Campus Improvement Plan For A Schoolwide Program For John .

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DEVINE INDEPENDENT SCHOOL DISTRICTCampus Improvement Plan for a Schoolwide ProgramforJohn J. Ciavarra Elementary SchoolRevisedOctober 8 , 2013

John J. Ciavarra Elementary SchoolCampus Improvement Plan for 2013-2014TABLE OF CONTENTSAdministration, Committees3Comprehensive Needs Assessment4Goals and Objectives10Campus Improvement Plan13NCLB School-wide Components33Collection of Data35Use of Other Resources36Overview of State Compensatory Education37District SCE Policies/Procedures39Campus-Level SCE Services41Mission StatementSuccess begins at John J. Ciavarra Elementary School. We believe that all children can learnand should have a caring teacher and a safe school environment to promote student learning.The school staff is responsible for developing a learning community which challenges allstudents and provides the resources necessary for students to reach their full potential:academically, socially, and emotionally. With qualified teachers, involved parents, asupportive community, and high expectations, these things can be accomplished; and ourstudents will become tomorrow’s leaders.Say Ciavarra, Say Success!Ciavarra Elementary SchoolCiavarra Elementary School22013-2014

Site-Based Decision Making CommitteeTitle I, Schoolwide Program Planning2013-2014Campus RepresentativesBrenda GardnerPrincipalHeather MillerSecond Grade TeacherGlenda AllenAPDenise LawsonKinder TeacherStephanie KohlleppelCounselorDistrict RepresentativeDaryl WendelDirector of Special ProgramsNicole ParksPreK TeacherParent RepresentativeShelly CastellanoMelissa MorrisLinda CalameKindergarten TeacherCommunity RepresentativeYvette Gerlach, Mary Kay DirectorJim Gardner, Brown ChevroletSusy LambFirst Grade TeacherDEIC Committee MembersCarly ParsonAlison BrownJulie PetrashBrenda GardnerCurriculum CoordinatorsDee SpannagelAlison BrownCindy ZuercherSusy LambShannon RamirezHeather MillerMegan MaloneRobyn PopeJulie PetrashDonna ZapataBrenda GardnerCiavarra Elementary School2nd Grade Science1st Grade Science2nd Grade Math1st Grade MathKG Math2nd Grade Reading1st Grade Reading, WritingKG Reading, Writing2nd Grade WritingCampus Social StudiesData Coordinato32013-2014

2013-2014 Comprehensive Needs Assessment – CESParent and Community InvolvementGOAL 1Data Sources Reviewed Reward Program Business SponsorshipsDaily attendance calls by School MessengerDISD Website Calendar of EventsParent contact through letters home, email listserv, School MessengerDevine News articles/announcements pertaining to CESVeterans’ Day Program participants list and programParent Sign-in Sheets/Countso Meet the Teachero Fall Parent Conferenceso March Public School Week, Open House, and Art Showo Party Dayso Awards Dayso Special Events for parents during Book FairGrade-level weekly newslettersFriday FlyerBudget itemsParent and community involvement refers to how these stakeholdersare informed, invested and involved as partners in supporting theschool community to maintain high expectations and highachievement for all students. Goal 1 Parents and the community will be informed, invested andinvolved as partners in supporting the school community to maintainhigh expectations and high achievement for all students.Findings/AnalysisStrengths Business Sponsorships for reward programsDaily attendance calls (School Messenger) and good record keepingWebsite Calendar of EventsParent contact through phone calls, letters home, emails, emaillistserv, School MessengerDevine News articles/announcements pertaining to CESVeterans’ Day ProgramMeet the TeacherMarch Public School Week, Open House and Art Show and BookFairNeeds More frequent updating of website and more useful informationincludedo Paid personnel and/or time allotted during the school day tobe able to make webpage updates, publish newsletters, etc.Include more family/parent involvement through projects andpresentations in all classesMore money for instructional staff, both professional andparaprofessional.More technology training for parents

Love and Logic Parent WorkshopsAdult ESL ClassesiPad Lending ProgramSummary of Needs: THERE IS a need for someone to either have regularly scheduled time in their day to manage campus informationdistribution and posting to the website, or the creation of paid stipend for someone to work on this outside of school hours. Manyteachers would like to have their own web page if that were possible. More parent and family involvement could be created throughclassroom assignments and presentations during the school day.At Ciavarra Elementary, there are many opportunities for parent involvement; i.e., Veteran’s Day Program, Red Rally, classroomChristmas and Valentine’s Day Parents, Thankful for Parents Breakfast, Kinder Feast at Thanksgiving. Invitations are sent home forall these events.Student AchievementGOAL 2Data Sources Reviewed Reviews varied sources of formal and informal data that provideinsights about the degree to which students are acquiring theknowledge and skills expected for each grade level and course ofstudy and state standards while meeting full education potential.Reflects on demographic/make-up of students and how to implementstrategies to meet their needs.Response to Intervention Programo In-school tutoring programo After-school tutoring programo Behavior contractsOnline communication with parents via txGradebook and emailESL teachersCurriculum coordinatorsCompass Lab, Jump Start, Spelling City Programs, BrainPOPJr incomputer labsAR Clubs, Math Facts Clubs, and Word Clubs at kindergartenRecognition of students individually and as classes: Caught You BeingGood and We’ve Been CaughtRosetta Stone for bilingual/ESL studentsReading interventionist for K-2Behavior Unit for CES and DIS.Three iPad cartsUsing iPads to administer TPRI Goal 2 Students will meet the state standards and will beencouraged to meet their educational potential.Findings/AnalysisStrengths NeedsCampus “traditions” which foster an ideal of success“Vested Interest” of staff, comprised of many local alumni orCiavarra Elementary SchoolSTAAR formatted materials—requiring budgeted moniesSTAAR Ready Assessments for BOY, MOY, and EOY benchmark 52013-2014

residents with children/grandchildren in the school systemClearly defined emergency procedures with adequate opportunities forpractice and feedbackPolicies/procedures in place to address student behavior problems in atimely mannerAttendance is made a priority and encouraged through studentrewards weekly and spelling PERFECT ATTENDANCE as a class.Clean and orderly campus facilitiesParent surveys indicate a high degree of satisfaction with all campusprograms and services (excellent return rate, over 70 percent, oncampus surveys as well)Teachers care and are helpful, routinely make themselves available tostudents for assistance outside the school dayClass and student rewards for “Caught Being Good”.testingContinuation of Compass LabDyslexia interventionist/GT interventionistMath interventionistIncreased parental involvement, especially in supporting students’academic successAdditional funds/support (previously provided, but cut from budget)to promote and reward students’ exemplary attendance and gradesIncreased opportunities for teacher input and decision-makingAdditional staff needed to promote inclusion of special educationstudents, provide content mastery opportunities for all specialpopulations, and offer additional forms of intervention to allstruggling studentsConsistent classroom rules and enforcement Summary of NeedsCES HAS a strong sense of tradition and maintains high expectations for student success. We have student learning rates and studentperformance because of our dedicated staff. As our at-risk population continues to grow, we will need more personnel to provide smallgroup instruction and some pullout programs. We will measure student growth by looking at BOY, MOY, and EOY TPRI results,STAAR Ready assessments. We will consider the number of students tested for dyslexia, and those who qualified, as well as thosewho were tested for GT and were invited to join those programs. Parents and community are supportive of our campus and programs;however, additional parent involvement is needed to promote academic success. We believe that the earlier parents get involved, thebetter. We are in need of a parent liaison to better forge the relationship between school and family.Curriculum and InstructionGOAL 3Data Sources Reviewed Kilgo in All Core Subject Areas:o Vertical Alignment Documento TEKS-Based Pre and Post Assessments2012-13 Spring Benchmark Results—STAAR ReadyBOY, MOY, EOY TPRI ResultsTextbooks and Ancillary MaterialsCampus Teacher SurveysLesson PlansGrade-level Meeting Agendas/MinutesCampus StaR ChartAirliners, projectors in every classroomIncreasing numbers of Elmos and/or hover camerasCiavarra Elementary SchoolDescribes the teaching, learning, and assessment materials and resourcesavailable for a given course of study. These are aligned with the TEKS andother standards, incorporating instruction and assessment processes. C & Iincorporates technology by applying digital tools and resources for students,staff, and other stakeholders to advance teaching and learning, and connect toreal-world experiences, including post-secondary opportunities. 6Goal 3 A well-balanced and appropriate curriculum will be providedto all students.2013-2014

Findings/AnalysisStrengths NeedsUtilization of Kilgo across core subject areasTEKS-based assessmentsCompass and other online intervention supportsTPRI data used to plan interventions, adjust scope and sequenceWeekly grade-level meetings to address curricular needs, share bestpracticesTwo computer labsGood software programs used for all grade levels, including pre-kinderTPRI and mClass for data used three times each year in K-2Small-group math instructionSmall-group reading instructionGreater utilization and more consistent implementation of Kilgo inall core subject areasTraining for all core subject teachers in best utilization of KilgoEnrichment opportunities for G/TContent mastery support provided for all special population studentsAdditional training on implementation of special educationaccommodations, modification of curriculum, differentiation withinthe mainstream settingRoutine homework assistance provided by qualified instructorsduring before/after school hoursContinuation of updated equipment, such as projectors, airliners.Funds to replace light bulbs in projectors and airliners as they breakTeacher-authored web pagesGreater freedom to access web sitesMath interventionistSmaller class sizesContinued financial support for iPads, replacement of airliners, LCDprojectors, etc. Summary of NeedsALTHOUGH WE recognize that Kilgo is a valuable asset to our core area teachers in terms of curriculum alignment and planning, asnew teachers join our staff, there remains a need for additional training and guidance in its effective and full implementation. Teachersneed additional training in the planning and delivery of differentiated lessons so G/T needs are met equally with those of students inspecial populations. Teachers also see a need for more training in how to implement, as well as more staff support for specialeducation accommodations in the regular education classroom. Providing some sort of content mastery during the school day for allstudents with special needs is also seen as an area of great need. We are just hoping and praying that we will continue the programs wehave now to aid our instruction. These include giving the TPRI and small-group math materials. Somehow we have to be able toreplace projectors and light bulbs and airliners. All new textbook and curriculum material have digital resources that did not exist evenfive years ago.Qualified and Effective PersonnelGOAL 4Data Sources Reviewed Grade-level demographicsCampus Staff Development SurveyCiavarra Elementary SchoolAddresses staff quality, recruitment and retention of high-quality,highly-effective staff, and assessing the effect of recruitment and72013-2014

retention strategies on staffing patterns. Also includes providingprofessional development of creative and innovative techniques toimprove student learning.PDAS data using the Eduphoria Goal 4 Highly-qualified effective personnel will be recruited,developed, and retained.Findings/AnalysisStrengths NeedsAll professional staff are highly qualifiedAll paraprofessional are highly qualifiedA positive environment for staffPositive things done for teacherso Monthly birthday cakeso Birthday bags for staff members’ birthdayso Special breakfast/lunchesAll efforts to cooperate with special circumstances Staff training/development is needed in the use and implementation ofavailable technologyGT/ELL/Dyslexia training for teachersCompetitive salaries to help attract excellent teachersSmaller class sizesSummary of NeedsTHE STAFF at CES is highly qualified and they do an excellent job in the classroom. We hope we will be able to retain the teacher tostudent ratio we have now. We all know that research shows that, at all grade levels, but especially at early grade levels, the smallerclass size, the higher the achievement. Our at-risk population continues to grow. These children require more individual interventionand attention, and, therefore, more personnel. With budget cuts from the state, class size has risen; that affects student learning,teacher morale, and the overall campus climate.School Climate: Safe and Disciplined EnvironmentGOAL 5Data Sources Reviewed CES Mission StatementCES MottoStudent/Class RewardsAttendance ReportsDiscipline Reports/Logs2012-13 Faculty SurveyCiavarra Elementary SchoolAddresses issues to increase attendance and student completion/graduationrate. Seeks to maintain a safe and disciplined environment conducive to studentlearning and to the values, beliefs, transitions, and customs, which shape thepersonality/climate of the district (how parents, community, staff and studentsfeel about the school and affects how people interact within the system).Goal 5 The district’s campuses will maintain a safe and disciplined2013-20148

2012-13 District/Campus Parent SurveysMentor/Mentee Teacher SurveysSafety Drill Reportsenvironment conducive to student learning with a positive perception in thecommunity.Findings/AnalysisStrengths NeedsCampus “traditions” which foster an ideal of success“Vested Interest” of staff, comprised of many local alumni orresidents with children/grandchildren in the school systemClearly defined emergency procedures with adequateopportunities for practice and feedbackPolicies/procedures in place to address student behavior problemsin a timely mannerAttendance is made a priority and encouraged through studentrewards weekly and spelling PERFECT ATTENDANCE as aclass.Clean and orderly campus facilitiesParent surveys indicate a high degree of satisfaction with allcampus programs and services (excellent return rate, over 70percent, on campus surveys as well)Teachers care and are helpful, routinely make themselvesavailable to students for assistance outside the school dayClass and student rewards for “Caught Being Good”.Love and Logic techniques implemented school-wide.Increased parental involvement, especially in supporting students’academic successAdditional funds/support (previously provided, but cut from budget)to promote and reward students’ exemplary attendance and gradesIncreased opportunities for teacher input and decision-makingAdditional staff needed to promote inclusion of special educationstudents, provide content mastery opportunities for all specialpopulations, and offer additional forms of intervention to allstruggling studentsConsistent classroom rules and enforcement Summary of NeedsCES FOSTERS a positive and nurturing school climate. We have event that recognize students and include parents in all our events. Wealso foster collegiality among faculty members by recognizing birthdays each month with cake, rewarding perfect attendance for staffeach six weeks, Friday Feasts, special breakfasts and lunches for teachers. At CES safety is our number one priority. We practicesafety drills throughout the school year. Teachers and students are well trained on what to do in the case of an emergency. We do needfunds to continue recognition programs. Much of these were cut because of budget cuts from the state.Updated 9/24/2013 / /bgCiavarra Elementary School92013-2014

Goals and Objectives for John J. Ciavarra Elementary SchoolDistrict Goal #1: PARENT AND COMMUNITY INVOLVEMENTParents and the community will be informed, invested and involved as partners in supporting the school community tomaintain high expectations and high achievement for all students.Campus Objective: To increase community and parental involvementCampus Goals: To systematically communicate with parents and encourage their involvement with the school To strengthen public confidence in our school To increase the business community’s understanding and involvement in the educational program of the school To include parents and community in decision makingDistrict Goal #2: STUDENT ACHIEVEMENTStudents will meet the state standards and will be encouraged to meet their educational potential.Campus Objectives: To increase student achievement on the STAAR and TPRI To maintain high academic expectations of students To reduce the achievement gap among disaggregated student populations on the STAAR and TPRI To increase the achievement of special populations students on the STAAR and TPRICampus Goals:To provide the academic foundation that enables: 90 percent or more of all third grade students to pass the STAAR Reading test 90 percent or more of all third grade students to pass the STAAR Math test 90 percent or more of all fourth grade students to pass the STAAR Writing test 90 percent or more of third grade Hispanic students to pass the STAAR Reading test 90 percent or more of third grade African American students to pass the STAAR Reading test 90 percent or more of third grade economically disadvantaged students to pass the STAAR Reading test 80 percent or more of third grade disaggregated student subgroups (Hispanic, African American, economically disadvantaged) to passthe STAAR Math test 80 percent or more of special education students to pass the STAAR testsCiavarra Elementary School102013-2014

Limited English Proficient students taking the STAAR to demonstrate 80 percent mastery or higherThe percent of third grade G/T students mastering the STAAR to be 100 percent.90 percent or more kinder students will be developed on all PA/GK inventories of the TPRI100 percent first grade students will be developed on all PA/GK inventories of the TPRI90 percent or more second grade students will be developed on all inventories of the TPRI90 percent or more kinder students will be developed on all word lists of the TPRI90 percent or more first grade students will be developed on all four word lists of the TPRI90 percent or more second grade students will be developed on all four word lists of the TPRI90 percent or more kinder students will be able to read90 percent or more first grade students will be able to read Story 5 or 6 with adequate fluency and comprehension90 percent or more second grade students will be able to read Story 5 or 6 with adequate fluency and comprehensionDistrict Goal #3: CURRICULUM AND INSTRUCTIONA well-balanced and appropriate curriculum will be provided to all students.Campus Objective: To provide a well-balanced and appropriate curriculum to meet the needs of the campus communityTo integrate technology throughout instruction and management to improve student learningCampus Goals: To teach the appropriate essential knowledge and skills at each grade levelTo improve the campus nutrition environment, ensure students are physically active, and encourage parents and staff

Ciavarra Elementary School 5 2013-2014 Love and Logic Parent Workshops Adult ESL Classes iPad Lending Program Summary of Needs: THERE IS a need for someone to either have regularly scheduled time in their day to manage campus information distribution and posting to the website, or the creation of paid stipend for someone to work on this outside of school hours.

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