Nixon-Smiley Elementary Improvement Plan 2016-2017 NSE: Growing Together
Campus Improvement Committee Approval Date: Submitted to the NSCISD Board of Trustees: October 14, 2016 Board Approved: October 17, 2016 Revision Dates: Nixon-Smiley CISD 2015-2016 Elementary Campus Improvement Plan
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Nixon-Smiley Elementary Mission: Nixon-Smiley Elementary believes that excellence in education for all students comes from a joint partnership between parents and the school. We believe that students need developmentally appropriate academic/social/ emotional expectations and those expectations must be clearly communicated to all participants in the learning process. Regular attendance must be coupled with a safe, supportive environment to allow students to practice healthy academic/social/emotional behaviors.
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Nixon-Smiley Elementary Campus Improvement Committee Members Name Principal Inst. Facilitator Counselor Erica Jones Brittany Rogers Chelsi Labus John Moreno Tina Saldler Stephanie McDonald John McDonald Evelyn Glasco Diana Odom Linda Parks Assistant Principal
Position Campus Administrator Professional Staff Professional Staff Professional Staff Professional Staff Professional Staff Community Member Community Member Parent Parent Business Representative Business Representative District Administrator Campus Administrator
Signature
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Nixon-Smiley Elementary Needs Assessment A Needs Assessment was conducted with District Goal Setting Committee on June 30, 2016, and with the NSE Campus Improvement Committee on October 13, 2016. Data Sources Examined: TAPR data / School Report Card – Retention rates AYP Reports 2016 fall reading and math data 2015-16 BOY, MOY, EOY Screeners Campus discipline records 2015-16 campus end of year benchmark testing Special population test data – TELPAS, TAKS M Special Programs evaluation Technology inventory Teacher turnover rate Professional development records Parent involvement, staff and student survey results TELLL Survey PBMAS Data in Annual Goal Setting Meeting HB5 ELL and Migrant Data and Evaluation
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Nixon-Smiley Elementary School Needs Assessment Demographics: 81.0% Hispanic; 17.9% White; 0.6% African American; 0.4% Pacific Islander; 23.1% ELL; 82.7% At-Risk; 87.7% Economically Dis. (TAPR Report)
Area Reviewed
Summary of Strengths What were the identified strengths?
Student Performance
*Fourth grade exceeded the state average on Writing STAAR. *2016 Accountability Rating: Met Standard *STAAR grade level gains: +14 - 4th Reading, +12 3rd Reading, +1 4th Math. *STAAR student group gains: +5 2015 3rd to 2016 4th Reading *STAAR Subpopulation reading scores are above state average: Reading 3rd 86% ALL 73% ESL, 76% At-Risk, 84% Eco Dis, 86% Hispanic, 89% White, 88/85% Male/Female 4th 79% ALL 75% ESL, 75% Eco Dis, 80% Hispanic, 81% White, 79/79% Male/Female *73% of the third graders were on grade level by EOY. *Kindergarten TPRI Tier 1 increased from 23.8% (BOY) to 82.9% (EOY) * Due to the efforts of the TLI team/WAVE team, the District ranked 1 out of the 30 Districts awarded funds in Year 4 of the TLI grant based on student achievement data. *CLI Engage Pre-K from 2014-15 compared to 2015-16: Letter Knowledge +26, Vocabulary +39, & Phonological Awareness +26 *ESL K-2 (53 students) – 5 students have Beginner Composite Rating; Grades 1-4 ( 64 students) 36 students progressed one or more level (56%) *Attendance rate was 95.9% which was slightly above the state average.
Summary of Needs What were the identified needs?
* STAAR 2016 score averages in 3rd & 4th grade math were below state average. *Elementary School did not received the distinction in the Top 25 Percent in any category. *Only 19% of 3rd and 13% of 4th grade students received advanced performance of STAAR Reading and only 1% of 3rd and 5% of 4th grade students received advanced performance of STAAR Math. *No Academic distinctions were earned. *Grade 2 reading benchmarks dropped significantly. *Economically disadvantaged and white students scored lower in math than other sub populations.
Priorities What are the priorities for the campus, including how federal and state program funds will be used?
* Continued focus on improving student achievement through targeted instruction * Continue decreasing the number of students in Tier 3, while increasing students in Tier 1. *Continue implementation of Lead4ward strategies will assist teachers in analyzing benchmark and STAAR data *Continue system to track ELL learners – ensuring continued improvement * Meeting and exceeding the state averages in all content areas (TLI, NCLB, and Local) * Continue the District wide Writing Plan for all grades and content areas. Expand the campus expectations to also include grammar targets and Gretcen Bernabi strategies in the elementary grades. (TLI) * Continue to focus on student engagement across the district, implementing strategies and activities from Eric Jensen training. (Federal and Local) * Continue strategies to address the needs of ELL students: including, but not limited to staff, time, tutorials (during and after school during extended library time), communication with parents (TLI, NCLB, and Local) *Continue attendance awards and attendance meeting utilizing the attendance clerk *Continue WAVE strategies for all grade levels to enhance lessons and student engagement *Utilize TEKS resource to ensure all TEKS are mastered *Reading Horizons program will support struggling students in grades 3-4. *Sub populations will be studied during data meetings
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Area Reviewed
Summary of Strengths What were the identified strengths?
Summary of Needs What were the identified needs?
School Climate and Safety
*NSE has a strong, supporting, caring staff devoted to all students. *The campus is clean and welcoming to the students as well as parents. *The use of healthy snacks is an important tool to keep students focused on learning, while teaching students the concept of a low-fat, healthy snack. Fruit is offered in the morning and vegetables are offered in the afternoon. *Fire drills are conducted every month in compliance with state Fire Marshal requirements. Local Fire departments and law enforcement assist in drills and make suggestions. *Office referrals continue to decline in grades K-4. *Behavior expectations are taught and practiced to ensure each student understands them using PBIS. *Continued implementation of bullying program through PBIS and Bucket Filling. *NSE controls traffic in and out of the building. A “store front” gives added security. The School Gate Guardian system is used to monitor visitors. *Go-home procedures are in place to ensure all students get home safely. * Low teacher turn over rate. *Class sizes remain close to or smaller that the state.
*There is high generational and situational poverty that exists throughout our student population – large percentage of economically disadvantaged students. *
Priorities What are the priorities for the campus, including how federal and state program funds will be used? *Provide longer planning periods than required to allow time for teachers to collaborate. *Continue PBIS initiatives. *Continue school wide Bucket Filling program. *Continue Eric Jenson strategies to create a productive school climate. *Rick Morris behavior charts and/or class Dojo are used to encourage students in the classroom. *Go-home tags are placed on each student’s backpack to ensure each child goes to the proper go-home staging area. Teachers check tags as they get into cars or load the bus. *Continue bus safety training with all students. *Continue mentor program facilitated by the school counselor for new teachers. *School counselor is readily available for class, group, or individual counseling sessions. (Set up an unused classroom as the “Bucket Filling” room) *Kudos cards for admin or staff to recognize others for growing together *Provide a soda/water fridge for staff to purchase drinks. *Provide a comfortable eating area for staff.
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Area Reviewed
Summary of Strengths What were the identified strengths?
Summary of Needs What were the identified needs?
Parent and Community Involvement
*Parents are becoming more actively involved in the creation of the campus and parent involvement policies. * Many opportunities for parents to visit the campus are being offered. *RISE program allows parents to have after school care for their children for a reasonable cost. Fitness and art opportunities as well as daily homework assistance is provided. *Local fire departments, law enforcement, and EMS participate in Red Ribbon Week. *Grandparents Day ~ Grandparents are invited to read with their grandchild. * RISE program continues to provide vital academic and emotional support for elementary students. *Annual Veteran’s Day program held each year to celebrate the veterans in our community. *Notes are translated into Spanish and we have a Spanish speaking receptionist to ensure all parents can communicate with the school. *PTO-Continue to implement and expand opportunities *Continue the implementation of PBIS. *PBIS lesson plans and color-coded behavior charts. * PK-1 report card follows the PK guidelines and TEKS. *Report cards are used to communicate student growth in mastery of grade level TEKS.
*A small number of parents are able to volunteer on campus. *Teachers and parents have shown interest in supporting the growth of PTO. *Many parents do not speak or read English.
Policy (Discipline, Grading, Etc.)
*NSE attendance rate remains close to the state average (95.6% vs. 95.9%). *While there are decreases in disciplinary incident reports, we strive to lower numbers even more. *PK-1 report cards are difficult for some parents to understand. *Student referrals went from 157 to 189.
Priorities What are the priorities for the campus, including how federal and state program funds will be used? *Host Meet the Teacher and parent nights for parents to attend the school. *Continue to provide community support to families using At-Risk Interventionist and counselor. *Continue to provide families with Spanish translations on information going home. *Follow the Parental Involvement Policy and compact. *Work with teachers on ways to encourage parent volunteers. *Continue to host activities in which parents can participate. *Provide a kinder community worker’s month. Invite community workers to share their information about their jobs. Students will have a dress-up as your future job day and parents will be invited. * Continue RISE program with all components: supplemental experiences, academic support, family support, etc. *Online programs Ready Rosie and Bringing Up will be used to help parents with their children at home.
*Continue to provide funds for bullying and PBIS initiatives. *Continue to provide a full time counselor to prevent behavior issues that result in referrals. *Encourage parent to access the parent portal of Gradebook. *Schedule parent conferences for PK and Kinder for the first nine weeks to explain the report card as well as data reports (CLI ENGAGE & TPRI). First grade will use home visits or parent conferences to explain the report card to new parents to the district. *Monthly communication with staff about office referrals using Educator Handbook.
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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?
Special Programs/Interventions
*The elementary has a targeted plan for offering support to students that are not meeting the TEKS requirements through quarterly monitoring and tracking, classroom support, and tutorials. *Math and reading online programs provide students with the opportunity of individual instruction. *Continue to implement Response to Intervention to assist in identifying interventions for at-risk students, as well as the inclusion of the behavior and speech RtI plans. *Dyslexia teacher will provide instruction using the Wilson program as well as tutor non-dyslexic students for prevention of reading difficulties. *Teachers utilizing dedicated RTI time to close gaps. *Teachers score all ELL students monthly writing to ensure they are making adequate progress.
*There is a continued need to build vocabulary for all students, across all grade levels based on DRA/CLI ENGAGE/TPRI, reading screeners and intervention program, and state assessment scores. * Almost 1 out of every 5 students are ELL and close to 8 out of 10 are considered at-risk using at-risk qualifiers.
*Continue to support classroom interventions with tutors. *Continue effective Tier I instruction. *Continue Tier II/III support with intervention teachers and intervention programs. *Teachers will hold weekly meetings to discuss students, lessons and curriculum. * Tier Movement Week: Schedule regular round table discussions with each grade level and intervention teachers to review students to make sure no one is falling through the cracks (ELL. at-risk, failures, etc.). * Ensure we are meeting the needs of our English language learners by using ELPS strategies. *Passing state assessments in reading and math in all subpopulations – finding ways to better serve these students – devoting personnel and designated time. (TLI, NCLB, and Local). *Monthly data meetings with Google form to document and communicate strengths and weaknesses.
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Area Reviewed
Summary of Strengths What were the identified strengths?
Summary of Needs What were the identified needs?
Curriculum, Instructions, Assessment
*Grantfunds have been received to assist the campus with identified needs: vocabulary, writing, and reading *TEKS Resource System and Lead4ward is used to increase academic rigor. In addition, the WAVE (writing, assessment and data, vocabulary, and engagement) is used through all content areas. *Fundations is used to teach phonics and spelling to increase students ability to decode while reading as well as have the ability to spell correctly when writing. *Rocket Math curriculum is being implemented to ensure basic computations skills are being mastered. *Gretchin Bernabi strategies are used to enhance students writing abilities. *Continued focus on building student engagement and differentiated lessons that focus on small group and individualized instruction. *Grades 3 and 4 will continue to prepare students for the Science STAAR.
*Explicit vocabulary instruction across all content areas is a goal. *Students continue to struggle with grammar. *Specific RTI times will be built into the schedule by the administration. *Advanced high scores in reading and math are well below the state average. *First grade reading growth was weak in previous school year. *Feedback from teachers showed vertical alignment was lacking. *K-1 early numeracy skills are weak.
Technology
* Each classroom has at least 8 devices (iPads or laptops). *Each classroom teacher has a flat screen TV and Apple TV in the classroom. *Grades 3-4 math teachers have smart boards. *Campus has 2 iPad carts with 22 ipads on each cart. *Campus has one laptop cart to use for testing and classroom use.
*The more we use technology the more help we need to fix problems that occur. With the high volume of help tickets, things are unable to be seen about quickly. This problem affects the function of interventions as well as Tier 1 instruction. *Internet connectivity although getting better continues to remain a challenge.
Priorities What are the priorities for the campus, including how federal and state program funds will be used? *Explore additional resources to impact highlevel thinking and questioning. *Continue to implement WAVE strategies and support. *District wide writing plan in place as well as additional campus expectations. *Continue ”The WRITE Stuff” focus wall. Teachers will display their best student writing once a month. *Rocket Math goal wall *Vertical math team will create an early numeracy plan for K-1 *Continue Fundations phonics, spelling, and handwriting K-4 to improve reading and spelling abilities. *Continue CLI ENGAGE assessment for PK. *Continue explicit vocabulary instruction. *Continuation of monthly data analysis to impact Tiers I, II, and III students. *Create a guideline for grammar in the district writing plan. *Writing across all content areas continues to be a goal for the district. Elementary students need to be more prepared for the 4th grade writing assessment. *First and Second grade were restructured and are working closely with the reading specialist and administration to ensure students are reading at or above grade level by the end of the year. *Monthly vertical meetings by content areas with a Google form to communicate discussions. *Continue to make technology and integration a focus across all grade levels. *Continue to implement iPad usage in classroom. *Continue to work to find ways to address connectivity issues. *Usage of smart boards in grades 2-4 math to enhance instruction and student engagement. *Organize the schedule to enable a TA to assist with technology needs reported on help desk tickets. *Create a checkout system for iPad carts.
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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?
Staff Quality/ Professional Development
*Summer staff development focused on WAVE. *Principals and other district personnel perform many walk-through observations will now use TTESS to ensure continued growth. *Literacy grant funds enabled us to maintain additional personnel for teacher support and learning. *All teachers at NSE are highly qualified. *With the support of district administration and the school board, we are able to keep class sizes at or below the 22/1 ratio. *Using T-Tess, teachers will establish goals to improve planning and instruction.
*Over the past few years the teachers have endured many changes in the required curriculum and intervention programs. *Some teachers are not ESL certified. *Although we had a low turnover rate, we must continue to provide support and praise to our staff to maintain a positive working environment.
*Utilize new teacher mentoring program for new teachers if needed. * Offer a variety of staff development for teachers based on needs. * Through TTESS administration work closely with all teachers to improve instructional strategies. *TTESS will be implemented with fidelity * Encourage non-ESL certified teachers to take the ESL certification exam. * Continue to focus on retention of quality teachers – professional development and fostering morale among staff. * Provide ELPS/ELL strategies training to content area teachers. * Continued focus on attracting and maintaining high quality staff – less turnover. * Administer a PD survey for all District staff to determine interest, needs, and preferences in regards to PD for the upcoming school year by campus. *Teachers will access the online webinars for the new math program Go Math. * Grade level teams will meet weekly and put notes in a Google doc form so the information is readily available to the team and the administration. *The social committee will sponsor activities to boost moral throughout the year. *Teachers and staff will give each other Kudos cards
STAAR Results by Subpopulation 2016 / 2015 / 2014 / 2013 Comparison 10
(% Achieving Satisfactory Performance) Reading All
3
4
Male/Female Hispanic
White
Eco Dis
ESL
SPED
At-Risk
2016
86
88/85
86
89
84
73
-
76
2015
74
69/79
74
81
70
83
-
66
2014
48
33/60
42
67
43
39
-
39
2013
66
67/65
63
77
63
50
-
58
2016
79
79/79
80
81
75
75
-
69
2015
65
57/71
60
89
59
47
-
53
2014
59
70/53
55
71
56
50
-
52
2013
45
42/52
40
63
44
36
-
32
White
Eco Dis
ESL
SPED
At-Risk
Writing All
4
Male/Female Hispanic
2016
70
54/88
69
75
67
78
-
58
2015
70
57/82
71
67
67
73
-
62
2014
70
70/69
67
75
68
67
-
63
2013
49
41/64
47
63
48
50
-
36
Math All
Male/Female Hispanic
White
Eco Dis
ESL
SPED
At-Risk
11
3
4
2016
60
73/50
60
56
59
80
-
51
2015
67
69/65
64
75
67
83
-
62
2014
47
40/53
49
40
44
61
-
38
2013
69
71/67
63
92
67
64
-
60
2016
62
61/64
63
65
61
75
-
38
2015
61
48/71
58
78
57
47
-
50
2014
59
59/58
58
59
57
67
-
52
2013
48
47/48
45
58
45
43
-
32
State Assessment Performance Comparison (Level II Satisfactory % / Advanced Performance %)
Reading 2012 STAAR
State
3
60%
76%
4
61%
77%
2013 STAAR 66% / 10% 46/70
7/70
45% / 11% 40/88
10/88
2014 STAAR
State
State
79% / 20%
48% / 12%
72% / 20%
59% / 12%
31/65
45/76
8/65
9/76
2015 STAAR
76% / 17%
74% / 4%
74% / 18%
65% / 15%
52/70 3/70
35/54 8/54
State
2016 STAAR
77% / 22%
86% / 19%
74% / 21%
79% / 13%
63/73 14/73
50/63 8/63
State 74% / 24% 77% / 20%
Writing 2012 STAAR State
4
42%
2013 STAAR 49% / 0%
71%
43/88 0/88
State 71% / 7%
2014 STAAR 70% / 5% 53/76
4/76
State 73% / 6%
2015 STAAR 70% / 6% 44/63 4/63
State 70% / 7%
2016 STAAR 70% / 4% 51/73 3/73
State 69% / 15%
Math 12
2012 STAAR
State
2013 STAAR
3
52%
68%
69% / 11%
4
23%
68%
48/70
State
8/70
48% / 6% 42/88
5/88
2014 STAAR
69% / 16%
47% / 14%
68% / 16%
59% / 8%
31/66
44/75
9/66
6/75
State
70% / 16%
70% / 20%
2015 STAAR 67% / 1% 47/70
1/70
61% / 11% 33/54
6/54
State
77% / 16%
73% / 17%
2016 STAAR 60% / 1% 44/73 1/73
62% / 5% 41/66 3/66
State
76% / 19%
74% / 22%
K-2 Year-End Reading Benchmarking Data 2013 2014 2015 2016
1 2
48% 57%
65% 82 %
61% 84%
70% 62%
K-2 Year-End Math Benchmarking Data 2013 2014 2015 2016 69% 81% 85% 88% 1 79% 67% 76% 90% 2
Kindergarten TPRI Tier One
Tier Two
17.10% 76.20% 82.90% 23.80% Beginning of Year
End of Year
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On Grade Level Reading (DRA) BOY
62%
51%
60% 44%
EOY
73% 67%
65% 39%
First Grade
Second Grade
Third Grade
Fourth Grade
Nixon-Smiley CISD Elementary School – Title I School Wide Component Index – 2015-2016
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Index Number I.
II. III. IV. V.
VI.
VII. VIII. IX. X.
Component Campus Summary Needs Assessment A. Demographics B. Student Achievement I. STAAR a. reading b. math c. writing d. science e. social studies f. composite g. subroups II. ELL Program Evaluation III.Other Assessment: Benchmarking IV. Attendance V.Discipline C. School culture and climate D. Staff quality, recruitment, and retention E. Curriculum, instruction, and assessment F. Family and Community Involvement G. School context and organization H. Technology Reform Strategies Highly Qualified Staff A. Teacher/Paraprofessional Qualifications Professional Development Strategies to Attract and Maintain Quality Teachers A. Teacher Retention Parental Involvement A. Parental Involvement Policy B. Parent/School Compact C. Parental Involvement Program Evaluation School Transition Program Teacher Decision Making Additional Support Coordination and Integration of Funds
Page Numbers/Strategy CIP
Appendix
5,6
5,9,10,11 5,9,10,11 5,7,9,10 NA NA 5,10 5,9,10 5 5,11 7 7 6 6 7 7 6,7 7 I-1, I-3, I-5, I-6, I-7, I-24, I-25 II-9 I-6, I-7, I-22, IV-1
II-9 III-13 III-13 III-5, IV-4 I-5, I-28, I-29 I-29, II-1 I-1, I-10, I-11 I-1, I-18, I-23, I-26, I-27
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State Compensatory Education The State Compensatory Education program at Nixon-Smiley Elementary School will target at-risk students in need of additional academic support. The following indicators (must meet one or more) are used to identify elementary school students “at-risk” of not graduating. Depending on which criterion is met, services are provided accordingly. For example, if a student is identified as limited English proficiency, ESL services and monitoring is provided. The Instructional Specialist reviews the entire population in October of each year using September data, as well as during Quarterly Monitoring (October, December, March, and May) by all teachers and staff associated with each student, and through iStation. New enrollments are reviewed when new records are received. Students are added or removed based on the following: A student under 21 years of age and who: 1. Is in pre-kindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year. 2. Is in grades 4-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester. 3. Was not advanced from one grade to the next for one or more school years. 4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument. 5. Is pregnant or is a parent. 6. Has been placed in an AEP during the preceding or current school year 7. Has been expelled during the preceding or current school year 8. Is currently on parole, probation, deferred prosecution, or other conditional release 9. Was previously reported through PEIMS to have dropped out of school 10.Is a student of limited English proficiency 11.Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS 12.Is homeless 13.Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home. 16
State Compensatory Funding and Employees Total SCE funds allotted to this campus: $555,470 Total FTEs (full time employees) funded through SCE at this Campus: 11 Courtney Bunch, Megan Martinez, Maria Robinson, Rafaela Valdez, Ashley Wynne, Victoria Vaughan, Adella Bermea, Hayley Gordon, Guadalupe Guerra, Mary Lou Rhodes, Sylvia Rodriguez Title I - Funding and Employees Total non-RISE FTEs (full time employees) funded through Title I at this Campus: 3 Casey Samford, Lou Clifton, Peggy Mendez Total Title I funds allotted to this Campus: $ 115,733 Current RISE staff: Chris Tassos, Mikayla Villanueva, Donna Cassas, Adella Bermea, Jeanette Munoz Title III, Part A Total FTEs (full time employees) funded through Title III, Part A at this Campus: approx. (1/6 of salary) Chris Tassos Total Title III funds allotted to this Campus: $10,167 SPED Total FTEs (full time employees) funded through SPED (224 and 225) at this Campus:
