William A. Blair Elementary Campus Improvement Plan

2015-2016

Blair Panthers

The William A. Blair Mission is to provide a safe, secure, academically rigorous educational environment in which students gain the academic and behavioral tools necessary to be successful productive citizens.

Our motto: ʺThe Blair Power to Make the Differenceʺ

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: /

STAAR 2015
ITBS/Logramos 2015
ISIP 2015
ACP Data ’14-‘15
Reasoning Minds
Interim Common Assessments ’14-‘15
’14-’15 Campus Data Packet

SPOT Observations ’14-‘15
TEI 2015
Student Discipline System Reports
Parent Survey 2015
Staff Climate Survey 2014-2015
Student Perception Surveys 2015

MyData Portal

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 /

14.4% gifted & talented
745 students and enrollment continues to increase
48.5% males and 51.5% female students
EC – 8.3% White, 25% AA, 66.7% Hispanic (12 students)
PK - 37% AA, 63% Hispanic (81 students)
KN – 1% White, 44.3% AA, 54.6% Hispanic (97 students)
1st grade – 45.6% AA & 54.6% Hispanic (114 students)
2nd grade – 1.8% White, 43% AA, 52.6% Hispanic (114 students)
3rd grade 47.2% AA & 50.9% Hispanic (108 students)
4th grade 2.9% White, 45.6% AA, 50.5% Hispanic (103 students)
5th grade 2.3% White, 46%AA, 50.6% Hispanic (87 students)

Student daily attendance decreased for K – 5 from 96.1 to 95.8
LEP population is 37%
At-risk population is 51.7%
SE status 94.4

/ Utilize resources and materials that support instructional best practices to teach LEP and at-risk students
Provide teachers with training on best practices in Math, Science, and Reading
Ensuring that the Bilingual program is implemented according to District’s guidelines
“Incentivize” daily attendance for Teachers
Implement a parent notification system about student tardiness
Student Achievement /

4th grade STAAR Reading increased from 46.8 to 47.7 (+0.9);
4th grade STAAR Writing increased from 59.5% to 64.9%
4th grade Spanish STAAR Writing Advanced increased from 0% to 10.8%
3-5 Advanced levels in math increased from 7.3% – 11.1%
3-5 Read English, Advanced levels increased from 7% to 13.2% for our Hispanic population
5th grade Hispanic Science passing rates increased from 59.6% to 84.6%
5th grade Hispanic Science Advanced Level increased from 5.8% to 15.4%
Spanish Reading 3 -5 increased from 68.2% to 74.0 %
Spanish Reading Advanced levels increased from 16.5% to 19.2%
K -2 Math ACP average passing is above 80%

3rd grade STAAR Reading declined from 69.8 to 57.7 (-12.1
5th grade STAAR Reading, first administration, declined from 59.2% to 54.9% (-4.3).
3 -5 STAAR math scores decrease by 3.4%
Our African American population had a decline on STAAR Reading (3-5) of 13.7 percentage points (this includes the 1st administration for 5th grade).
K -2 51.1% of students at or above the 40th percentile in Reading
K -2 59.6% of students at or above the 40th percentile in Math
2nd grade ACP Reading averages are below 60%

/ The student achievement data indicates a need for a stronger Balance Literacy Plan to ensure that our students are reading on grade level. Implement a data analysis system to collect and analyze student assessment data to drive instruction, interventions, and action plans
Implement a cycle of train, collaborate, observe, and feedback with all PD provided to teachers,
Administration and CICs will monitor data, lesson plans, and instruction to ensure alignment to Standards
School-wide activities to improve the Reporting Categories for Reading, Math, Science, and Writing
School Culture and Climate /

80% of students revealed a strong like for teachers
83% of students perceive that their classes are engaging
85% of students perceive teachers are effective

Disruptive behaviors in classroom
Variety of extracurricular activities offered
35 fighting offenses
14 Assault C offenses
12 classroom disruption offenses

/ In order to foster a positive school culture and improve student achievement, the campus needs to encourage school spirit and team collaboration by promoting participation in an extra-curricular activity such as math /science / reading / history clubs, basketball, robotics, and chess.
At the campus, a uniform discipline management plan needs to be in place to support student achievement. In addition, the campus needs to consistently follow the rules and consequences from the Student Code of Conduct.
Staff Quality/ Professional Development /

83% of teachers have more than 3 years of experience
All teachers are HQ
Teacher retention rate is 90%
The campus has 4 DTR teachers
The campus have more than 70% of teachers rated at the Proficient I or higher TEI effectiveness level
Campus has a Math Coach
Campus has a Reading Interventionist

Teacher average absence rate is 8.9%
Teachers need professional development in differentiating learning
Teachers need professional development in Guided Reading implementation
Teachers need professional development on classroom management
Teachers need professional development on cognitive engagement levels

/ Campus disaggregation of data by teacher has shown that some are more successful than others. Quality professional development by content is needed to address fluctuation in teaching abilities related to number of years, of experience, and specific content area. The campus needs to implement a mentoring program to ensure that new teachers keep up with best practices. In order to plan on a weekly basis and at every campus staff development to attain coordinated instruction by subject and grade levels, the campus needs to provide additional instructional help such as teacher assistants and substitutes.
The team also analyzes assessment results such as formative assessments, common assessments, and district benchmarks to determine the instructional changes they need to make in order to increase student achievement. Teams also determine instructional adjustments for intervention and tutorials to ensure that those students not yet successful learn what they must know.
Curriculum, Instruction, Assessment / Based on the Spot Observation tracker at the end of the 2014 - 2015 school year, our campus averaged 1.81 and 1.77 respectively in Lesson Objectives and Demonstrations of Learning. /

There is a need to ensure strong curricula alignment early on in the first semester as we are in year four of implementation of Lesson Objectives and Demonstrations of Learning.
There is a need to implement writing across all contents
There is a need to effectively implement Balanced Literacy
There is a need to incorporate the use of Quality Work Criteria in Math Classroom in order to differentiate instruction

/ The campus needs to plan for extra remedial classes, after-school and Saturday tutorials, but the most critical need is for effective differentiated instruction. Not only does the campus need instructional aides for special populations such as English language learners, special education, and at risk students, but also targeted staff development to ensure that aides effectively assist with instruction. The campus will need funds for extra-duty pay for teachers participating in after-school and Saturday tutorials.
To meet the needs of students, the campus will need to purchase leveled readers, student materials for reader’s/ writer’s notebooks, manipulatives, science journals, supplies for science experiments and the science fair, arts and crafts for hands-on projects, and student intervention materials.
Family and Community Involvement /

87% of parents surveyed by Dallas ISD Parent survey gave positive responses to welcoming parent involvement and engagement
88% of parents responded that they feel comfortable interacting with the school personnel
84% of parents responded that they are satisfied with the direction and success of the school
A PTA was established in May 2015

There is a need to increase the involvement of African American parents.
There is a need to increase the number of parent who have access to parent portal
There is a need to increase the level of support provided by local business owners and outreach programs
There is a need to increase the parents who attend parent informational academies delivered by the campus
There is a need for mentors to engage with students weekly verses one event

/ To increase the level of parental involvement and provide additional assistance to families in need, we will have a parent instructor to support the efforts of the school counselor to secure resources and provide parent workshops.
School Context and Organization /

SBDM officers were elected
PTA was establish
Faculty Staff Advisory Committee (FSAC), and an open door policy has been established

/ Based on the 2015 Spring Climate Survey 72% of respondents believed the school priorities are similar to what they think they should be; the goal is 75% by Fall 2015 and 80% by Spring 2016 on the District Climate Surveys / The school’s organizational structure provides clear lines of communication through various vehicles such as Parent Teacher Association (PTA), Site Based Decision Making (SBDM) Committee, Faculty Staff Advisory Committee (FSAC), and an open door policy. Through FSAC, not only does staff raise concerns, but they also provide solutions to address those concerns. Members of the SBDM are rotated on a regular basis so new members can participate and understand the workings of the group.
Technology /

There are 7 COWS
2 – 4 graders have access to Reasoning Mind
All teacher have access to All in Learning
K – 2 students have access to Istation
Teachers have access to Measuring up live

There is a need for updated desktop computers in must classrooms
There is a need for common assessment software

/ There is a need for computer-assisted instruction in order for students to develop the skills necessary to be successful in school, college and the workplace. Technology can assist with closing the achievement gaps with researched-based programs; such as, IStation, Reasoning Minds, Think Through Math, All in Learning, etc.

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 thatinclude 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.

Ideal State: Goal(s)

Sustain a school culture that supports change and embraces a positive school environment through professional development, and school-wide teacher and student incentive initiatives.

Objective(s):
I.A Based on the 2015 Spring Climate Survey 72% of respondents believed the school priorities are similar to what they think they should be; the goal is 75% by Fall 2015 and 80% by Spring 2016 on the District Climate Survey
I.B Based on the 2015 Spring Climate Survey 49% of respondents believed that unruly students are not permitted to interrupt the learning environment; the goal is 60% by Fall 2015 and 70% by Spring 2016 on District Climate Surveys.
I.C Based on the 2015 Spring Climate Survey 39.7% of respondents believed that morale has improved this year; the goal is 60% by Fall 2015 and 70% by Spring 2016 on District Climate Surveys.
Strategies and Action Steps / Person(s) Responsible / Resources / Timelines / Evidence of Implementation / Evidence of Impact / Formative/ Summative / Title I
Schoolwide Components
(Code by #)
I.A, I.B
Communicate the student core beliefs daily during morning announcements, and implement core beliefs into daily classroom routines. / Administration
Teachers
Students / No cost / Daily / Morning announcement schedule
Student Core Beliefs
School Motto / Student Surveys / Student Surveys / 1, 2
I.A, I.B
Begin all Meetings (Staff/PD/Data) with Cores Beliefs exercise and review of campus priorities with various teachers conducting core belief exercises and make decisions based on the beliefs. / Administration
CIC
Teachers / 199 ~ $300 / Weekly / Video Clips
Faculty Meeting Agendas
DISD Core Beliefs / Climate Surveys
Classroom Observations
Action Plan / Climate Surveys
Classroom Observations / 1, 2, 4, 5, 8
I.A, I.B
Participate in Region 10
CHAMPS training to learn best
practices for establishing school-
wide discipline program / Administration
Teachers / No cost / August 31st / Faculty Meeting Agendas
DISD Core Beliefs
Core Belief Activities / Fall and Spring
Climate Surveys / Fall and Spring
Climate Surveys / 1, 2, 5, 9, 10
I.A, I.B,I.C
Host a variety of assemblies and programs to promote anti-bullying behaviors and enrich character education (Caught Being Good, Panther Store, Culture-Climate-Celebration Committee). / Counselor
Teachers
Students / 199 ~ $500 / Monthly / Program/
Assembly Documentation
Speakers
Incentives / Fall and Spring
Climate Surveys
Student Surveys / Fall and Spring
Climate Surveys
Student Surveys / 1, 2, 4, 5, 9, 10
I.A, I.B,I.C
Implement a school-wide discipline program focused on Respect, Responsibility, and students being Ready to Learn (Blair Triple Play). / Counselor
Teachers
Students / 199 - $400 / Daily / Program/
Assembly Documentation
Speakers
Banners
College Materials
Incentives / Student Surveys
Fall/Spring Teacher Survey / Student Surveys
Fall/Spring Teacher Survey / 1, 2, 9, 10
Provide after-school tutoring, basketball, robotics club, math club, art club, chess club, and dance club. / Teachers / 199 ~ $500
211 ~ $500 / Monday - Wednesday / Tutoring Logs / Student Surveys
Fall/Spring Teacher Survey / Student Surveys
Fall/Spring Teacher Survey / 10
Ideal State: Goal(s)

Improve student academic achievement in Reading, Math, Writing, and Science, through progress monitoring and data analysis.

Objective(s):
II.A Student passing rates at all grade levels on math, writing, and science ACPs, comparing Fall 2014 to Fall 2015 & Spring 2015 to Spring 2016, will increase by 10% and comparing Spring 2015 to Spring 2016 will increase by 10%.
II.B K-2 ITBS/Logramos scores will increase by a minimum of 10% at every grade level (math/reading)
II.C Seventy percent of students 3 -5 will pass all STAAR assessments
Strategies and Action Steps / Person(s) Responsible / Resources / Timelines / Evidence of Implementation / Evidence of Impact / Formative/ Summative / Title I
Schoolwide Components
II.A, II.B, II.C
Provide PD and ongoing support to teachers on the new math TEKS and process standards / Administration