Mission: to Help All Students Become Successful, Life-Long Learners and Develop Appropriate

Thomas Tolbert Elementary School

Campus Improvement Plan2016-2017

Mission: To help all students become successful, life-long learners and develop appropriate behaviors.

Thomas Tolbert’s Staff….

▪will provide effective quality instruction that lays the foundation for college and career readiness.

▪believes that ALL students can experience academic success.

▪will consistently employ research-based instructional practices for ALL students leaving NO EXCUSE for poor teaching.

▪produces critical thinkers, problem solvers and life-long learners.

▪will maintain positive attitudes that impact the development of our students, school and the community we serve.

Committee:

Name / Position
LaKeisha L. Smith / Principal
LaTausha Simmons, Quintonna Jackson
Maria Johnston, Brandy Kelly
Fernanda Medina, Linda Pinnock
Sharonda Starks, Kijafa Tilford
Eboni Walker, Alicia Washington
Angela Watts, Adrienne Hearn / Professional Staff Members
Nancy Andrades / Community Member(s)
Belinda Rodriguez / Business Representative(s)
Sharon Nash / Parent(s)
Marjorie Duson / 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.

DEMOGRAPHICS

School Year: 2016-2017

DEMOGRAPHICS School Year: 2016-2017

Comprehensive Needs Assessment Summary

School Year:

Data Sources Reviewed:
● Standards Based Curriculum Resources and Materials
● Collaborative Horizontal and Vertical Team Alignment Processes
● Student Specific/ Differentiated Strategies and Processes
● Common Assessments
● District Climate Survey Fall and Spring
●PD Feedback Data, Recruitment and Retention Data
●Parent Survey Parent Activity Evaluation and Feedback
●Demographic Data.
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
Grade / All / White / African Am. / Hispanic
PK / 58 / 1 / 28 / 31
KN / 56 / 2 / 23 / 32
1 / 81 / 2 / 34 / 44
2 / 88 / 0 / 37 / 50
3 / 62 / 0 / 27 / 35
4 / 77 / 3 / 35 / 39
5 / 62 / 0 / 31 / 31
All / 485 / 8 / 213 / 282
/ Mobility rate (12.9% to 10.3%)
Attendance rate 96.5 to 96.9 / ●57.5% of our students are at risk.
●Only 6.4% of our students have been identified as needing special education services.
●13.1% are identified as TAG /

To ensure that diversity is integrated throughout the grade levels.
Ensure identified students are tested for special education.
Provide opportunities for more students to visit the TAG classroom.
To ensure Pre-K Round-up is highly publicized in the community.

Student Achievement
3rd / 4th / 5th
Reading (Eng.) / 47.2 / 86.7 / 77.6
Math / 57.6 / 63.6 / 83.6
Writing / 76.8
Science / 67.3
Reading (Sp.) / 72.3 / 86.4 / 100
Writing (Sp.) / 87
/ 47.2% of 3rd graders met English reading standard Level II Standard Progression
86.7% of 4thgraders met English reading standard Level II Standard Progression
77.6% of 5thgraders met English reading standard Level II Standard Progression
57.6 % of 3rd graders met English math standard Level II Standard Progression
63.6% of 4thgraders met English math standard Level II Standard Progression
83.6%of 5thgraders met English math standard Level II Standard Progression
76.8% of 4thgraders met English writing standard Level II Standard Progression
67.3% of 5th graders met English science standard Level II Standard Progression
72.3% of 3rd graders met Spanish reading standard Level II Standard Progression
86.4% of 4thgraders met Spanish reading standard Level II Standard Progression
100%of 5th graders met Spanish reading standard Level II Standard Progression
87% of 4thgraders met Spanish writing standard Level II Standard Progression / STAAR Reading:
3rd grade – 47.6%
3rd grade Spanish-72.3%
4th grade – 86.7%
4th grade Spanish-86.4%
5th grade – 77.6%
5th grade Spanish-100%
STAAR Science:
5th grade – 67.3%
STAAR Math
3rd grade-57.6%
4th grade-63.6%
5th grade-83.6%
Fall ACP results
26% of Assessments are below District performance /

Focus on improving the quality of instruction in reading and math.
Provide opportunities for teachers to observe and lead peer visits.
Provide professional development to increase the level of content and pedagogical knowledge.
Provide professional development on trends across the campus (data driven decision making, high quality rigorous instruction).

School Culture and Climate / The data reveals:
Beliefs &Priorities - 91.4%
(My campus currently bases its actions on the district’s Core Beliefs 96.9%)
Cultural and Feedback- 96.0%
(Campus leadership helps to improve the quality of instruction-100%)
(My campus has an effective leadership team)
Positive Cultural and Environment -81.6%
(Discipline is enforced consistently and effectively-100%)
(The campus I work in is clean, safe and free pf physical hazards-100%)
College Bound - 91.3%
(Teachers in this school feel that it is a part of their job to prepare students to succeed in college-95.7%)
●PD Sessions(Campus) improved instruction 96.2% / Additional support and articulation will be done in the following areas:
District headed in the right direction 71.9% -
Instructional Feedback 96.0% -
●Offered another job 56.3%
●Morale of School 62.5%
●Recognition 78.1% /

As a campus, we help to foster and ensuring that employees view themselves as part of the district and not as a separate entity or division.
Teachers will receive purposeful instructional feedback that is relevant to the needs of teachers and students.
Recognizing and rewarding effective teaching practices throughout the year.
Teachers are provided mentorships opportunities for all teachers and are afforded many chances throughout the school year to collaborate, plan, vertical teaming, receives coaching and modeling and times to observe other classrooms.
State certified staff members are recruited through our district job fair events, as well as through the recruitment office within DISD.
Provide small incentive for teachers as aa way of team building

Staff Quality/ Professional Development / Retaining Rate 63.3%
State certified 93.3 %
Teachers on staff at Tolbert 30
80% of teachers on staff at Tolbert Elementary have 3 or more years of experience / ●Professional Development consistent and relevant to needs to be campus.
●Weekly PD’s - On campus
●Add Mentorship Program for New Teachers /

Teachers will receive purposeful instructional feedback that is relevant to the needs of teachers and students. PD opportunities are provided consistently. Teachers are provided mentorships opportunities for all teachers and are afforded many chances throughout the school year to collaborate, plan, vertical teaming,receives coaching and modeling and times to observe other classrooms.
State certified staff members are recruited through our district job fair events, as well as through the recruitment office within DISD.
Focus on teacher needs and less of state mandates

Curriculum, Instruction, Assessment / ●Weekly horizontal/ vertical planning time
●Six weeks planning time
● Implementation of TEKS in weekly lesson planning
●Instructional Resources
●Resources are aligned with
TEKS based instruction.
●Delivery of student specific
differentiated instruction. / ●Implementation of the lesson cycle with fidelity
●Address issues with unpacking the standards
●Provide additional opportunities for after school tutoring or extra-curricular activities
●Implement All in Learning in all core content areas /

All staff will consistently implement the lesson cycle with fidelity.
Staff will consistently and effectively unpack the TEKS with support and guidance from the administrative team
Involve all teachers in planning and implementing after school initiatives

Family and Community Involvement / ●Safe learning environment
●Welcomes parent involvement and engagement
●Feel comfortable interacts with personnel
●School provide information in a way parents understand. / ●Address concerns with parents in a timely manner 84.8%
●Provide feedback about student’s grades and learning progress throughout the year 86.1%
●Increased parent involvement in PTA
●Increase community partnerships. /

Staff and teachers will respond to parents within 24 hours.
School will provide monthly newsletters with upcoming events and opportunities for parent workshops and feedback.
Parents will have a needs assessment and incorporate findings in the campus plan for the year.
Administration will provide goal and focus tips during PTA meetings.
Provide parents’ opportunities to help on campus such as: school functions, decorating, mentoring, and assisting.

School Context and Organization / ●Faculty Advisor Committee
●All teachers an opportunity to voice concerns
●Principal’s Coffee- Allow parents an opportunity to collaborative work with principal on school initiatives
●SBDM
●PTA / ●Increase parental participation in parent organizations
●Involve parent in additional opportunities to understand District and Campus student achievement goals.
●Establish a functioning PTA
●Extra-Curricular Enrichment Activities /

Ensure parents receive information regarding school initiatives in a timely manner
Create and Distribute newsletter noting the time and date of parent involvement opportunities
Provide information regarding parent initiatives in both languages
Provide monthly Upcoming Events Flyer

Technology / ●Teachers provided computers.
●Some classes have digital classrooms.
●Some classes have several computers for student use.
●Brain Pop, Powervideos, online encyclopedias, etc. / ●Teacher laptops do not always work properly.
●COW computers do not always work properly.
●Requisitioned computers have not been replaced.
●Previously used software is not available due to funding. /

More computers are needed for students in the classrooms and in the COWs.
Fix broken computers in labs, classrooms, and COWs.
Requisition for new computers in labs, computers, and COWs.
Digital classrooms needed for all classrooms.
All teachers need connectors to connect their district issued laptops to data projectors.
Give teachers professional development opportunities for teachers to properly learn district provided resources.

Title I, Part A

Schoolwide Components:

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).
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.
Instruction by highly qualified teachers.
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.
Strategies to attract high-quality teachers to high-need schools.
Strategies to increase parental involvement in accordance with section 1118, such as family literary services.
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.
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.
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.
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(s)-Key Action 1
Thomas Tolbert will improve the quality of math instruction through effective PLC’s.
Objective(s):
●Based on Spring Terra Nova and SUPERA the number of students at or above 40th percentile will increase by 5%.
●Based on Spring STAAR Scores, 3rd -5th grade students meeting the math standard will increase by 5%.
●Based on formative assessment scores, 70% students of will meet or exceed a score of 70% or higher or demonstrate 10% growth.
Strategies and Action Steps / Person(s) Responsible / Resources / Timelines / Evidence of Implementation / Evidence of Impact / Formative/ Summative / Title I
School wide Components
(Code by #)
1.1-Recruit, hire and retain state certified teachers and provide support and scaffolding that reinforces student achievement / Reading Teachers
Principal
CIC / 211-$500 / September 6-June 1, 2017 / Teacher retention
HR Position Summary Report / Increased teacher retention / Teacher retention / 2,3,5
1.2-Provide instructional resources and materials to support differentiated instruction in all core content and Improve math processes and tools by utilizing the Problem Solving Model, and Problem of the Day.
Math warm-ups, Appetizers, Motivational Math, Kamico, Measuring Up / Math Teacher
CIC / 211-$5000 / September 6-J 1, 2017
Weekly / Spot Observations, Lesson Plans, DOL, common assessment data / Increased student achievement / Common Assessments, Reasoning Minds Data / 1,2,8,
1.3. Provide additional opportunities for professional development through attendance of National State Conferences (ASCD, IRA, and Frog Street). / All Teachers
CIC Principal Asst. Principal / Title 1 funds
211-$500 / September 6-June 1, 2017
Annually / Attendance, agendas , receipts, notes / Increased student achievement
Increase in spot observation scores / Agendas,
Sign In / 2,4,
1.4. Monitor student achievement in math through a variety of technology software and hardware such as All in learning, Measuring Up Live, Education Galaxy etc.,
Campus Personnel.
Instructional Coach, computers, COWS, software / All Teachers Librarian
CIC
Principal
Asst. Principal / 211-$5000 / September 6-June 1, 2017
Bi-Weekly / Lesson Plans, Small group anecdotal notes, common assessment data, tutoring logs
All in Learning data / Increased student achievement
Decrease in Tier 2 and Tier 3 students / Common Assessments, Teacher made Assessments, / 1, 9
1.5. Provide differentiated instruction to meet individual student's needs: cooperative learning groups, small groups, peer tutoring, after school and Saturday school tutoring.
Debbie Diller
Classroom Instruction that Works, / All Teachers and T.I.L.T (Tolbert Instructional Leadership Team) / Title 1 funds