CARROLLTON-FARMERS BRANCH ISD

Blair Elementary
CAMPUS IMPROVEMENT PLAN 2010-2011

Lori Parker, Principal

Vision Statement:
The vision of the faculty and staff of Blair Elementary School is to provide all students with the academic tools to become productive, responsible citizens. This can be accomplished through a partnership with the school and family working together to provide the necessary resources and support to produce a positive educational environment essential for learning.

October 1, 2010

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

CIC MEMBERS
Name Lori Parker-Decherd Stephanie Lopez Esther Quinonez Laura Kunz Ana Winton Angela Douglas Krin Villacres Tellie Cobos Amy Waller Shelli Slusher Kristin Gilbert Kim Blair Rachel Weir Katie Alexander Position Principal Assistant Principal Assistant Principal Instructional Facilitator Instructional Facilitator Counselor Kinder Team Lead 1st Team Lead 2nd Team Lead 3rd Team Lead 4th Team Lead 5th Team Lead Support Team Lead Special Ed Team Lead Years Served 6 2 1 3 1 3 1 1 1 1 1 1 2 1 Signature

Campus Improvement Plan 2010-2011

PLANNING PROCESS

Needs Assessment
The Campus Improvement Council is composed of representative professional staff, parents of students enrolled at the campus, business representatives and community members. The Campus Improvement Council establishes and reviews campus educational plans, goals, performance objectives, and major classroom instructional programs. An annual Campus Improvement Plan guides this work. The Campus Improvement Plan is based on a comprehensive needs assessment which includes student achievement indicators, disaggregated by all student groups served by the campus. Additional factors such as school processes (e.g., attendance, graduation, tardies, discipline referrals, teacher absences), perception (e.g., staff, parent and community surveys), and demographics (e.g., enrollment trends, staff turnover) are to be considered. The Campus Improvement Plan is to include (TEC Chapter 11, subchapter F, section 11.253): 1. Assessment of academic achievement for each student using the student achievement indicator system. 2. Set campus performance objectives based on the student achievement indicator system, including objectives for special needs populations, including students in special education. 3. Identification of how campus goals will be met for each student. 4. Identification of resources needed to implement the plan. 5. Identification of staff needed to implement the plan. 6. Timelines for reaching goals. 7. Periodic, measureable progress toward the performance objectives. 8. Goals and methods for violence prevention and intervention on campus. 9. Program for encouraging parental involvement. 10. Goals and objectives for a coordinated health program (elementary and middle schools) which is based on student fitness data, student academic performance data, student attendance rates, percentage of students who are educationally disadvantaged that ensures that students participate in moderate to vigorous physical activity. Annual analysis of the plan and review of various assessment data are used to determine objectives that address campus goals. Specific strategies and action steps are developed to address these objectives. This process ensures a commitment to excellence and a resolve to provide the best instructional plan for every student.

Campus Improvement Plan 2010-2011

Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1 funds will be spent.

Title I --Targeted Assisted ( TA )

Must address the 8 components of a Targeted Assisted Program TA 1. Resources used to help children meet state academic achievement standards TA 2. Planning for identified students incorporated into existing school planning TA 3. Methods and strategies based on scientifically based research TA 4. TA program is coordinated with and supports regular educational programs TA 5. Highly qualified teachers TA 6. Professional Development TA 7. Increase Parental Involvement TA 8. Coordination of federal, state, and local services

Title I -- School-wide Components (TS)

TS 1. Comprehensive needs assessment TS 2. School-wide reform strategies TS 3. Highly qualified teachers TS 4. Professional development TS 5. Strategies to attract high-quality highly qualified teachers to high need schools TS 6. Parental involvement TS 7. Assisting preschool children in the transition from early childhood programs TS 8. Measures to include teachers in the decisions regarding use of academic assessments TS 9. Students difficulties identified on a timely basis TS10.Coordination and integration between federal, state, and local services

Campus Improvement Plan 2010-2011

The Goal of C-FB ISD is high achievement for all students.

Supporting Objective 1: Continuously increase student achievement A. TEA Recognized/Exemplary District B. Recognized/Exemplary Schools C. Adequate Yearly Progress (AYP) D. Achievement Gap E. Special Populations F. TAKS Commended Scores (all students) G. Higher Education Readiness Component (TSI) (EXIT Scores) H. SAT I. PSAT/NMSQT J. Advanced Placement K. Graduation Data Supporting Objective 2: Continuously improve the learning environment for students and staff A. Out of School Suspensions B. DAEP Placements C. Attendance Rate Supporting Objective 3: Continuously increase operational effectiveness A. Financial Integrity Rating System in Texas (School FIRST) B. Increase percentage of operating expenditures expended for instruction C. Fund balance as a percentage of the total expenditure budget excluding TIF and Chapter 41 payments D. Kilowatt hour per sq. ft. usage E. Overtime hours F. Highly Qualified Teachers G. Teacher Classroom Attendance Rate H. All Staff Attendance Rate I. Teacher Turnover Rate J. Availability of Critical Technology Systems Supporting Objective 4: Continuously increase stakeholder confidence and support of our school system A. Parent Survey - Achieving Quality Together B. Stakeholder Survey (to be developed) C. Staff Survey (to be developed)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores in reading by improving student performance in demonstrating a basic understanding of culturally diverse written texts (Objective 1).

90% of kindergarten students will read at a D instructional level or higher with high levels of comprehension kills by the end of May 2011.

3.9H produce summaries of text selections (2-3)

3.8D demonstrate knowledge of synonyms, antonyms, and multimeaning words (3)

*Fountas/Pinnell *DRA *TPRI *Tejas Lee *Literary Charts *Readers Response Journals *Conversation Circles *Informal observations *QAR *One-on-one conferences *Leer Mas

90% of kindergarten students will read at a D instructional level or higher with high levels of comprehension kills on the end of year reading assessment, while improving on the following student expectations: K.8B Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud. K.9 The student uses a variety of strategies to comprehend selections read aloud.

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores in reading by improving student performance in demonstrating a basic understanding of culturally diverse written texts (Objective 1).

93% of first grade students will read at a J instructional level or higher with high levels of comprehension kills by the end of May 2011.

3.9H produce summaries of text selections (2-3)

3.8D demonstrate knowledge of synonyms, antonyms, and multimeaning words (3)

*Fountas/Pinnell *DRA *TPRI *Tejas Lee *Common Assessments *Literary Charts *Readers Response Journals *Conversation Circles *Informal observations *QAR *One-on-one conferences * Leer Mas

93% of first grade students will read at a J instructional level or higher with high levels of comprehension kills, while improving on the following student expectations: 1.12C retell or act out the order of important events in stories (K-3). 1.11A discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2).

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores in reading by improving student performance in demonstrating a basic understanding of culturally diverse written texts (Objective 1).

90% of second grade students will read at a M instructional level or higher with high levels of comprehension kills by the end of May 2011.

3.9H produce summaries of text selections (2-3)

3.8D demonstrate knowledge of synonyms, antonyms, and multimeaning words (3)

*Fountas/Pinnell *DRA *TPRI *Tejas Lee *Common Assessments *Literary Charts *Readers Response Journals *Conversation Circles *Informal observations *QAR *One-on-one conferences * Leer Mas

90% of second grade students will read at a M instructional level or higher with high levels of comprehension kills, while improving on the following student expectations: 2.9C retell or act out the order of important events in stories (K-3). 2.8A discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2).

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores on the Reading test by increasing student understanding and their ability to analyze culturally diverse texts.

95% of students in each subgroup will meet expectations on Objectives 1 and 3 on the Reading TAKS Test and increase commended performance by 15%

3..13B draw conclusions from the facts presented in text and support those assertions with textual evidence 3.14Analyze, make inferences, draw conclusions
4.6B describe the interaction of characters including their relationships and the changes they undergo; and 5.11C compare/contrast; cause/effect, sequential order 5.12B Recognize exagerrated, contradictory, or misleading statements in text.

BOY, MOY, and EOY assessments Open ended assessment Readers response rubric Practice TAKS TAKS 2010

3.13B 66% to 85% 3.14 62% to 85% 4.6B 68% to 85% 5.11C 69% to 85% 5.12B 68% 10 85%

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge The Fifth Discipline (1990)

Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores in math by improving student performance in understanding of the concepts and uses of measurement (Objective 4) and math processes and mathematical tools (Objective 6)

90% of kindergarteners will meet or exceed the end of year math assessment with a 70 or above by May 2010.

3.11A use linear measurement tools to estimate and measure lengths using standard units 3.16A make generalizations from patterns or sets of examples and non-examples

*Informal observations during math workshop *Investigations Checklists *Math Journals *Classroom discussions *MOY & EOY Universal Screening

3.14A identify the math in every day situations

90% of kindergartners will demonstrate mastery of the following student expectations by meeting or exceeding the end of year math assessment with a 70 or above: K.10A compare and order two or three concrete objects according to length K.6A use patterns to predict what comes next, including cause-and-effect relationships K.13 A identify mathematics in everyday situations

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

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Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores in math by improving student performance in understanding of numbers, operations, and quantitative reasoning (Obj. 1), understanding the concepts and uses of measurement (Obj. 4), and understanding of math processes and

95% of first grade students will meet or exceed expectations on unit assessments and universal math screenings.

3.5A Round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations (revised 2006) 3.16A Make generalizations from patterns or sets of examples and non-examples 3.11A Use linear measurement tools to estimate and measure lengths using standard units (revised 2006) 3.14A Identify the mathematics in every day situations.

*Investigations performance assessments *COL End-of-Unit assessments *Universal Screenings *Student observations *Math Journals *Classroom discussions

95% of first grade students will meet or exceed expectations on the end of unit assessments and universal screenings by focusing on the following student expectations:
1.1B create sets of tens and ones using concrete objects to describe, compare, and order whole numbers 1.4 The student is expected to identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems. 1.7A estimate and measure length using nonstandard units, such as paper clips or sides of color tiles 1.11A identify mathematics in everyday situations

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

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Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Improve TAKS scores in math by improving student performance in understanding of numbers, operations, and quantitative reasoning (Obj. 1), understanding the concepts and uses of measurement (Obj. 4), and understanding of math processes and

90% of second grade students will meet or exceed expectations on unit assessments and universal math screenings.

3.5A Round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations (revised 2006) 3.16A Make generalizations from patterns or sets of examples and non-examples 3.11A Use linear measurement tools to estimate and measure lengths using standard units (revised 2006) 3.14A Identify the mathematics in every day situations.

*Investigations performance assessments *COL End-of-Unit assessments *Universal Screenings *Student observations *Math Journals *Classroom discussions

90% of second grade students will meet or exceed expectations on the end of unit assessments and universal screenings by focusing on the following student expectations:
2.1C Use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols 2.6B Identify patterns in a list of related number pairs based on a real-life situation and extend the list of repeating and additive patterns to make predictions and solve problems 2.9A Identify concrete models that approximate standard units of length and use them to measure length 2.12A Identify mathematics in everyday situations

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

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Campus Improvement Plan 2010-2011

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)

MEASURES
Tools well use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.
3.1B from 56% to 85% 3.3B 64% to 85% 3.7B from 60% to 85% 3.15B from 63% to 85% 3.16A from 63% to 85%

Improve TAKS scores on the math subtest by improving student performance in understanding of math processes and tools used in problem solving. (Obj. 6)

95% of students In each subgroup will meet expectations on the math TAKS subtest and increase commended performance by 15%.

3.1B Use place value to compare and order Whole numbers 3.3B addition and subtraction 3.7B Identify and describe patterns in a table Related number pairs based on a Meaningful problem and extend the table. 3.15B Relate informal language to Mathematical language and symbols 3.16A Make generalizations from patterns or sets of examples and non-examples 4.1A Use place value to read, write, compare and order whole numbers thru 999,999,999 4.11A Estimate and use measurement length including perimeter, area, weight, mass using SI units metric and customary

TAKS Run charts, math journals, Investigation Assessments, CFB End of Unit Assessments, Math Boxes, Math Box Quizzes

4.1A from 63% to 85% 4.11A from 68% to 85%

5.3A Use addition and subtraction to solve problems involving whole numbers and decimals 5.14A Identify the mathematics in everyday situations 5.16A Reasonableness

5.3A from 66% to 85% 5.14A from 64% to 85% 5.16A from 62% to 85%

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

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Campus Improvement Plan 2010-2011

RESULTS GOAL
Should identify what is desired in terms of performance after, or as a result of, putting new processes in place or improving existing processes.

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students) Tools well use to determine where students are now and whether they are improving.

Improve TAKS scores on the Science test by increasing student understanding of the nature of science and earth sciences.

95% of students in each subgroup will meet expectation Objectives 3 and 4 on the Science TAKS Test and increase commended performance by 15%

SC 3 Overall ED AA H W Female Male LEP Special Ed

5th/10 81.1% 80.4% 92% 80.3 86.5% 80.4% 81.9% 69.8% 68..8% 5th/10 70.8% 69.7% 47.7% 69.9% 88.50% 68.2% 73.7% 53.5% 66%

All SEs associated with indicators for Objective 1: Unit Tests for 3rd, 4th, and 5th Grade Released TAKS test TAKS test

SC 4 Overall ED AA H W Female Male LEP Special Ed

All SEs associated with indicators for Objective 4: Unit Tests for 3rd, 4th, and 5th Grade Released TAKS test TAKS test

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

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Campus Improvement Plan 2010-2011

Blair Elementary
Campus Goals & Objectives

2010 TAKS, PARTICIPATION, & ATTENDANCE DATA 2011 GOALS

All Students INDICATOR 2010 Data Reading/English Language Arts Mathematics Writing Science Social Studies All Tests Graduation 2009 Graduation 2010 Goal Participation: Reading/Language Arts Participation: Math Attendance 100 100 98 100 100 100 85 85 88 73 2011 Goal 90 90 90 85 95

African American 2010 Data 100 82 76 2011 Goal 100 90 90 85 85

Hispanic 2010 Data 83 84 87 72 77 2011 Goal 90 90 90 85 85 2010 Data 94 87 93 100 88

White 2011 Goal 100 90 95 100 95

Special Ed 2010 Data 67 58 62 45 59 2011 Goal 85 85 85 85 85

Economically Disadvantaged 2010 Data 84 84 86 71 76 2011 Goal 90 90 90 85 85 2010 Data 75 78 85 28 72

LEP 2011 Goal 85 85 90 85 85

100 100 97.3

100 100 100

100 100 97.9

100 100 100

100 100 98.6

100 100 100

100 100 96.5

100 100 100

100 100 98

100 100 100

100 100 98.2

100 100 100

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Campus Improvement Plan 2010-2011

Blair Elementary Campus Goals

2010 Percentage of Commended Students 2011 Goals
All Students INDICATOR Cam -pus Reading/English Language Arts Mathematics Writing Science Social Studies 24 23 16 27 State 35 37 30 44 Diff. from state

African American 2011Goal 35 35 30 40 Cam -pus 27 0 * * State 25 23 21 28 Diff. from state

Hispanic Cam -pus 21 23 15 24 State 28 31 25 36 Diff. from state

White 2011Goal 30 35 30 40 Cam -pus 36 26 20 38 State 48 47 38 59 Diff. from state

2011Goal 35 25 25 30 -

2011Goal 40 40 40 40 -

+11 +12 +14 +8 -

+8 -

+9 +12 +15 +16 -

+4 +14 +20 +2 -

Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 4 4 15 0 State 17 17 11 24 Diff. from state

Economically Disadvantaged 2011 Goal 20 20 25 25 Campus 22 22 15 26 State 26 28 22 31 Diff. from state

LEP Campus 13 13 7 0 State 23 25 20 20 Diff. from state

2011 Goal 30 30 25 35 -

2011 Goal 25 25 20 20 -

+16 +16 +10 0 -

+8 +8 +10 +9 -

+12 +12 +13 0 -

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Campus Improvement Plan 2010-2011

Blair Elementary 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1
Improve student achievement

Criteria for Success

Campus rating of Recognized from TEA in 2011 85% of all subpops will pass TAKS in 2011 15% of all students in all subpops will be commended on TAKS in 2011 5th grade science TAKS will increase to 85% passing

Performance Measure
A,B,F A,B,F B,F A,B

Campus Focus #2
Increase number of students reading on grade level

Criteria for Success

90% of kindergarten students will read at a D instructional level or higher with high levels of comprehension skills by the end of May 2011. 95% of first grade students will read at a J instructional level or higher with high levels of comprehension skills by the end of May 2011. 90% of 2nd grade students will read a M instructional level or higher with high levels of comprehension skills by the end of may 2011. 90% of students in 3rd -5th will be reading at or above grade level with high levels of comprehension skills by the end of May 2011.

Performance Measure
B,D B,D B,D B,D

Campus Focus #3
High Leverage Strategies

Criteria for Success

Focused Tutoring -All students will participate in tutorials that are based on data targeting specific objectives. IIP process-all staff will understand and use consistently

Performance Measure
D, E D, E

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Campus Improvement Plan 2010-2011

Blair Elementary 2010-11 Campus Focus

Campus Focus # 4
High Leverage Strategies

Criteria for Success

Focused Tutoring -All students will participate in tutorials that are based on data targeting specific objectives. Professional Learning Communities meetings- restructuring

Performance Measure
D,E D,E

District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus #5
R-Time

Criteria for Success

Decrease number of office referrals from the 2009-10 school year by 10%

Performance Measure
A,B

District Supporting Objective #3: Continuously increase operational effectiveness

Campus Focus #6 Criteria for Success Performance Measure
D D D Improve Safety and Efficiency Exceed our reduction of electricity usage per month based on 2009-10 data. Decrease energy consumption through Watt Watchers Increase safety and efficience at arrival and dismissal through Safety Patrol

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Campus Improvement Plan 2010-2011

Campus Focus #7
Decrease amount of money spent on paper.

Criteria for Success

Decrease the amount of paper usage per month based on amount spent per month in 2009-10.

Performance Measure
B

District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus #8
Teacher Buy In

Criteria for Success

Increase teacher survey feedback rating from 82% to district average or above. Increase number of teachers participating in teacher survey to 100% professional staff participation. Professional Learning Communities

Performance Measure
C C C

Campus Focus #9
PTA

Criteria for Success

Improve PTA effectiveness/involvement

Performance Measure
A

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Campus Improvement Plan 2010-2011

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CAMPUS IMPROVEMENT PLAN 2010-2011

Campus Focus
1 2 3 4 5 6 7 8 9
Title Target Area 1,2,8,9

ACTION STRATEGY
Include TAKS formatted questions on summatives Tutorials R-Time Conduct PLC meetings and planning, once per 2weeks Teachers will target specific SEs for instructional focus after examining the 2010 results, Maintain academic support through RTI, tutors focused tutoring, and After the Bell. Provide flexible grouping and extended learning opportunities to meet the needs of at-risk and advanced students.

FORMATIVE MEASURE
40% of items will be TAKS formatted, assessments in lesson plans Unit tests, progress monitoring Student Behavior Instructional changes due to results of meeting; notes to principal Focused walk-throughs, testing results, SNAP Program records

ASSESSMENT TIMELINE
Ongoing through school year Ongoing Mondays October April Ongoing

RESPONSIBLE PERSON(S)
Team Leaders, teachers, IFs Teachers, support staff Teachers Counselor Team Leaders Principal, IF, ESL IF

COST/RESOURCES
Campus Budget Campus Budget Campus Title I for instructional resources Campus Budget

X X

X X X X X X X 1,2,8,9 2,4,9 X 1,2,3,4, 5,8,9,10 1,2,4,8, 9 1,2,4,6, 8,9,10 1,2,3,4, 6,8,9,10

X X X

X X X X X X X X X

Daily, August-May

Laura Kunz, Rachel Weir

District Funds, Title I for additional staff, ATB Title I for additional staff

X X X

2,5,6,8, 9,10 1,2,3,4, 8,9

Maintain Guided Reading Library and library for enrichment of reading program Academic Journals (math, science, reading) to increase writing and observational skills, promote vocabulary, and serve as a motivational tool. Parent Education regarding TAKS objectives. Implementation of effective strategies in lessons, bilingual/ELL compliance

X X

Dist/campus assessments, at risk data, FOR, ESL, , Riverdeep, Friday Night Lights, SOAR, RTI specialist, HERMAN reading Advanced student data: ARE mtgs., competitions, projects, contracts. Classroom observations, anecdotal records, and ongoing formal assessments. Unit assessments, Progress Monitoring, charts, MAP testing, BOY, MOY, and EOY testing. Community survey SSI nights District provided parent ed Lesson Plans, TELPAS, LAT, Parent Bilingual Welcome Video, Leer Mas, Avenues, bil. Spelling program. Universal Math Assessments, Unit Tests, TAKS scores, AMI, Math Boxes, Focused WalkThroughs, Math Navigation, Origo, and MAP testing. Coaching, Walk Throughs,

August 2010May 2011

Debbie Smith

August-May

TIER II tutors

Title I for instructional resources

August-May

Classroom Teachers

Campus Budget

1,2,6,10 1,2,3,4, 5,6

Ongoing

IF, ESL IF, principal, teachers, district staff Principal, ESL IF

Campus Budget

September-April

District Funds

X X X

1,2,3,4, 5,8,9,10 X X

Improve Math TAKS scores: coaching, Monica Weese, Math IF, Focused Tutoring, PLC mtgs.,

August-May

Principal, Math Specialist, Math IF

District Funds

1,2,3,4,

Improve Guided Reading

September- May

Principal, Instructional

District Funds

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

X X X X

5,8,9 1,9 1,2,6,10

practices Support RTI math/reading students with additional small group support Parent Education

uniform standards Unit Assesments, student data Parenting tips and strategies-pamphlets and fliers sent home on Thursday, Parent Meetings Formal and informal assessments Fountas & Pinnel Anecdotal records Working with students who are a year or below grade level. Working with students who are one or more years below grade level. Josie Eatman coaching, Professional Learning Communities, Simple Science Solutions PLC meetings September-May

Team Laura Kunz District Funds

Oct. - May

Angela Douglas

Title 1 for instructional resources

X X X X X

X X X X X X X X X X X X X X X

1,9,10 1,4,5,9, 10 1,2,9 1,2,3,4, 6,9,10 1,2,3,4, 8,9 2,3,4,8, 9 1,2,3,4, 8,9,10 1,2,10 1,2,10

TIER III Intervention Specialist TIER II Intervention ELL Support through embedded strategies, Avenues, and small group assistance. RTI Intervention support

August-May August-May August May

Kathy Lanigan Ida Perkins Ashley Green Jessica Brophy Ana Sanchez,

Title 1 for additional staff Title 1 for additional staff Title 1 for additional staff and instructional resources. Title 1 Stimulus for instructional resources and additional staff Title I

August-May

Patricia Shanafelt

Improve campus science instruction

October-May

Principal

X X

X X X X

Conduct book study of Professional Learning Communities at Work with leadership team Conduct book study of A Repair Kit for Grading

October-May

Principal

Title I

Decrease energy comsumption through Watt Watcher program Improve safety and efficiency during arrival and dismissal

Grading practices: improve understanding and incorporate more meaningful practices Decreased energy expenditure Parent Survey and Teacher Survey

October-May

Principal

Title I

October-may

October-May

Communities In SchoolsReeva Scaife and Lilly Curtis Angela Douglas

NA

NA

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