Accountability Rating: Met Standard

John W. Runyon Campus Improvement Plan

2016-2017

Accountability Rating: Met Standard

Campus Mission

Our mission is to provide a safe, secure and nurturing environment as we create successful, empowered, lifelong learners. We are committed to attain exemplary status and ensure our scholars have the knowledge and skills to graduate college/workforce ready by providing rigorous instruction through educator, parent, scholar and community collaboration, in conjunction with professional growth and development.

Campus Improvement Committee

Name / Position
Sherry L. Williams / Principal
Thania Garibay, Mamie Huff, Vickie Ramsey, Duana Dale, Wendy Maxwell / Professional Staff Members
Reggie Miller / Community Member(s)
Chanel Mitchell / Business Representative(s)
Elizabeth Diaz, Beatriz Rosas, Sandra Bernal, Claudia Rodriguez / Parent(s)
Shanna Buckley / Special Education Teacher
Other

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.

Comprehensive Needs Assessment Summary

School Year:

Data Sources Reviewed:
●My Data Portal Student Data System (2016-2017 Campus Data Packet)
●Culture & Climate Survey
●Assessment Data: STAAR, ACP, Common Assessments, TerraNova/Supera, Telpas
●Campus Needs Assessment Meeting notes
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 / Student Total Enrollment:
African American - 267 (35.4%)
Hispanic - 463 (61.4%)
White - 16 (2.1%)
Multiple - 2 (0.3%)
Campus enrollment numbers have remained steady.
We are able to serve 88 PreK students through four classes and provide them with a strong educational foundation.
Identification of SPED population is within recommended percentages.
Grade Span/Population:
PK - 85
KN - 111
1st - 137
2nd - 104
3rd - 113
4th -116
5th - 88
Total: 754 / Student Groups:
At-Risk - 434 (57.6%)
Economically Disadvantaged - 711 (94.3%)
LEP - 370 (49.1%)
Special Education -54 (7.2%)
Needs: Attract parents and students to enroll at our campus, to be the school of choice in our community.
Stability Rate - 87.7% Families are tend to move frequently from the three sets of apartments that feed to our campus. Also, families are being attracted to charter and private schools in the area but many return to Runyon later in the year. This has also led to an increased attrition rate .
There is a need Attendance Committee to determine how we can increase our Attendance Rate from 95.8% to at least 97%. / -.5 RTI teacher for struggling students
-RTI process that is effective in documenting strategies used with students to promote their success.
-Parent Education Programs
-Provide incentives for student attendance
Student Achievement / STAAR Reading:
-Increase in 3rd English from 51.2% to 62.7%
-3rd Spanish from 66.7% to 71.7%
-5th Grade Spanish 97.6%
STAAR Math:
-Increase in 3rd grade math from 67% to 71.2%
-5th Grade Math - from 60.6% to 84.4%
STAAR Writing:
-Spanish 86.4%
STAAR Science:
-Increase in Spanish - 71.4% / Improve STAAR performance of 3-5 student subgroups on all STAAR areas.
Reading:
GEN - AA - 54.4%, LEP -53.3%
Math: 69.3%, AA - 65.2%
Science: GEN - AA - 46.2%, At Risk - 29.6%
Writing: AA - 46.4%, LEP - 16.7% / -Technology Resources
-Think Through Math, All in Learning
-Tutoring
-Parent Education Programs
-Intervention supplies and software to address the specific learning needs of struggling students.
-Professional development on differentiated instruction to impact the engaged learning of all students.
-Balanced literacy with integration of reading and writing throughout all content areas and grade levels.
School Culture and Climate / According to the Spring 2016 Climate Survey, these are areas of strength:
-Beliefs and Priorities (93.5%)
-Culture of Feedback and Support (90%)
-College Going Culture (90.5%) / Positive Culture and Environment (76.6%)
-Unruly students are not permitted to disrupt the learning environment (62.1%) / -Specific AVID strategies will be implemented campus-wide to teach students about organization and college ready skills.
-A campus discipline plan will be created, it will be consistently enforced by teachers and administrators.
-Grade levels will be required to have a classroom discipline plan and enforce it consistently.
Staff Quality/ Professional Development / According to the Spring 2016 Climate Survey:
-90% of staff said the PD sessions at my school this year helped me improve instruction.
-100% state qualified teachers
-100% highly qualified TAs / 20% of our teachers have less than five years of experience
68.9% teacher retention rate / -Campus Instructional Coaches supporting teachers in reading, writing, math, social studies and science (modeling lessons, providing feedback, resources, lesson planning).
-Provide a teacher/mentor program for novice and new teachers.
-Teacher differentiated professional development based on their needs.
-Provide professional development formatted to identify instructional need, learn new instructional strategies, develop instructional plans, go apply new strategies, and then return the next week with student work to evaluate the effectiveness of the instructional strategy.
Curriculum, Instruction, Assessment / -Data Driven instruction is implemented by 100% of all Kinder through 5th grade teachers. / -Need for 100% of 2nd - 3rd grade teachers to utilize All In Learning to track student performance on common.
-Need for 100% of teachers to utilize TEKS resource system when planning instruction, / -Increase the level of content mastery through PLCs and vertical planning sessions
-Increase the level of rigor in the classroom through the implementation of specific programs
-Promote the use of small groups during regular instruction through targeted feedback and professional development
-Implementation of a DDI calendar
-Polish the school-wide RTI system in order to allow for timely interventions
Family and Community Involvement / -15 consistent parentvolunteers
-Twelve parent training opportunities provided families
-SBDM meetings to get input from all stakeholders held three times a semester.
-86.3% Positive Parent Survey Response / -Identify a minimum of 2 Community Business partnerships.
-Increase Parent Portal registration to 80%.
-Establish a solid parent organization.
-Increase parent awareness to increase Positive Parent Response to:
My child’s school stresses the
importance of preparing for/
attending college after high school
(78.6%). / -To continue to formally institute an active parent organization
-Allocate a campus Parent Instructor to increase parental and community involvement
-Continued parent education training for various issues such as single parenting, grandparents as parents, behavioral issues, etc.
School Context and Organization / - ELL populations are provided with a dual language model.
- Two Way dual language in Kinder
- School- wide AVID program / The spring 2016 culture and climate
survey identified the area of growth to focus on: Positive Culture and Environment with 76.6% of staff answering favorably. / -Revamp key areas in the handbook and inform/train staff as needed
-Promote community integration through school activities.
Technology / -Ten Digital Classrooms
-Two Computer Labs
-Four COW Carts
-Minimum of three computers in every classroom.
-All teachers have been provided a laptop. / -Minimum of one COW
-4 classrooms are in need of digital hardware.
-Technology support in Science with AA - 46.2% and At Risk - 29.6% passing on STAAR. / -Purchase All in Learning for school year 2016-2017 in order to support data driven instruction
-Continue to provide PD on how to use technology to enhance the learning environment.
-Allocate school funds to continue to purchase digital classrooms.

Title I, Part A

Schoolwide Components:

1. 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).
2. 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 that include 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.
3. Instruction by highly qualified teachers.
4. 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.
5. Strategies to attract high-quality teachers to high-need schools.
6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services.
7. 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.
8. 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.
9. 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.
10. 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.

Dallas ISD Board Goal Alignment: (Select all goals that align to the objective)
☒ 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.
Ideal State: Goal 1 - Improve student academic achievement.
Objective(s):
●100% of students will meet standard on state assessments or show at least one year’s growth.
●Improve STAAR scores by 20% in four key areas: Reading, Math, Science, and Writing.
●ACP scores across content areas and grade levels will be at or above 75% passing by Fall 2016 and at or above 80% passing in all content areas and grade levels by Spring 2017.
●Based on ISIP results 70% of k-5 students will be at Tier I or II by January 2017, 85% of K-5 students will be at Tier I or II by May 2017.
Strategies and Action Steps / Person(s) Responsible / Resources / Timelines / Evidence of Implementation / Evidence of Impact / Formative/ Summative / Title I
Schoolwide Components
(Code by #)
1A / Develop state certified teachers
and highly qualified paraprofessionals by increasing
their knowledge and quality of
instruction through modeling by
instructional coaches, peer
observation, instructional rounds,
feedback from leadership team and
attending differentiated professional
development. / Principal,
Teachers,
CICs / 199 - $200
211 - $3,225 / Weekly from 8/12/16 - 5/22/17 / Feedback/
Follow-up Forms / Improved
StudentPerformance
Increased teacher effectiveness
Increase of teachers feeling supported by their
instructional leadership teams / Benchmarks,
common
assessments,
ACPs, STAAR
and Teacher
evaluation / 1,3,4,5
1B / Continue development of highly qualified teachers by engaging 6 week cycled data and vertical team meetings. / Teachers, CICs, Administration / 199 - $100
211- $0 / Every six weeks from 8/22/16 - 5/22/17 / Agendas, Sign-In Sheets / An increased number of students will meet standard
on assessments administered to review TEKS addressed / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 1,2,3,8
1C / Teams will incorporate small group, center, and independent activities to enhance instruction in all core content areas. / Teachers, CICs, Administration / 199 - $1000
211- $4000 / Daily in core content areas from 8/22/16 - 5/22/17 / Lesson Plans, Class / An increased number of students will meet standard
on assessments administered to review TEKS addressed / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 1,2,3, 9
1D / All classroom teachers will have documented intervention plans (RTI) for struggling students as identified by Schoolnet. / Teachers, CICs, Administration / 199 - $100
211- $0 / Reviewed every three weeks from 8/22/16 - 5/22/17 / Schoolnet / Increased student
performance in
targeted areas. / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 1,2,9
1E / Campus-wide literacy focus/protocols for including ESL strategies, WICOR and vocabulary development. Daily commitment to small group instruction in each core content. / Teachers, CICs / 199 - $100
211- $0 / Daily from 8/22/16 - 5/22/17 / Lesson plans,
Student Data Trackers / Increased student
performance in
targeted areas / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 2
1F / Data displays and profiling: school, class and student level / Teachers, CICs / 199 - $200
211- $0 / Updated every six weeks from 8/22/16 - 5/22/17 / Student Data Trackers / Increased student
performance in
targeted areas / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 1,2
1G / All in Learning software and other technological resources will be used to enhance instruction and record data of all common assessments in all content areas. / Teachers, CICs / 199 - $0
211- $3,000 / Every six weeks from 8/22/16 - 5/22/17 / Student Data Trackers / Increased student
performance in
targeted areas / Benchmarks,
common
assessments,
ACPs, STAAR / 2
1H / Monthly content area PLCs with cyclical PD and coaching follow-up
Ensure grade level transition is discussed in vertical planning at least twice each semester. / Principal / 199 - $100
211- $0 / 10/6/16, 12/15/16, 2/9/17, 5/17/17 / Agendas, Sign-In Sheets / Increased vertical alignment
Increased student
performance in
targeted areas / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 2
1I / Provide information to Pre-K parents regarding kindergarten transition and expectations. / Principal / 199 - $100
211- $0 / 10/6/16, 12/15/16, 2/9/17, 5/17/17 / Agendas, Sign-In Sheets / Increased vertical alignment
Increased student
performance in
targeted areas / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 2,7
1J / Provide after-school/Saturday tutoring for Tier 2 and 3 students. / Teachers, CICs / 199 - $2,000
211 - $2,000 / Twice a week from 9/19/16 - 5/22/17 / Sign-in sheets, lesson plans and student
attendance schedule / Increased student
performance in
targeted areas / Benchmarks,
common
assessments,
ACPs, STAAR / 1,2,9,10
1K / Administer universal screeners and diagnostic assessments to guide interventions and to track student progress: ISIP (reading) and ESTAR/MSTAR (math). / Teachers, CICs, Administration / 199 - $100
211- $0 / Initial assessment by Sept. 30
Progress monitoring every three to six weeks from 10/1/16 - 5/22/17 / Log Ins
Data trackers / Increased student
performance in
targeted areas / ACP’s, CFA’s, walkthroughs, TerraNova/
SUPERA, STAAR, Teacher evaluation. / 1,2