CONTINUOUS SCHOOL IMPROVEMENT

Early Childhood Development Center 2015 - 2016

VISION AND MISSION STATEMENT Early Childhood Development Center 2015 - 2016

MISSION: The mission of the ECDC is to develop biliterate, bicultural, and bilingual students who will become productive citizens in a multicultural society.

VISION: Our vision is to work collaboratively to provide every student a rigorous academic and social foundation through developmentally appropriate practices in a dual language curriculum.

Comprehensive Needs Assessment SUMMARY Early Childhood Development Center 2015 - 2016 Category Name

Data Sources

Strengths

Needs

Priorities

Demographics

TEA 2015 Accountability Summary and PEIMS Report

‡Hispanic, 12% White, 2% Black, 2% ‡Ensure the enrollment of every class is true to ‡Ensure proper interventions for success are Asian, 52% Economically Disadvantaged, 45% the 50:50 Dual Language Program in terms of implemented for 504, special education, and LEP, 35% At-Risk quadrant requirements. LEP students.

Student Achievement

TEA 2015 Accountability Summary, STAAR Reports

‡As per the TEA Accountability System, the ECDC met standard on all four indexes: Student Achievement, Student Progress, Closing Performance Gaps, and Postsecondary Readiness.

‡Increase academic achievement in grades: 36 Math, 3-6 Reading, 4 Writing, and 5 Science. ‡Ensure students in early childhood grades are provided with a strong literacy foundation in their native language. ‡Ensure students in primary grades are on grade-level in math and reading.

‡Provide in-class support and inclusion. ‡Provide instructional resources for LEP students. ‡Provide instructional resources for Dyslexia students.

School Culture and Climate

2015 Parent, Staff, and Student Surveys

‡Student selection is based on the lottery process and fluency in English and/or Spanish. The results of the 2014-2015 parent, staff, and student surveys were positive; however, in the future more participation would result in a more reliable data source. ‡The partnership with Texas A&M University Corpus Christi allows the students of the ECDC to have access to an array of resources, specifically campus and cultural events, guest speakers, guidance from counseling interns, health fair by nursing students, and health and fitness lessons by kinesiology students.

‡Develop a campus-wide Positive Behavior Improvements and Supports (PBIS) system. ‡Increase parent participation on the 2016 Parent Survey.

‡In-class guidance and Character First lessons provided by the school counselors. ‡Implementation of Student of Excellence and Terrific Kids Recognition Ceremonies.

Staff Quality

Eduphoria Staff Credit and Enrollment Reports

‡All teachers in grades PK3-6 are bilingual certified. On travel days, teachers are grouped by early childhood, primary, and upper level grades to ensure the implementation of a dual language program and bilingual literacy development.

‡Continue training and implementation of the ‡Training on Key Components and Strategies Gomez and Gomez Dual Language Enrichment used in the Gomez and Gomez DLE Model Model. ‡Training on Development and Use of Bilingual Pairs ‡Training on Development and Use of Bilingual Learning Centers.

Comprehensive Needs Assessment SUMMARY Early Childhood Development Center 2015 - 2016 Category Name

Data Sources

Strengths

Needs

Priorities

Curriculum, Instruction and Assessments

TEA 2015 Accountability Summary, STAAR Results

‡The ECDC met standard on four indexes: ‡Increase the number of students earning Level ‡Ensure Pearlized Math Curriculum and Sharon Student Achievement, Student Progress, III: Advanced on the STAAR. Wells Math Curriculum are implemented with Closing Performance Gaps, and Postsecondary fidelity in grades K-5. Readiness. The ECDC earned a Distinction Designation for Academic Achievement in Science.

Family and Community Involvement

Family and Community Participation Counts

‡The partnership with the university allows the ECDC students to benefit from such organizations as Junior Achievement and America Reads. ‡Parent volunteers and PTA membership have increased based on previous years data. ‡The campus utilizes the Texas A&M University ECDC facebook page to provide information to parents. ‡The campus distributes a monthly ECDC Newsletter in English and in Spanish.

‡Provide opportunities for parents to volunteer and participate in activities. ‡Utilize the ECDC Echalk page as a means of ongoing communication for parents. ‡Schedule and promote more parent/teacher conference opportunities.

‡Plan informational meetings for parents about the Dual Language Program. ‡Provide opportunities for parents and students to engage in activities focused on instruction such as Family Math Night.

School Context and Organization

STAAR Results; Parent, Staff, and Student surveys

‡50:50 Dual Language, Lab School with students in grades PK3 - 6th. ‡Weekly Instructional Meetings ‡Implementation of inclusion model.

‡Develop teacher leaders to provide in house professional learning. ‡Increase PTA membership. ‡Improve the selection process for PK3 students.

‡Provide instructional support for dyslexia students. ‡Provide instructional support for LEP students. ‡Ensure the RTI process is implemented with fidelity. ‡Campus wide PBIS model. ‡Recruit teachers certified as bilingual generalists.

Comprehensive Needs Assessment SUMMARY Early Childhood Development Center 2015 - 2016 Category Name Technology

Data Sources

Strengths

Walkthrough Analysis and Data ‡Smart Boards are used in 8 out of 9 Usage Reports classrooms. Laptops and computers in the classroom are available. ‡Implementation of Sparkito in grades PK3, PK4, and Kindergarten. ‡Implementation of Comprendo in grades 1, 2, and 3. ‡Implementation of Claro in grades 4, 5, and 6. ‡Implementation of Accelerated Reader program in grades Kindergarten through 6.

Needs ‡The need to update Smart Boards for grades PK3, PK4, Kinder, 1st, and 2nd. ‡Utilize Eduphoria Aware and DMAC so teachers can analyze data and make instructional decisions. ‡Ensure implementation of FastForward for students identified as Dyslexic and LEP in grades 4 and 5. ‡Ensure implementation of Istation as a universal screener for grades Kindergarten, 1, and 2.

Priorities ‡Professional Development on how to incorporate technology TEKS in the classroom so that students can use technology to create student products. ‡Conduct a parent class on Echalk for the purpose of grades and attendance. ‡Ensure faculty and staff have updated Echalk pages. ‡Ensure integration of Technology Applications in delivery of lessons.

Continuous School Improvement (CSI) ECDC 2015 - 2016 Acountability Performance ‡Index 1 - Student Achievement ‡Index 2 - Student Progress ‡Index 3 - Closing Performance Gap ‡Index 4 - Post-Secondary Readiness

Special Populations CNA Components : Curriculum, Instruction and Assessments,Demographics,Family and Community Involvement,School Context and Organization,School Culture and Climate,Staff Quality,Student Achievement,Technology

Prioritized Need:

A coherent RTI system that includes specific interventions per tier is needed.

Index or Safeguard

Student Achievement, Student Progress, Closing Performance Gaps, and Post-Secondary Readiness.

Critical Success Factor/

Improve academic performance,Increase the use of quality data,Increase leadership effectiveness,Increase learning time,Increase family & community engagement,Improve school climate,Increase teacher quality

ESEA Turnaround Principle:

Strengthen the school instruction,Use of data to inform instruction,Provide strong leadership,Redesign school calendar,Ongoing family & community engagement,Improve school environment,Ensure effective Teacher

Annual SMART Goal:

By the end of the 2015-2016 school year, 100% of the ECDC staff will implement the campus RTI system which will include specific interventions per tier.

Strategy

Teachers will participate in professional learning activities to increase their knowledge of the RTI process.

How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

By addressing this need, students will receive timely and effective interventions.

Identify Title 1 Component Resources Needed:

Ultimate RTI: Everything a teacher needs to know how to implement RTI by Pat Quinn,Behavior Intervention Manual: Goals, Objectives, and Intervention Strategies by Hawthorne

Person Responsible

Principal,Special Education Chairperson

Funding Source Collaboration of Services

Office of Special Education

CONTINUOUS SCHOOL IMPROVEMENT (CSI) ECDC

Q1: AUG., SEPT., OCT.

Q2: NOV., DEC., JAN.

Q3: FEB., MAR., APRIL Q3: Smart Goal

100% of staff will use the campus adopted resources for intervention purposes by the end of the third quarter.

Develop specific interventions per tier.

1)

2)

Develop behavior contract.

2)

3)

3)

Develop weekly progress report.

4)

4)

Q1: Smart Goal

100% of the staff will be trained on the RTI process by the end of the first quarter.

1)

Faculty and staff will participate in a book study, Ultimate RTI, by Pat Quinn.

Q2: Smart Goal

100% of staff will participate in identifying interventions per tier for behavior and academics by the end of the second quarter.

1)

2)

100% of staff will implement the RTI process with identified interventions per tier by the end of the fourth quarter.

RTI meetings

1)

Follow-up trainings

Parent meetings

2)

RTI meetings

3)

3)

Communicate process to students and parents

4)

4)

INTERVENTIONS:

INTERVENTIONS:

Q4: MAY, JUNE, JULY Q4: Smart Goal

INTERVENTIONS:

INTERVENTIONS:

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1)

Behavior contract

1)

Forms in Eduphoria

1)

RTI forms in Eduphoria

2)

2)

Weekly Progress Report

2)

Documentation of meetings

2)

Documentation of RTI meetings

3)

3)

RTI forms in Eduphoria

3)

Behavior contracts

3)

Sign-in sheets from information meetings

4)

4)

4)

Weekly Progress Reports

4)

Student data, assignments and products, to document successful implementation of interventions.

1)

Sign in sheets from meetings

END OF QUARTER REPORTING Q1: REPORT

Q2: REPORT

Q3: REPORT

Q4: REPORT

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

Continuous School Improvement (CSI) ECDC 2015 - 2016 Acountability Performance ‡Index 1 - Student Achievement ‡Index 2 - Student Progress ‡Index 3 - Closing Performance Gap ‡Index 4 - Post-Secondary Readiness

Academic Achievement CNA Components : Curriculum, Instruction and Assessments,Demographics,Family and Community Involvement,School Context and Organization,School Culture and Climate,Staff Quality,Student Achievement,Technology

Prioritized Need: Students at the ECDC will increase critical thinking skills and problem solving skills in Reading in grades Kinder through sixth. Index or Safeguard

Student Achievement, Student Progress, Closing Performance Gaps, and Post-Secondary Readiness.

Critical Success Factor/

Improve academic performance,Increase the use of quality data,Increase leadership effectiveness,Increase learning time,Increase family & community engagement

ESEA Turnaround Principle:

Strengthen the school instruction,Use of data to inform instruction,Provide strong leadership,Redesign school calendar,Ongoing family & community engagement,Improve school environment,Ensure effective Teacher

Annual SMART Goal:

In 2015-2016, 35% of all students will meet the Level III advanced standard in Reading on the STAAR tests.

Strategy

Teachers will develop an individualized reading plan for each student by implementing the Accelerated Reader Program.

How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

By addressing this need, student academic achievement will improve.

Identify Title 1 Component Needs Assessment,School Wide Reform,Highly Qualified Professional Staff,Professional Development,Highly Qualified Teacher,Test Title 1 Component,Parental Involvement,Transition Activities,Teacher Input Assessments,Additional Assistance for students,Integration of Federal, State and local Services and Programs Resources Needed:

Accelerated Reader Program,Accelerated Reader Designated Books

Person Responsible

Principal,Teachers,Librarian

Funding Source Collaboration of Services

CONTINUOUS SCHOOL IMPROVEMENT (CSI) ECDC

Q1: AUG., SEPT., OCT. Q1: Smart Goal

100% of faculty and staff will receive training on the Accelerated Reader Program.

1)

Teachers will be provided with temporary passwords to review and acquaint themselves with AR.

Q2: NOV., DEC., JAN.

Q3: FEB., MAR., APRIL Q3: Smart Goal

100% of students will test on two AR books per week with 35% of students obtaining 100% accuracy.

Provide orientation for students.

1)

Provide clear expectations for students.

Q4: MAY, JUNE, JULY Q4: Smart Goal

35% of students will obtain Level III: Advanced on STAAR Reading.

Teachers providing meaning feedback to help students progress.

1)

Implementation of AR Program

2)

Teachers will use data to plan instruction.

2)

Implementation and monitoring of Individualized Reading Plan

3)

3)

Teachers will personalize independent reading practice per student.

3)

4)

4)

Q2: Smart Goal

100% of students in grades K-6 will read and test on two AR books per week with 80% accuracy.

1)

2)

2)

3) 4)

INTERVENTIONS:

INTERVENTIONS:

INTERVENTIONS:

INTERVENTIONS:

4)

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? Librarian will create and collect a follow up checklist per teacher.

1)

AR student record report

1)

Diagnostic Report-Reading Practice

1)

2)

2)

Diagnostic Report-Reading Practice

2)

Student Record Report

2)

3)

3)

3)

3)

4)

4)

4)

4)

1)

2016 STAAR Reading Reports

END OF QUARTER REPORTING Q1: REPORT

Q2: REPORT

Q3: REPORT

Q4: REPORT

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

Continuous School Improvement (CSI) ECDC 2015 - 2016 Acountability Performance ‡Index 1 - Student Achievement ‡Index 2 - Student Progress ‡Index 3 - Closing Performance Gap ‡Index 4 - Post-Secondary Readiness

Civility CNA Components : Curriculum, Instruction and Assessments,Demographics,Family and Community Involvement,School Context and Organization,School Culture and Climate,Staff Quality,Student Achievement,Technology

Prioritized Need:

Teachers and students need support and training in school wide behavioral expectations for students.

Index or Safeguard

Student Achievement, Student Progress, Closing Performance Gaps, Post-Secondary Readiness.

Critical Success Factor/

Improve academic performance,Increase the use of quality data,Increase leadership effectiveness,Increase learning time,Increase family & community engagement

ESEA Turnaround Principle:

Strengthen the school instruction,Use of data to inform instruction,Provide strong leadership,Redesign school calendar,Ongoing family & community engagement

Annual SMART Goal:

By the end of the 2015-2016 school year, 100% of teachers will implement the school-wide PBIS model.

Strategy

Teachers and students will develop school-wide expectations for common areas and a reward system for positive behavior.

How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

By addressing this need, students and teachers will preserve the instructional time which will directly impact student learning and achievement.

Identify Title 1 Component Resources Needed:

PBIS Research,40 Developmental Assets,House Bill 1942,Board Policy: FFH and FFI,Pyramid Response to Intervention: Buffman and Mattos,Character First

Person Responsible

Principal,ECDC Faculty and Staff,School Counselors

Funding Source

Student Activity $300

Collaboration of Services

CONTINUOUS SCHOOL IMPROVEMENT (CSI) ECDC

Q1: AUG., SEPT., OCT.

Q2: NOV., DEC., JAN.

Q3: FEB., MAR., APRIL Q3: Smart Goal

100% of staff and students will be able to communicate the campus expectations and reward system by the end of the third quarter.

The staff will collaborate to develop a campus based reward system.

1)

2)

Inform students of school-wide expectations through in class guidance by school counselor & teachers

Counselors and staff will teach expectations for common areas.

3)

Inform parents of school-wide expectations through meetings coordinated by the parent liaison.

Create posters for common areas to serve as visual reminders around the school.

4)

Q1: Smart Goal

100% of the staff will be trained in PBIS by the end of the first quarter.

1)

Q2: Smart Goal

100% of the ECDC parents and students will have an awareness of the PBIS school-wide expectations by the end of the second quarter.

PBIS Training

1)

2)

Faculty and staff will develoop expectations for common areas

3) 4)

By the end of the fourth quarter, 100% of teachers will implement the school-wide PBIS model.

Professional learning for teachers

1)

On-going lessons on behavioral expectations for students

2)

On-going lessons on behavioral expectations for students

2)

On-going updates for parents

3)

Student of Excellence/Terrific Kids Assemblies

3)

Student of Excellence/Terrific Kids Assemblies

INTERVENTIONS:

INTERVENTIONS:

Q4: MAY, JUNE, JULY Q4: Smart Goal

INTERVENTIONS:

4)

INTERVENTIONS:

4)

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1)

Sign-in sheet from meeting

1)

Sign-in sheet from parent meetings.

1)

Lesson plans

1)

Discipline data

2)

Walk-through data

2)

Student of Excellence/Terrific Kids sign in sheet

2)

Newsletters

2)

Lesson Plans

3)

Discipline data

3)

Lesson plans from counselors and teachers

3)

Campus Webpage

3)

Newsletters

4)

Discipline data

4)

4)

Campus Webpage

4)

END OF QUARTER REPORTING Q1: REPORT

Q2: REPORT

Q3: REPORT

Q4: REPORT

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

Continuous School Improvement (CSI) ECDC 2015 - 2016 Acountability Performance ‡Index 1 - Student Achievement ‡Index 2 - Student Progress ‡Index 3 - Closing Performance Gap ‡Index 4 - Post-Secondary Readiness

Parental Involvement CNA Components : Curriculum, Instruction and Assessments,Demographics,Family and Community Involvement,School Context and Organization,School Culture and Climate,Staff Quality,Student Achievement,Technology

Prioritized Need: ECDC parents and staff need to increase communication and parental involvement in order to provide support for students. Index or Safeguard

Student Achievement, Student Progress, Closing Performance Gaps, and Post-Secondary Readiness.

Critical Success Factor/

Improve academic performance,Increase the use of quality data,Increase leadership effectiveness,Increase learning time,Increase family & community engagement,Improve school climate,Increase teacher quality

ESEA Turnaround Principle:

Strengthen the school instruction,Use of data to inform instruction,Provide strong leadership,Redesign school calendar,Ongoing family & community engagement,Improve school environment,Ensure effective Teacher

Annual SMART Goal:

By the end of the 2015-2016 school year, the ECDC will increase parental involvement by 5% and 100% of parents will be provided with school involvement opportunities.

Strategy

The ECDC will offer more opportunities for parental involvement in the form of PTA meetings, parent classes, parent coffees with the principal, and volunteer opportunities.

How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

By addressing this need, parents will learn how to support their child's education which will result in an increase in student achievement.

Identify Title 1 Component Parental Involvement Resources Needed: Person Responsible Funding Source Collaboration of Services

Parent Liaison,Principal

CONTINUOUS SCHOOL IMPROVEMENT (CSI) ECDC

Q1: AUG., SEPT., OCT. Q1: Smart Goal

By the end of the first quarter, 100% of the faculty and staff and 75% of parents will have joined PTA.

1)

Q2: NOV., DEC., JAN.

Q3: FEB., MAR., APRIL Q3: Smart Goal

By the end of the third quarter, the campus will increase the opportunities for parental involvement by 50% in comparison to the previous school year.

Phone calls to families

1)

Providing instructions for creating an email account

Q4: MAY, JUNE, JULY Q4: Smart Goal

By the end of the fourth quarter, parent attendance will increase by 25% at meetings and trainings in comparison to previous school year.

Dual Language Informational meeting

1)

Phone calls

2)

Parent/Principal Meetings

2)

Emails

3)

3)

STAAR informational meeting

3)

Campus Facebook and Echalk page

4)

4)

EChalk Training for Parents

4)

Flyers and Invitations

Q2: Smart Goal

By the end of the second quarter, 95% of parents will have submitted a communication email via the Home Access Center.

Promote PTA on school webpage.

1)

2)

PTA participation bulletin board

2)

3)

PTA flyers

4)

Publication of PTA meetings

INTERVENTIONS:

INTERVENTIONS:

INTERVENTIONS:

INTERVENTIONS:

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1)

Sign-in sheets

1)

Sign-in sheets

2)

2)

Flyers

2)

Parent Survey

3)

3)

Invitiation on Webpage

3)

4)

4)

1)

Open house sign-in sheets

1)

2)

PTA enrollment forms

3)

Parent meeting sign-in sheet

4)

Cognos guardian email list report

4)

END OF QUARTER REPORTING Q1: REPORT

Q2: REPORT

Q3: REPORT

Q4: REPORT

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

Continuous School Improvement (CSI) ECDC 2015 - 2016 Acountability Performance ‡Index 1 - Student Achievement ‡Index 2 - Student Progress ‡Index 3 - Closing Performance Gap ‡Index 4 - Post-Secondary Readiness

Health and Fitness CNA Components : Curriculum, Instruction and Assessments,Demographics,Family and Community Involvement,School Context and Organization,School Culture and Climate,Staff Quality,Student Achievement,Technology

Prioritized Need: healthy lifestyle.

Students need to participate in daily physical activity and increase awareness of the value of living a

Index or Safeguard

Student Achievement, Student Progress, Closing Performance Gaps, and Post-Secondary Readiness.

Critical Success Factor/

Improve academic performance,Increase the use of quality data,Increase leadership effectiveness,Increase learning time,Increase family & community engagement,Improve school climate,Increase teacher quality

ESEA Turnaround Principle:

Strengthen the school instruction,Use of data to inform instruction,Provide strong leadership,Redesign school calendar,Ongoing family & community engagement,Improve school environment,Ensure effective Teacher

Annual SMART Goal:

During the 2015-2016 school year, 100% of students at the ECDC will increase their participation in physical activity and health awareness.

Strategy

Provide training, knowledge, and activities for living and maintaining a healthy lifestyle.

How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

By addressing this need, we will teach students to live and maintain a healthy lifestyle which will impact their physical and mental well-being.

Identify Title 1 Component Resources Needed:

Sound System,Music CDs

Person Responsible

Physical Education Teacher,Principal

Funding Source

General Fund $500

Collaboration of Services

CCISD Specialist for Health and PE;TAMUCC Nursing Students

CONTINUOUS SCHOOL IMPROVEMENT (CSI) ECDC

Q1: AUG., SEPT., OCT. Q1: Smart Goal

During the 2015-2016 school year, 100% of students in grades K-6 will participate in the Fitness Gram Program by the end of the first quarter.

1) 2)

Q2: NOV., DEC., JAN.

Q3: FEB., MAR., APRIL Q3: Smart Goal

100% of students in grades 2-6 will be encouraged to participate in Jump Rope for Heart and NFL Play 60 Challenge by the end of the third quarter.

School nurse will provide lessons to classes on nutrition.

1)

TAMUCC intern will present to class nutrition project.

2)

Q2: Smart Goal

100% of the students will be educated on nutrition and living a healthy lifestyle by the end of the second quarter.

Conditioning during PE classes.

1)

Nutrition students will host a health fair for ECDC students.

2)

INTERVENTIONS:

INTERVENTIONS:

Q4: MAY, JUNE, JULY Q4: Smart Goal

By the end of the fourth quarter, 100% of students will have mastered individual fitness and nutrition goals.

PE teacher will instruct the proper and safe way to jump rope.

1)

Third grade students will participate in the natatorium swim program

Health and Fitness section in school newsletter

2)

Students in grades 2-6 will be encouraged to participate in wellness events.

INTERVENTIONS:

INTERVENTIONS:

3)

3)

3)

3)

4)

4)

4)

4)

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1)

Lesson Plans

1)

Incentives

2)

2)

School Newsletter

2)

Rewards

3)

3)

3)

3)

Proof of participation

4)

4)

4)

4)

1)

Lesson Plans

1)

2)

Walk-throughs during PE

Lesson Plans

END OF QUARTER REPORTING Q1: REPORT

Q2: REPORT

Q3: REPORT

Q4: REPORT

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

Continuous School Improvement (CSI) ECDC 2015 - 2016 Acountability Performance ‡Index 1 - Student Achievement ‡Index 2 - Student Progress ‡Index 3 - Closing Performance Gap ‡Index 4 - Post-Secondary Readiness

Academic Achievement CNA Components : Curriculum, Instruction and Assessments,Demographics,Family and Community Involvement,School Context and Organization,School Culture and Climate,Staff Quality,Student Achievement,Technology

Prioritized Need: levels.

Students at the ECDC will increase critical thinking skills and problem solving skills in Math in all grade

Index or Safeguard

Student Achievement, Student Progress, Closing Performance Gaps, and Post-Secondary Readiness.

Critical Success Factor/

Improve academic performance,Increase the use of quality data,Increase leadership effectiveness,Increase learning time,Increase family & community engagement,Improve school climate,Increase teacher quality

ESEA Turnaround Principle:

Strengthen the school instruction,Use of data to inform instruction,Provide strong leadership,Redesign school calendar,Ongoing family & community engagement,Improve school environment,Ensure effective Teacher

Annual SMART Goal:

In 2015-2016, 25% of all students will meet the Level III: Advanced standard in math on the STAAR.

Strategy

Teachers will develop an individualized math plan for each student by implementing with fidelity the CCISD primary math curriculum.

How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

Identifying and addressing the needs will directly improve academic achievement.

Identify Title 1 Component Resources Needed:

Pearlized Math Curriculum,Sharon Wells Math Curriculum

Person Responsible

Principal,Teachers

Funding Source Collaboration of Services

District Curriculum Specialists

CONTINUOUS SCHOOL IMPROVEMENT (CSI) ECDC

Q1: AUG., SEPT., OCT.

Q2: NOV., DEC., JAN.

Q3: FEB., MAR., APRIL Q3: Smart Goal

25% of students in grades Kinder through sixth will earn 90% or above on weekly assessments.

Ensuring implementation of problem solving methods.

1)

2)

Teachers will provide meaningful feedback to help students progress.

3)

3)

Teachers will implement methods of differentiated instruction to ensure student learning.

4)

4)

Q1: Smart Goal

100% of teachers in grades Kinder through sixth will implement with fidelity the district adopted primary math curriculum.

1) 2)

Q2: Smart Goal

15% of students in grades Kinder through sixth will earn 90% or better on the weekly assessment.

Teacher in grade kinder and first will attend Pearlized Math Curriculum Training.

1)

Teacher in grade second through five will attend Sharon Wells math Curriculum training.

25% of students will earn Level III: Advanced standard on STAAR Math.

Use bilingual pairs as a method of peer tutoring.

1)

Saturday school for at-risk students

2)

Assign Texas Go Math Electronic Tutorials for at-home student practice

2)

Math tutor for focused math skill instruction.

3)

Assign Texas Go Math for skills focused enrichment

3)

INTERVENTIONS:

INTERVENTIONS:

Q4: MAY, JUNE, JULY Q4: Smart Goal

INTERVENTIONS:

4)

INTERVENTIONS:

4)

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1)

Assessment data

1)

Walk-through data

1)

Saturday school sign in sheets

2)

2)

Lesson plans

2)

Texas Go Math Report

2)

Grade report from math tutor

3)

3)

Walk-through data

3)

Results from weekly assessments

3)

Lesson plans from Math tutor

4)

4)

4)

Results from end of grading period assessments

4)

1)

Eduphoria Workshop Report

END OF QUARTER REPORTING Q1: REPORT

Q2: REPORT

Q3: REPORT

Q4: REPORT

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

Continuous School Improvement (CSI) ECDC 2015 - 2016 Acountability Performance ‡Index 1 - Student Achievement ‡Index 2 - Student Progress ‡Index 3 - Closing Performance Gap ‡Index 4 - Post-Secondary Readiness

K-1 Transition CNA Components : Curriculum, Instruction and Assessments,Demographics,Family and Community Involvement,School Context and Organization,School Culture and Climate,Staff Quality,Student Achievement,Technology

Prioritized Need: school-wide. Index or Safeguard

The Gomez and Gomez Dual-language Enrichment Model needs to be implemented with fidelity

Student Achievement, Student Progress, Closing Performance Gaps, and Post-Secondary Readiness.

Critical Success Factor/ ESEA Turnaround Principle: Annual SMART Goal:

By the end of the 2015-2016 school year, 100% of all teachers will implement the dual-language program.

Strategy

Teachers will participate in professional learning activities to increase their knowledge of the dual-language program.

How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

By addressing this need, students will be provided with a strong foundation in biliteracy.

Identify Title 1 Component Resources Needed:

Dual Language Training Institute Resources-3 day Initial Training on the Gomez and Gomez DLE Model (Handbook)

Person Responsible

Principal,Faculty and Staff,CCISD Office of Bilingual Instruction

Funding Source

CCISD Office of Bilingual Instruction $2500;CCISD Office of Professional Development $2500

Collaboration of Services

CCISD Office of Bilingual Instruction;Dual Language Training Institute

CONTINUOUS SCHOOL IMPROVEMENT (CSI) ECDC

Q1: AUG., SEPT., OCT. Q1: Smart Goal

100% of ECDC faculty and staff will receive training on the Gomez & Gomez Dual Language Enrichment Model (GGDLEM).

1) 2)

Q2: NOV., DEC., JAN.

Q3: FEB., MAR., APRIL Q3: Smart Goal

100% of teachers will participate in an instructional meeting focused on dual language implementation on a monthly basis.

1)

Campus walk-throughs

Q4: MAY, JUNE, JULY Q4: Smart Goal

100% of the ECDC Faculty and Staff will implement the Gomez and Gomez Dual Language Enrichment Model with fidelity.

1)

Meeting with Programs of Choice Office to discuss lottery and testing requirements.

2)

2)

Professional Learning

3)

3)

3)

Ensuring physical environment meets dual language guidelines

4)

4)

4)

Q2: Smart Goal

70% of staff members will observe a campus currently implementing the Gomez and Gomez Dual Language Enrichment Model.

Gomez & Gomez Dual Language Enrichment Model Training for all ECDC Faculty and Staff.

1)

Faculty and Staff will participate in classroom observations.

Instructional Resources will be provided so teacher can implement the GGDLEM

2)

3) 4)

INTERVENTIONS:

INTERVENTIONS:

INTERVENTIONS:

INTERVENTIONS:

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1)

Walk-through data

1)

Observation feedback forms

1)

Meeting agenda

1)

Lesson Plans

2)

2)

2)

Walk-through data

2)

Walk-through data

3)

3)

3)

Environmental checklist

3)

Teacher schedules

4)

4)

4)

4)

END OF QUARTER REPORTING Q1: REPORT

Q2: REPORT

Q3: REPORT

Q4: REPORT

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Are you on track to meet the annual SMART goal?

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

Describe and provide the data or evidence.

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

What adjustment(s) will be made to meet the quarterly SMART goal?

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