher pc working.
Lab accessibility to 30 pc's and ILC 26.
We have at least one IPAD for K-5th for reading classrooms and 1 for Math Classrooms 1st-3rd.
We have wide variety of web-based and computer-based programs to support instruction and content areas.
Curriculum Collaborative & Eduphoria Aware support teacher planning.
Teachers primarily use technology to direct instruction, improve productivity and model technology skills. Techie Tuesdays provided good hands-on training.
Technology Needs
Funding for updated technology not limited to but including computers, document cameras, data projectors, interactive boards, class response systems, IPADS, laptops, Kindles, etc.
Replacement of USB connections for interactive boards.
Need to ensure all classrooms are equally equipped.
MTT should be assigned as a resource and facilitator in the computer lab.
Need for teacher versus paraprofessional in the computer lab.
Teachers need to create and integrate web-based lessons that include TEKS on content and learning activities.
Replace chalkboards with dry erase boards.
Mounting of all data projectors.
Training of ALL teachers targeting integration of technology in all content areas.
Access to color printers for printing of instructional materials specifically to ELL's.
Server access is affected on windy days in addition to bad weather days.
PC's over terminals for student use so that software is more reliable.
Document camera shortage calls for immediate securing.
Laptops for teacher access need replacing to meet criteria required for Curriculum Drop Box.