2016-2017 Site-Based Decision Making Committee

2016-2017 Site-Based Decision Making Committee

Roster & Meeting Dates

Milton CooperElementary School

Campus Mission Statement

Cooper Elementary School will be recognized for creating a culture of learning to produce innovative citizens for a global community.

Campus Vision Statement

Cooper Elementary will prepare, empower and

produce life-long learners that exhibit appropriate social skills

and achieve academic success.

Required Position / Committee Member Name
Chair Person - Leticia Gonzalez, Principal
Teacher - Kathy Cromwell
Teacher - Shelinta Perez
Teacher - Shanna Bass
Teacher - Melissa McKee
Teacher - Lana Kennedy
Non-Teaching Professional - Michelle Lee
Parent– Lisa Palomba
Parent – Rhonda Chism
District Representative - Maria Solis
Community Member - Marcos Oliver
Business Partner - Carlos Mendoza

2016-2017Meeting Dates

Location / Date / Meeting Time
Cooper Elementary / June 23, 2016 / 10:00 a.m.
Cooper Elementary / July 12, 2016 / 10:00 a.m.
Cooper Elementary / October 17, 2016 / 3:30 p.m.
Cooper Elementary / December 5, 2016 / 3:30 p.m.
Cooper Elementary / February 27, 2017 / 3:30 p.m.
Cooper Elementary / April 10, 2017 / 3:30 p.m.
Cooper Elementary / May 15, 2017 / 8:30 a.m.

2016-2017 School Year Comprehensive Needs Assessment Summary

Data Sources Reviewed:

Assessment Data: 2015-2016 STAAR & TELPAS Results/DRA/District Checkpoints/Eduphoria/Academic Excellence Indicator System (Trend Data)
15-16 CIP and Campus Needs Assessment
Attendance Rates: Absences/Perfect Attendance/Tardies/Leave Early/Staff Attendance Reports
Surveys: K12 Insight Teacher and Parent Survey/2015-2016 Campus Teacher Survey
Intervention Data: RtI Minutes/Intervention Schedules/Lesson Plans/504 Plans/SPED Evaluations/Tier II & Tier III Documentation
Teacher Data: Summative Evaluation/Observations/Goal Setting & Staff Development Plans/Manning Table/District Developmental Walks
Staff Development: Sign-In Sheets/Workforce Development Calendars/Summative Evaluation/District Developmental Walks
Curriculum: District Scope and Sequence/DFA Blueprints/STAAR Release Test
Technology: STaR (School Technology and Readiness) Chart/2015-2016 Campus Teacher Survey

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 /

Cooper serves approximately 820 students.
Average daily attendance rate is 97.7%.
Student Groups consist of:

Hispanic – 58%
African American – 34%
Asian – 3%
White – 2%
American Indian – 1%

Stable and experienced staff.

Hispanic population and ELL population increased by 2% (42%)
Student Mobility Rate increased by 1% (14.3%)
Low number of identified GT students (3%)
Number of identified Special Education students increased by 1.5 points (7%)
85% Economically Disadvantage
61% students identified At-Risk

/ Address the needs of all students, with an emphasis on ELL and SPED students, through the implementation of Really Great Reading strategies.
(Title I Budget$1,500 Budget Code: 6117)
Student Achievement /

Preliminary Index 1 calculations indicate growth of 6 points from 78% to 84%
STAAR Science results indicate a growth of 14 points from 79% to 93%
STAAR Reading results indicate a growth of 5 points from 79% to 84%
STAAR Math results indicate 85% mastery in 3-4-5
5th STAAR Math indicate 98% Mastery
Bilingual/ELL students showed a 25-point gain in 3rd Math and 10-point gain in 5th Math as measured by STAAR
African American students showed a 22- point gain in 3rd Math; 22-point gain in 5th Reading and 25-point gain in 5th Math as measured by STAAR
100% of 5th Grade Bilingual/ELL students met standard in math as measured by STAAR.
83% of 5th Grade Bilingual/ELL students met standard in reading as measured by STAAR.
End of Year DRA results indicate the following student mastery levels:
85% Kindergarten
88% 1st Grade
88% 2nd Grade

Mastery of STAAR Writing only grew 5 points, 70% to 75%.
Gap between African American and Hispanic students in 3rd Reading- 20 points; 4th Writing- 18 points, 3rd Grade Math-25 points and 4th Math-21 points as measured by STAAR.
Percent of students achieving Level III Mastery on any STAAR tested content is less than30%.
End of Year TELPAS results indicate a drop of 26% of the cohort group of students that moved from 2nd to 3rd Grade in showing at least one proficiency level of growth. (79% to53%)
End of Year TELPAS results indicate that 5% of the cohort group of students that moved from 1st to 2nd and 4th to 5th made at least one proficiency level of progress.

Ensure assessments and data collection are calibrated to meet the requirements of STAAR assessments. (No funding needed)
Utilize Continuous Improvement Process for all data analysis. (No funding needed)
Focused planning, PLC and Professional Development to address this priority.

(Title 1 Budget: $4,350 Budget Codes:6411)

Support early literacy in primary grades through At-Risk Intervention Teacher (Title 1 Budget $60,880.67 Budget Code: 6119)
Support literacy in intermediate grades through At-Risk Intervention Teacher (Title 1 Budget $65,490.15 Budget Code: 6119)
Utilize Literacy Coach to strengthen literacy in grades 1-5 (Title 1 Budget $65,000 Budget Code: 6119
Provide support to all ELL students through the addition of 3 teaching positions

(Title III Budget $178,350 Budget Code:6119)

Provide support to all Math teachers through the hiring of a Math Coach

(Title 1 Budget $65,000 Budget Code: 6119)
School Culture and Climate / Teacher Survey Results:

95.8% of teachers know what is expected of them at work.
90.1% of teachers feel they have one or more team members they can trust and depend on.
88.6% of the teachers feel they have the opportunity to do their best every day.
Safe and welcoming culture in classrooms and campus with use of CHAMPS
Variety of extracurricular activities offered to students

/ Teacher Survey Results:

11.4% of teachers feel their opinion does not count.
9.9% of the teachers feel they have not received recognition or praise for doing good work.

Implement once a month Team Talks with Administrators to be guided by concepts discussed in Fish! A Remarkable Way to Boost Morale and Improve Results (No Funding Needed)
Continue to implement CHAMPS (No funding needed)

Staff Quality/ Professional Development /

Stable staff
All staff is Highly Qualified
100% of staff is ESL certified
Strong teacher support systems through Team Leaders, Instructional Leaders and Administrators to support curriculum, instruction, intervention and classroom management

Implementation of balanced literacy components in the intermediate grade levels.
As a result of District Developmental Walks, we identified a need to expand the concept of differentiation built into the design of lesson/activities.

Additional balanced literacy professional development in the intermediate grade levels by Literacy Coach and Intermediate At-Risk Intervention Teacher (Title 1 Budget $126,370.82 Budget Code: 6119)
Provide staff development in Multiple Response Strategies by Workforce Development (No Funding needed)

Curriculum, Instruction & Assessment /

Continuous on-site literacy staff development is offered throughout the year for primary teachers.
Faculty and staff maintain high expectations through data analysis to ensure student achievement.
Improved Collaborative Student Support Process (CSSP) process and procedures.
Implementation of the 6 Syllable Curriculum.
Strong intervention for struggling students with push-in intervention and additional time with the strongest instructors

Implementation of balanced literacy components in the intermediate grade levels with fidelity.

Increase teacher expertise and implementation of 6 Syllable Curriculum.
Continue to focus on improving more specific and detailed CSSP processes and procedures.
Lack of consistency in the implementation of the campus GT program.

Provide intermediate Language Arts teachers with ongoing support through monthly balanced literacy classes and 1:1 coaching. (Title 1 Budget $126,370.82 Budget Code: 6119)
Provide ongoing staff development and coaching on 6 Syllable Curriculum. (No Funding Needed)
Continue to collaborate through PLC meetings to discuss and implement best practices (No Funding Needed)
Organize a campus GT team to address the guidelines, procedures and oversee the implementation of the GT program. (No Funding Needed)

Family and Community Involvement / Parent Survey Results:

90% of parents surveyed are satisfied with the overall quality of our school.

Grade level programs.
Successful Parent Conference Day, Meet the Teacher and Curriculum Nights.
Communication through parent letters and school website is in both languages (English and Spanish).
Extracurricular activities are well attended.

Provide parents with opportunities to gain skills in supporting their children’s social and academic needs.
Increase the amount of parental participation.
Amount of parent participation in PTO is less than 50%.
Increase opportunities for community involvement.

Create a Parent Academy to educate parents addressing student needs: academics, social and career paths. (Title 1 Budget $450 Budget Code: 6399)

Increase the amount of parental participation through opportunities coordinated by campus and establishing an active PTO. (PTO Funding)
Create campus committees to involve community members by participating in a campus college fair and career fair. (Title 1 Budget $300 Budget Code: 6399)

School Context and Organization /

Teachers know what is expected of them at work.
Staff build professional and personal relationships, making Cooper a positive place to work.
Scheduled tutorials after school
Mentor Teachers
Administrative Leadership Team conducts weekly walk throughs
District Developmental Walk Throughs
Variety of extracurricular activities offered to students (Basketball, Volleyball, Author Club, Book Club, Math Club, LEGO Robotics Club, Cheerleaders, Art Club, Music Club)

Lack of time for teachers to collaborate in every grade level to enhance communication.
Lack of communication between General Education and Special Education teachers.
Continue to focus on improving more specific and detailed CSSP processes and procedures.

Continue a collaborative and consistent PLC (Professional Learning Community) in every grade level.

(No Funding Needed)

Utilize Stetson & Associate Representative to analyze and create a Master Schedule that is conducive to collaboration between Special Education staff and General Education teachers. (No Funding Needed)

Technology /

Two computer labs, document cameras, eClickers, Mobi View, two laptop carts, SMART boards and teacher laptops

Implementation of technology as a tool for instruction.
Lack of student ability to use technology
Staff development on relevant technology.
Lack of technology in classrooms.

Staff development on implementation of technology as a tool for instruction through Workforce Development.

(No Funding Needed)

Hire a Technology teacher to address student needs with extra position allocated by district for Specials.

(Staffing Allocation – Manning Table)

Purchase 186 Amazon Fire Tablets & Cases (6 per ELA/SLA Teacher and Primary)

(Title 1 Budget $10,706.47 Budget Code: 6397)
1 / 2016-2017 Comprehensive Needs Assessment Summary
Is your Campus Title I: / Spring Independent School District
YES / NO / 2016-2017
Campus Name: _____Milton Cooper Elementary___ Principals Name: _____Leticia Gonzalez______
Spring ISD Imperative: Reach Every Student
Campus Goal 1:Staff will implement school-wide reform strategies to identify struggling students and ensure the learning needs of all students are met so that 80% meet standard in Writing, 90% meet standard in Reading and 90% meet standard in Math as measured STAAR.
Campus Performance Challenge
(Priorities) / Action Steps to Address Performance Challenge(s) / Title I School-Wide
Components / Campus Staff Responsible / Resources Needed / Timeline for Actions / Evidence of Progress
In each row, capture the critical challenge your school faces (what problem are you trying to solve?). / List one or more specific actions you will take to address the root causes and pursue the goal (how)
Strategies/Interventions/Activities required to meet annual goals. / For each action, list the Title I component that is addressed through the action. / For each action, list the person responsible for ensuring the action is completed. Organized actions by groups. Who will perform the action? / For each action, list the resources, estimated cost and funding source
to ensure the action is completed / For each action, provide a timeline for completing the action (when)
Sequence the interventions, activities, etc. / Define what measureable evidence would indicate needed progress toward long-term goal
How will you monitor goals based on the sequence of interventions, activities, etc.?
Implement and monitor - Determine what data will be reviewed and the timeline for review.
1. Increase student performance in Reading, Writing and Math by 10%, with a focus on AA students. / A. Enhance instruction by utilizing Empowering Writers, Step Up to TEKS and Thinking Maps to improve student writing success. / CNA
SRS
ASD / Administration
Teachers / $1,900.00 for materials
Title 1
Budget Code: 6321
No FTE Required / August 2016-
May 2017 / End of Year Assessment:
STAAR Writing 2017 results
B. Implement a multisensory approach to grammar and phonics instruction, with an emphasis on ELL and SPED students in 2nd-5th grades. / CNA
SRS
ASD
PD / Administration
Instructional Coaches / $1,500 for materials
Title 1
Budget Code: 6321
No FTE Required / August 2016-
May 2017 / End of Year Assessment:
STAAR Writing 2017 results
D. Organize a campus GT Committee to address the guidelines and oversee the implementation of the GT program. / CNA
ASD / Administration
GT campus representative / No cost associated
No FTE Required / August 2016-
May 2017 / End of Year Assessments:
STAAR 2017 results
DRA, iStation
Lesson Plans
GT Comm. Sign In Sheets
E. Provide identified students with individualized small group pull-out learning sessions based on ongoing assessment. / CNA
TDA
ASD / Administrators
Instructional Specialists
Title 1 Teachers / $126,370.00
Title 1
Budget Code: 6119
2 FTEs required / August 2016-
May 2017 / End of Year Assessments:
STAAR 2017 results
DRA
iStation
Primary Assessments
F. Purchase 6 tablets for every ELA/SLA and primary teacher to enhance instruction through technology. / CNA / Administrators
ELA/SLA & Primary Teachers / $10,706.47
Title 1
Budget Code:2116-13-120-30-51-6397.00 / August 2016 / End of Year Assessments:
STAAR 2017 results
DRA
iStation
Primary Assessments
Spring ISD Imperative: Excellence in Every School
Campus Goal 2:Utilize Continuous Improvement Process for all data analysis so that 85% of students show a minimum of 5% growth as measured by campus, state and district assessments that occur throughout the year.
Campus Performance Challenge
(Priorities) / Action Steps to Address Performance Challenge(s) / Title I School-Wide
Components / Campus Staff Responsible / Resources Needed / Timeline for Actions / Evidence of Progress
In each row, capture the critical challenge your school faces (what problem are you trying to solve?). / List one or more specific actions you will take to address the root causes and pursue the goal (how)
Strategies/Interventions/Activities required to meet annual goals. / For each action, list the Title I component that is addressed through the action. / For each action, list the person responsible for ensuring the action is completed. Organized actions by groups. Who will perform the action? / For each action, list the resources, estimated cost and funding source
to ensure the action is completed / For each action, provide a timeline for completing the action (when)
Sequence the interventions, activities, etc. / Define what measureable evidence would indicate needed progress toward long-term goal
How will you monitor goals based on the sequence of interventions, activities, etc.?
Implement and monitor - Determine what data will be reviewed and the timeline for review.
Process to review data on all students with a focus on students not meeting standards. / A. PLC: Conduct data analysis of assessments to identify struggling students that need focused attention. / CNA
TDA
ASD / Administrators
Instructional Specialists
Team Leaders
Teachers / No cost associated
No FTE Required / August 2016-
May 2017 / End of Year Assessments:
STAAR 2017 results
DRA
iStation
Primary Assessments
B. Continue district/ school Collaborative Student Support (CSS) Process. / CNA
TDA
ASD / Administrators
Student Support Sp.
CSS Committee
Teachers / No cost associated
No FTE Required / August 2016-
May 2017
Every last Wednesday of the Reporting Period, or as needed by individual student / CSS Tier I, II, III data per 9 weeks
SPED Referrals
Spring ISD Imperative: Excellence in Every School
Campus Goal 3:During the 2016-2017 school year, 97% of all students will increase their attendance by 1%.
Campus Performance Challenge
(Priorities) / Action Steps to Address Performance Challenge(s) / Title I School-Wide
Components / Campus Staff Responsible / Resources Needed / Timeline for Actions / Evidence of Progress
In each row, capture the critical challenge your school faces (what problem are you trying to solve?). / List one or more specific actions you will take to address the root causes and pursue the goal (how)
Strategies/Interventions/Activities required to meet annual goals. / For each action, list the Title I component that is addressed through the action. / For each action, list the person responsible for ensuring the action is completed. Organized actions by groups. Who will perform the action? / For each action, list the resources, estimated cost and funding source
to ensure the action is completed / For each action, provide a timeline for completing the action (when)
Sequence the interventions, activities, etc. / Define what measureable evidence would indicate needed progress toward long-term goal
How will you monitor goals based on the sequence of interventions, activities, etc.?
Implement and monitor - Determine what data will be reviewed and the timeline for review.
Increase the daily attendance rate of students. / A. Attendance Incentives for all grade levels with highest attendance rates and individual students/teachers. / CNA
TDA
ASD / Administrators
Attendance Committee / Daily Attendance Reports
$1500 Budget Code:2116-11-120-30-51-6399.00
Attendance Incentives Awards/Trophies/Medals Teacher Incentives Certificates Title I (Code 6399) $1,000 / August 2016-
May 2017 / End of Year Assessments:
STAAR 2017 results
DRA
iStation
Primary Assessments
B. Implementation of daily tracking of students/teachers absences to verify correct reporting. / CNA
TDA
ASD / Administrators
Registrar
Teachers / August 2016-
May 2017
Every last Wednesday of the Reporting Period, or as needed by individual student / CSS Tier I, II, III data per 9 weeks
SPED Referrals
Spring ISD Imperative: High Performance from Every Employee
Campus Goal 4: Ensure staff is prepared to address the needs of all learners in order to increase student performance on STAAR in Writing, Reading and Math by 5 percentage points, and close performance gaps for African American students by 10 percentage points.
Campus Performance Challenge