Donna Independent School District C. Stainke Elementary
2015-2016 Campus Improvement Plan
Mission Statement
The mission of Donna I.S.D. is to ensure academic excellence for all students through a rigorous and supportive learning environment that provides a quality education in accordance with state and national standards.
Vision
We envision being an exemplary school district staffed with highly qualified individuals working collaboratively to graduate college-ready students who will be a powerful force for positive change in our community.
Table of Contents
Comprehensive Needs Assessment
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: Create an inviting educational climate that enhances learning and academic performance for all students so that they may excel in all areasof education and meet state and federal passing standards
Goal 2: C. Stainke Elementary will provide students and all stakeholders with a safe and nurturing school environment that supports academicsuccess
Goal 3: C. Stainke Elementary will continue to follow sound fiscal and managerial practices to provide a highly qualified staff, appropriateresources, technology, and well-maintained facilities to promote increased student achievement
Goal 4: C. Stainke Elementary will collaborate with parents, community members, and staff to promote continuous success for all students throughan effective planning and advisory process
State System Safeguard Strategies
State Compensatory
Budget for C. Stainke Elementary:
Campus Funding Summary
Comprehensive Needs Assessment
Demographics
Demographics Summary
According to the data gathered in C. Stainke Elementary 100% of the population is Title 1, about 43% of the student population is in the bilingual program, while 7% are special education, 7% are GT, 6% are Migrant, 3% are 504, and 1% are Recent Immigrants. At Stainke 100% of the student population are Hispanics, these percentages have remained stable over the past years and most of the students are from low socioeconomic status. The mobility rate in Stainke is at a 21% and the stability rate at a 79% and it is due to the incoming and ongoing of migrant students. Stainke currently has a total of 37 migrant students, which makes about 6% of the student population on campus. In the Special education life skills classroom, there is one student who is homebound. When special education referrals are analyzed all student groups are Hispanic and mostly males and mostly all students qualify.
Data shows that Stainke Elementary has a total enrollment of 633 students, and of these students 453 are at risk. Seventy-two percent are Limited English
Proficient. The special programs data indicates that 100% of the student population is Title 1 and 43% are in the bilingual early-exit program. All teachers at Stainke are trained to deliver sheltered instruction to ELL students. Students also receive guided reading and have an ELD block to meet their linguistic and cognitive needs.
At Stainke Elementary the average class size is 22 students per teacher. According to data 100% of students are Hispanic. Ninety-seven percent of teachers are Hispanic and 2.9% are White. Students are being taught primarily by Hispanic teachers. During the first semester we had a total of 34 teachers, of which, only two are males. In the middle of second semester, a 4th grade reading teacher and a special education life skills teacher received the opportunity to work for other school districts in which they had to resign.
The attendance rate over the past four years has remained the same. Data shows that since 2011 to 2015 Stainke has had a 97% attendance rate. To monitor attendance, teachers submitted attendance folders by 8:00 AM with students marked absent. Stainke has an attendance helper in charge of calling home and inquire the cause of the student’s absence. While at the same time informing the parents of the importance of attendance and how they might be fined for excessive unexcused absences. If daily attendance is over 98%, students are rewarded by not wearing their school uniform the following day, this keeps students motivated to come to school every day.
The community where the students come from is within Stainke’s attendance zone. The attendance zone is between Moodie St. and Lott Road and between Midway Road and River Road. The attendance zone also includes South Avenue and 11th St to 17th St.
Demographics Strengths
1.Availability of computer lab for all students with programs that help student achievement.
2.Attendance rate at 97%.
3.Migrant students provided with tutorial.
4.Extended day and saturday tutorials.
5.Teachers trained to deliver sheltered instruction to students.
6.ELD block for all ELL's.
Demographics Needs
1.Parental involvement.
2.Reduce the number of students At-Risk.
3.More new updated Spainsh resources for testing grades.
4.Focusing on students needs for TELPAS Assessment.
Student Achievement
Student Achievement Summary
STAAR
In the 2014-2015 school year, the students in grades third to fifth were assessed in the areas of Math, Reading, Science and Writing. The students were assessed using the State of Texas Assessments of Academic Readiness (STAAR). The STAAR exams that were given were STAAR English/Spanish, STAAR A and STAAR Alternate 2. The students’ performance in the area of Math has not been analyzed since standards have not yet been set by the state. The following shows a summary of performance by grade level, subject and assessment type.
In third grade, the students were assessed in Reading and Math. The 2015 passing percentage in Reading is 66%. In 2014, the passing percentage was 56% and thus the set goal of 60% was met. There were a total of 76 students tested, not including STAAR A. The average percentage score was a 59.17%. The passing rate for economically disadvantaged students was 60.27%. Females performed better with a 69.05% passing rate compared to the males passing rate at 52.78%. Both first and second year ELL students were able to reach a 100% in passing. The LEP population as a whole earned a satisfactory rate of 45.16%. Although 6 students were assessed using the STAAR A, none were able to achieve satisfactory levels. The 3 students who were assessed using the STAAR Alternate 2 were able to achieve Level II satisfactory. There was 1 student tested using the STAAR Spanish exam. The student did not achieve a level II.
In fourth grade, the students were assessed in Reading, Math and Writing. The 2015 passing percentage in Reading is 59%. In 2014, the passing percentage was 61% and thus the set goal of 75% was not met. There were a total of 74 students tested, not including the STAAR A. The average percentage score was a 58.18%. The passing rate for economically disadvantaged students was 58.33%. Males performed better with a 57.58% passing rate compared to the females passing rate at 57.5%. Both first and second year ELL students were able to reach a 100% in passing. The LEP population as a whole earned a satisfactory rate of 48.39%. Seven students were tested using the STAAR A version; none were able to receive a Level II rating. Out of the 3 students that were assessed using the STAAR Alternate 2 exam, 2 were able to pass. There was 1 student who was tested using the STAAR Spanish exam and did pass.
The 2015 passing percentage in Writing is 69%. In 2014, the passing percentage was 71% and thus the set goal of 80% was not met. There were a total of 74 students tested, not including STAAR A. The average percentage score was a 55.90%. The passing rate for economically disadvantaged students was
66.67%. Females performed better with a 72.5% passing rate compared to the males passing rate at 57.58%. Both first and second year ELL students were able to reach a 100% in passing. The LEP population as a whole earned a satisfactory rate of 60%. Eight students were tested using the STAAR A version; none were able to receive a Level II rating. All 3 students that were assessed using the STAAR Alternate 2 exam passed. There was 1 student who was tested using the STAAR Spanish exam and did pass.
In fifth grade, the students were assessed in Reading, Math and Science. The 2015 passing percentage in Reading is 88% after the 2nd administration. There were a total of 96 students tested, not including STAAR A. Although 6 students were assessed using the STAAR A, none were able to achieve satisfactory levels. The 2 students who were assessed using the STAAR Alternate 2 were able to achieve Level II satisfactory. There was 14 students tested using the STAAR Spanish exam, only 1 did not achieve the satisfactory level after the 2nd administration.
The 2015 passing percentage in Science is 57%. In 2014, the passing percentage was 64% and thus the set goal of 75% was not met. There were a total of 96 students tested, not including STAAR A. The average percentage score was a 60.47%. The passing rate for economically disadvantaged students was 53.76%. Females performed at a lower rate with a 45.61% passing rate compared to the males passing rate at 69.23%. First year monitoring ELLs had a passing rate of 83.33%. Second year monitoring ELLs had a passing rate of 100%. The LEP population as a whole earned a satisfactory rate of 38.3%. 7 students were tested using the STAAR A version; none were able to receive a Level II rating. All 2 students that were assessed using the STAAR Alternate 2 exam passed. There were 3s student who was tested using the STAAR Spanish exam and 2 did pass.
The areas of need according to the STAAR results include the following: increasing the LEP population passing percentages, increasing the students passing rate when being assessed in STAAR A, and increasing passing percentages in the areas of reading, writing and science. Some strengths include: the passing percentage of first and second year monitoring students, increase in student performance in 3rd and 5th grade reading.
TELPAS
Limited English Proficient students in grades Kinder through 5th were assessed used the Texas English Language Proficiency Assessment System (TELPAS) to measure their speaking, listening, reading and writing in English.
In Kinder, there were 27 students who were assessed. There were 26 students whose composite score was at beginner and 1 student who was an intermediate.
In 1st grade, there were 47 students who were assessed. There were 10 students who were beginners, 35 intermediate and 2 advanced. 35 of the students were able to make at least one year’s growth but 12 students remained at the same level as before.
In 2nd grade, there were 52 students who were assessed. There were 5 students who were beginners, 21 intermediate, 17 advanced and 9 advanced high. There were 33 students who made gains, 18 students who remained at the same level and 1 student who showered regression.
In 3rd grade, there were 37 students who were assessed. There were no students who were beginners, 13 intermediate, 17 advanced and 7 advanced high. There were 13 students who made gains, 22 students who remained at the same level and 2 students who showered regression.
th
In 4 grade, there were 36 students who were assessed. There was 1 student who was beginners, 5 intermediate, 17 advanced and 13 advanced high. There were 8 students who made gains, 27 students who remained at the same level and 1 student who showered regression.
In 5th grade, there were 49 students who were assessed. There were 2 students who were beginners, 6 intermediate, 18 advanced and 23 advanced high. There were 17 students who made gains, 27 students who remained at the same level, and 2 students who showered regression.
Overall, based on TELPAS results, there were only 106 students who showed at least one year’s growth. There were too many students who remained at the same level and 5 students who showed regression.
IStation
All students’ reading levels were assessed using the Istation program. Students were able to test every month to determine their current reading level. Teachers were then able to provide Guided Reading lessons based on the level reported. Based on the Tier reporting in the month of October and May, there was little to no movement of students going from Tier 3 to Tier 2 and Tier 1. This means that most students were not at or above grade level in their reading.
In Kinder in the month of October, there were 34 students on Tier 3, 18 on Tier 2 and 29 on Tier 1. By May, there were 35 students on Tier 3, 18 students in Tier 2, and 31 students on Tier 1. There were no significant improvements made from the beginning of the year to the end of the year.
In 1st grade in the month of October, there were 69 students on Tier 3, 21 on Tier 2 and 13 on Tier 1. By May, there were 73 students on Tier 3, 14 students in Tier 2, and 20 students on Tier 1. There were no significant improvements made from the beginning of the year to the end of the year. There was a minimal amount of students moving from Tier 2 to Tier 1.
In 2nd grade in the month of October, there were 60 students on Tier 3, 16 on Tier 2 and 22 on Tier 1. By May, there were 54 students on Tier 3, 11 students in Tier 2, and 34 students on Tier 1. There was some improvement made from the beginning of the year to the end of the year by moving students from Tier 2 to Tier 1.
In 3rd grade in the month of October, there were 51 students on Tier 3, 14 on Tier 2 and 14 on Tier 1. By May, there were 41 students on Tier 3, 17 students in Tier 2, and 24 students on Tier 1. There was some improvement made from the beginning of the year to the end of the year.
In 4th grade in the month of October, there were 46 students on Tier 3, 20 on Tier 2 and 14 on Tier 1. By May, there were 48 students on Tier 3, 16 students in Tier 2, and 15 students on Tier 1. There were no significant improvements made from the beginning of the year to the end of the year.
In 5th grade in the month of October, there were 58 students on Tier 3, 24 on Tier 2 and 18 on Tier 1. By May, there were 58 students on Tier 3, 21 students in Tier 2, and 24 students on Tier 1. There was some improvement made from the beginning of the year to the end of the year.
There was no significant improvement by any grade levels with Reading Levels using the IStation program. There were still too many students in the Tier 3 level by the end of the year.
Student Achievement Strengths
1.Improvement in the 3rd grade Reading passing percentage
2.Improvement in 5th grade Reading passing percentage
3.First and second year monitoring ELLs are passing percentage in STAAR
4.All students who were assesed using the STAAR Alternate 2 showed Level II Satisfactory performance
Student Achievement Needs
1.Passing percentage in 4th grade Writing dropped by 1%
2.Passing percentage in 5th grade Science dropped by 7%
3.Passing percentage in 4th grade Reading dropped by 4%
3.LEP students' are not performing as well as grade level average
4.Students are not showing at least one year's growth on TELPAS
5.Students are not showing growth in Reading Levels using IStation
School Culture and Climate
School Culture and Climate Summary
Based on the students surveyed, 98% of the students feel that the climate of the school is positive and safe. Ninety-eight percent of the students feel that the staff members in our campus are respecting, supporting and encouraging of the students especially when it comes to the overall attitudes of the campus towards the students’ learning. Given the data shown, the students at Stainke Elementary feel the campus is positive, safe, and encourages its students with an overall positive attitude. Compared to this year’s data, our teachers and staff feel that our campus ensures a school climate of 100%.
Stainke Elementary’s vision is “Always do right by children—100% of 100%”. In order for our vision to be achieved, staff and students worked collaboratively by implementing Power Hour for our students who were struggling. Every grade level differs, however, uniformly all teachers provided a form of enrichment to our students either through tutorial, English Language Development, Technology, etc. Numerous teachers and teacher aides would mentor a small group of 3rd-5th grade students in areas of need in subjects such as Math, Reading, Science, and Writing. This initiative truly promoted our vision because as a campus we worked together to achieve higher learning for all students. In addition to power hour, our teachers began after school tutorials beginning in October through April. This allowed the opportunity for many students to receive additional assistance in math and reading. Many teachers also took the initiative to provide tutorial during library, lunch, and .P.E. time. Additional assistance was provided to our migrant students on a daily basis through migrant tutorial for forty-five minutes from Pre-Kinder through Fifth grade.
Ninety-eight percent of the students and staff describe the attitudes, respect, relationships and support of the campus as being positive. After surveying both groups, we can conclude that both work in a mutual, respectful atmosphere also growing into strengthening relationships. One thing mentioned by many is that our campus “is like a family.” Our campus, like any family, struggles at times either personally and/or professionally. It has become an automatic response to provide whatever assistance is needed to assure that as professionals we can succeed in providing our students the best educational experience at Stainke Elementary.