Florence Hill Elementary School

Principal Patty Cunningham

Campus Improvement Plan

2012-2013

Mission Statement

Campus Overview

CO N T E N T S

Grand Prairie Independent School District Improvement Plan Executive Summary

Campus Comprehensive Needs Assessment (CNA)

CNA Data Documentation

CNA Narrative

Campus Improvement Plan Executive Summary

Campus Improvement Plan Strategy Charts

State Compensatory Education Program Overview

Title I, Part A Program Overview

Campus Improvement Committee Roster 2011-2012

Formative Evaluation Process and Documentation

Attachments

Grand Prairie ISD District Improvement Plan Executive Summary

1)Parents and community members will be full partners with educators in the education of GPISD students.
[TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)
Performance Objective 1.1: GPISD will develop a standardized documentation process for campus and district parent and community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the effectiveness of the programs.
Performance Objective 1.2: GPISD will increase participation in current parent and community involvement efforts such as the Home Instruction for Parents of Preschool Youngsters program, Health Fairs and adult language classes by 10% annually for previously underrepresented groups and campuses.

2)Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies.
[TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)
Performance Objective 2.1: GPISD will increase instructional time by raising student attendance to the exemplary level of 98%.
Performance Objective 2.2: GPISD will review and revise the process for identifying at-risk students to provide longitudinal student data to more effectively focus instruction, interventions and related services.

Performance Objective 2.3: GPISD will standardize the process for developing prescriptive academic services for identified LEP, Gifted and Talented and Special Education students.

Performance Objective 2.4: GPISD will increase the percentage of students meeting state requirements on TAKS to 95% in all student groups in order to achieve a district rating of Exemplary.

3)Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum)
Performance Objective 3.1: GPISD will implement a standardized documentation process to monitor the utilization of the CSCOPE online curriculum to establish baseline data to measure core content curriculum implementation.
Performance Objective 3.2: GPISD will coordinate efforts between the departments of Teaching and Learning, Staff Development and Instructional Technology to increase the CSCOPE effective lesson plan database by 10% annually.
Performance Objective 3.3: GPISD will document state required curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence.

4)Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.
[TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)
Performance Objective 4.1: GPISD will provide communication and training based on improved data regarding students at-risk of dropping out of school. (See Performance Objective 2.2.)
Performance Objective 4.2: GPISD will reduce dropout rates and increase graduation rates for all students to the exemplary rate set by the Texas Education Agency.
Performance Objective 4.3: GPISD will increase the number of students graduating within four years of entering high school by 10% per year.

5)Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)
Performance Objective 5.1: GPISD will annually document the Highly Qualified Continuous Improvement Plan equity analysis for 100% compliance with proper certifications and equitable assignments for experienced teachers.
Performance Objective 5.2: GPISD will document a staff development plan that addresses compliance with certifications, advanced degrees, instructional technology applications and the relationship capacity necessary for effective teaching and learning.

6)Technology will be implemented and used to increase the effectiveness of student learning, instructional management,
staff development and administration. [TEC §4.001(b)(10)] (T1, A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, Data Driven Management)
Performance Objective 6.1: GPISD will increase STaR ratings in the Leadership, Administration and Instructional Support category to Advanced Technology for 100% of campuses (18 remaining).
Performance Objective 6.2: GPISD will increase STaR ratings in Educator Preparation and Development to Advanced Technology for 100% of campuses (18 remaining).
Performance Objective 6.3: GPISD will increase STaR ratings in Teaching and Learning to Advanced Technology for 100% of campuses (27 remaining)

7)GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)
Performance Objective 7.1: GPISD will review and revise the process for campus discipline referrals and for removal of students to a disciplinary alternative education setting to establish a standardized process to improve student interventions.
Performance Objective 7.2: GPISD will implement curriculum and student activities to address behavioral issues through curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence. (See Performance Objective 3.3)

Campus CNA Data Documentation

Campus Academic Excellence Indicator System AEIS ReportTAKS Return
Public Education Information Management System ReportsDemographic Data
Attendance DataAt-Risk Data
Eduphoria Training RecordsSTaR Chart Data
CSCOPE and RTI DataStaff Development Evaluations
Staff Annual Evaluation DataParent Involvement Records

Comprehensive Needs Assessment Narrative

Parent Involvement
Florence Hill Elementary has a Parent Volunteer Coordinator and a Community Liaison that ensure improved communication with parents. Currently approximately 25 parents are actively involved in the planning and execution of parent and family activities for the school. The PTA sponsors numerous events throughout the year including special restaurant nights, a carnival, and fund-raising activities all benefiting student activities. The largest project of the PTA is the sending of all fifth grade students to Camp Grady Spruce for 2 nights and 3 days. This exceptional outdoor education experience is of no cost to the students. Our Watch D.O.G.S. (Dads of Great Students) program is very active. Seventy two (72) dads attended the kickoff event in September. This is an increase over the 43 dads attending last year. And as of October 15 we have had 7 Dads spend a day at FH in the role of Watch D.O.G.S. Our school supports the efforts of the Parent Involvement Center (PIC) and this year will host technology classes as well as nutrition and parenting classes. Last spring we hosted a Volunteer Breakfast and had over 50 parents in attendance.

Florence Hill is now in the second year as a Title I, A Schoolwide program. We are committed to involving our parent and community supporters to assist with a comprehensive and effective program. Title I surveys are distributed to all families. A weekly newsletter highlighting Florence Hill activities and events is sent to all parents on Tuesdays from the principal and is written in English and Spanish. This year, in addition to a hard copy letter being sent home, the letter is also sent through Skyward email. The Skyward email system is now being utilized as often as need to keep parents informed of events at Florence Hill.

Student Achievement
Florence Hill serves over 150 at risk students, some with multiple indicators as to why they are classified “at risk”. Current enrollment includes 37 students who have been retained at some point during their school career and 7 fifth grade students who did not pass TAKS on the 2011 administration when they were in 3rd grade. Additionally our “at risk” population shows concentrations in the indicators: reading readiness and Limited English Proficiency.(There are nine languages spoken at Florence Hill) Most recent TAKS scores (Spring 2011) for all students are: Reading – 94%, Math – 96%, Science – 96% and Writing – 93%. The raw data provided to GPISD from TEA on the STAAR test administered in Spring 2012 indicated that Florence Hill was above average but in order to maintain our exemplary status we will need to include various forms of RtI interventions for many of our students. After school enrichment is this year known as Camp STAARDOM.

Florence Hill utilizes the services of both a Math/Science Strategist and a Literacy Strategist to assist with data analysis, lesson planning and improved instructional delivery. Camp STAARDOM for students in need of such is available from classroom teachers on Mondays (math) and Tuesdays (reading). Two retired educators are currently assisting with small group “pull-out” instruction several days a week to serve our RtI-Tier 3 students. The content strategists assist with identifying students in need and with the planning and delivery of these instructional sessions. Florence Hill teachers and administrators participate in the Kilgo TEKS training and in Capturing Kids Hearts training. This program focuses on the relational capacity necessary on a campus to assure student success. Campus based training efforts focus heavily on data analysis for improved lesson planning and instructional delivery. Grade level teams meet with administrators and strategists on a regular basis to review data and plan for future content delivery. Campus administrators conduct weekly walk-through evaluations of all instructional staff in order to assure that lesson planning and delivery is of the proper rigor and relevance to assure learning for all. Any weaknesses can be addressed in a timely manner to further enhance the learning environment.

Curriculum Implementation
Current information regarding new state assessments of student achievement, STAAR, show a strong correlation to scope, sequence and content with CSCOPE core curriculum. Teachers spent two days over the summer learning more about CSCOPE and planning their lessons utilizing this new knowledge. Focusing on the specificity of each new concept to be taught, and utilizing the key components of CSCOPE teachers now plan lessons with more focus on rigor and vocabulary. Content Strategists will assist with training and classroom follow-up. New curriculum being utilized this year is Daily Five – a comprehensive approach to reading. On-going training on Daily Five and Guided Reading will continue throughout the school year. A TEA sponsored computer based math program – Thinking through Math is also being implemented this year.

To support the Science TEKS objectives and integrated learning experiences, the Florence Hill Outdoor Habitat is fully utilized. All grade levels have sections in the garden for which they are responsible. 3rd, 4th and 5th grade students participate in “Green Team” activities for maintenance of the area and the implementation of a recycling program. All fifth grade students travel to Camp Grady Spruce in the spring to further enhance their knowledge of science and the environment. (this trip is sponsored by the Florence Hill PTA)

Specialized programs at Florence Hill include 2 CARE (children with autism and related exceptionalities). One class is for students in grade levels K-1-2 and the other for grades 3-4-5. Florence Hill also has a newly designed class/program that serves as a PPCD (preschool program for students with disabilities) in coordination with a tuition based Pre-K. Currently these specialized programs serve a total of 38 students.

Florence Hill addresses the requirements of specialized curriculum as well. By assuring the implementation of both Capturing Kids Hearts and Rachel’s Challenge curriculum, Florence Hill is focusing on Relational Capacity and continuing to teach kindness and compassion to all students. These programs also support the district’s suicide prevention plan. In addition, our Pillars of Character program focuses on one character trait per month to provide our students with essential qualities to be successful in a global society.

Dropout Prevention
Campus informational sessions and necessary training will continue to include the “at risk” categories and training regarding effective identification and interventions. As a campus, the more we know each student, their strengths, weaknesses and outside factors that may impact their learning (positively and/or negatively) the more we can guide them on a pathway that will include both the desire and skills necessary to achieve their high school diploma. Florence Hill has an aggressive plan in place to move our average attendance rate of 96% to the desired rate of 98%. It is also our desire that students arrive on time and do not leave early. Time out of class is instruction lost. Parents are informed when their students have had excessive tardies and/or excessive “early leavers”. To attain the 98% we award perfect attendance every two weeks at Pride Rally (a campus assembly to celebrate all aspects of success at Florence Hill)

Highly Qualified and Effective Personnel/Professional development and training
The federal requirement for placement of properly certified teachers in all classrooms is addressed at the district level. Reports are submitted by central staff as well. The charge in this area for the campus is to ensure training and technical assistance for teachers to become increasingly more effective. Florence Hill has seven new staff members this year. All Florence Hill staff is certified as Highly Qualified. Each staff member is encouraged to be a life long learner and guided toward additional certifications and leadership roles as their interest and skill set indicate. Currently nine staff has earned Master’s Degrees and two are in school at this time to further their education. In addition to the principal and assistant principal, two staff members hold administrator certification.

Content Strategists will continue to assist campus administration with assessment of teacher needs for training. The Campus Principal will ensure that all staff attends required training at the district level. The campus based training plan will address the instructional strategies and interventions noted in the final CIP. Florence Hill is also committed to continued utilization of Kilgo training regarding data analysis of student achievement for driving instruction. Content Strategists address the need to support all training with follow-up and assistance in the classroom. Teachers who are in need of assistance over and above that which the Strategists can offer will meet with the principal and write collaboratively will write a “comprehensive growth plan” focusing on their area(s) of need.

Specific training opportunities this year focus on:

  • Instructional technology
  • Professional Learning Communities (collaborative planning and interventions)
  • Daily Five (a reading program being utilized in grades K-5)

Instructional Technology
Reviewing StAR Chart data and conducting a teacher survey makes it apparent that Florence Hill has tremendous need for additional technology within the building and in the hands of teachers. Florence Hill has one computer lab, 12 additional computers for use in the library, the teachers each have an “elmo” but beyond that the campus is technologically lacking. On a campus an increased number of teachers are part of the technology generation, we are missing educational opportunities by not having the resources necessary. Teachers are using their personal iPads and other devices to link into specialized learning opportunities.

Student involvement with technology is ever increasing. Several teachers now have a “blog” and students are now being afforded the opportunity to create their own blog by utilizing kidblog.org.

However the use is not campus wide at this time. Student achievement data supports the need for a variety of supplemental strategies, including the use of instructional technology, to address individual needs and to accelerate learning. In addition it is noted that the readiness of teachers to use new technology will need to be assessed and on-going training provided by our IMS. 2012-2013 will be a year of emphasis on improving the instructional technology used at Florence Hill. Currently the programs Achieve 3000 and FastForward are being used by our at risk students.

District fiscal requirements for the purchase of supplies and materials include a noted connection to strategies in the CIP. Instructional technology purchases will be reviewed for effectiveness prior to purchase.

Safe and Secure Environment
The discipline plan at Florence Hill focuses primarily on the implementation of Capturing Kids Hearts. With a social contract in every classroom and students being responsible for “checking” their own behavior as well as that of their peers, discipline that results in an office referral has been greatly reduced. As new students enroll they are taught the behaviors expected in the classroom and throughout the building and with reinforcement of the expectations daily it increases the positive behaviors of all students.

As a Rachel’s Challenge campus we have this year, under the guidance of our counselor, incorporated Rachel’s Challenge into what was formerly our Student Council. They are now the KC Club (Kindness and Compassion) The Student Council officers who were recently trained at a TEPSA training held in Southlake are the “club officers” and all former student groups have been included in the KC Club spectrum.