CARROLLTON-FARMERS BRANCH ISD

Riverchase Elementary
CAMPUS IMPROVEMENT PLAN 2010-2011

Rhonda Shepard, Principal

Vision Statement: Riverchase Elementary, in partnership with our families and community, will develop students who meet or exceed the local and state standards needed to successfully transition to middle school and to take advantage of the highest educational opportunities available.
October 1, 2010

CIC MEMBERS
Name Rhonda Shepard Dana Carroll Alison Rison Kari Gould Patti Bohannan Aimet Purcell Brittany Manuel Jessica Zally Stacy Smith Matthew Smith Lindsey Colwill Sandra Lewis Position Principal Counselor LA IF Support Center Kindergarten Second Grade Second Grade Third Grade Fourth Grade Fifth Grade Art Teacher Parent Years Served 1 1 3 1 1 2 1 2 2 1 2 3 Signature

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.

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

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)

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, Resultsbased, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students)
3 Grade Focus: Objective 1 and 4 (3.8A and 3 RC-D)
rd

Tools well use to determine where students are now and whether they are improving.
District Assessments QAR On-Going Implementation

TARGETS
The attainable performance level we would like to see.
90% of all students will meet or exceed passing standards on TAKS

At least 93% of Riverchase students will meet or exceed the proficiency standards on TAKS in Reading.

3rd, 4th and 5th Grade will score 93% or better on Reading TAKS.

4 Grade Focus: Objective 1 and 4 (4.11A and 4.RC-D)

th

Grade Level Common Assessments Formative Assessments

5 Grade Focus: Objective 1 and 4 (TEK 5.11A and 5.RCD)

th

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

Riverchase Elementary
Campus Goals & Objectives

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, Resultsbased, and Time-bound.

MEASURES INDICATOR
Standards and objectives (weak areas for students)
3 Grade Focus: Objective 1 3.1B, 3.1C, 3.2B, 3.3B, 3.4B; Objective 6 3.14A, 3.14C, 3.15B, 3.16A 4 Grade Focus: Objective 1 4.1A, 4.1B, 4.2D, 4.4D; Objective 6 4.14A,B,C, 4.15B, 4.16A 5 Grade Focus: Objectives 1 and 6
th th rd

Tools well use to determine where students are now and whether they are improving.
District Assessments District Universal Screening Grade Level Common Assessments Formative Assessments SNAP (Progress Monitoring) Math TAKS MAP Data RtI Data

TARGETS
The attainable performance level we would like to see.

At least 92% of Riverchase students will meet or exceed the proficiency standards on TAKS in Math.

Increase achievement on Objectives 1 and 6 for all students on Math TAKS.

90% of all students will meet or exceed passing standards on TAKS

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

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, Resultsbased, 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.
District Assessments District Unit Test Hands on Science Activities using FOSS predetermined assessments Common Assessments Formative Assessments SNAP (Progress Monitoring)

TARGETS
The attainable performance level we would like to see.

At least 91% of Riverchase students will meet or exceed the proficiency standards on TAKS in Science

5th Grade will score 91% or better on Science TAKS.

Fifth Grade Focus: Objective 4: Earth Science

90% of all students will meet or exceed passing standards on TAKS

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

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, Resultsbased, 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.
District Assessments Written Compositions Common Assessments Fountas and Pinnell Open Ended Response 4th Grade Focus: Objective 4 (4.20B) Writing Journals

TARGETS
The attainable performance level we would like to see.
90% of all students will meet or exceed passing standards on TAKS

At least 92% of Riverchase students will meet or exceed the proficiency standards on TAKS in Writing.

4th Grade will score 92% or better on Writing TAKS.

4 Grade Focus: Objective 2 (TEK 4.15C)

th

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

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 99 99 97 88 87 87 86 NA 87 NA NA 100 100 98 2011 Goal 93 92 92 91 NA 92

African American 2010 Data 81 81 100 73 NA 84 NA NA 100 100 97 100 100 98 2011 Goal 90 90 100 90 NA 90

Hispanic 2010 Data 86 86 88 90 NA 88 NA NA 100 100 97 100 100 98 100 100 97 2011 Goal 91 91 93 95 NA 93 2010 Data 95 87 56 94 NA 83 NA

White 2011 Goal 100 92 90 100 NA 90

Special Ed 2010 Data 46 57 NA 67 NA 57 NA NA 100 100 98 100 100 97 NA 100 100 98 2011 Goal 80 80 80 80 NA 80

Economically Disadvantaged 2010 Data 83 82 89 85 NA 85 NA NA 100 100 97 100 100 98 97 94 98 2011 Goal 90 90 94 90 NA 90 2010 Data 83 87 86 100 NA 89 NA

LEP 2011 Goal 90 92 91 100 NA 94

NA 100 100 99

Riverchase Elementary Campus Goals

2010 Percentage of Commended Students 2011 Goals
All Students INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 39 31 30 48 NA State 35% 37% 30% 44% NA
Diff. from state

African American 2011 Goal 44% 37% 35% 53% NA Campus 34 21 33 23 NA State 25% 23% 21% 28% NA
Diff. from state

Hispanic 2011 Goal 36% 23% 35% 38% NA Campus 30 23 25 50 NA State 28% 31% 25% 36% NA
Diff. from state

White 2011 Goal 32% 31% 27% 52% NA Campus 47 36 44 81 NA State 48% 47% 38% 59% NA
Diff. from state

2011 Goal 48% 47% 46% 83% NA

+4 -6 0 +4 NA

+9 -2 +12 -5 NA

+2 -8 0 +14 NA

-1 -11 +6 +22 NA

Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 8 21 NA 33 NA State 17% 17% 11% 24% NA
Diff. from state

Economically Disadvantaged 2011 Goal 17% 23% 11% 35% NA Campus 28 23 19 25 NA State 26% 28% 22% 33% NA
Diff. from state

LEP Campus 26 35 0 20 NA State 23% 25% 20% 20% NA

Diff. from state

2011 Goal 30% 28% 22% 33% NA

2011 Goal 28% 37% 20% 22% NA

-9 +4 NA +9 NA

+2 -5 -3 -8 NA

+3 +10 -20 0 NA

Riverchase Elementary 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1
Increase Student Achievement

Criteria for Success

90% of all subpops will pass TAKS reading and writing in 2011 90% of all subpops will pass TAKS math in 2011 90% of all subpops will pass TAKS science in 2011 80% of all special education students will pass TAKS in all areas 5% or more increase in commended on TAKS in all areas for 2011 Campus rating of Exemplary from TEA in 2011

Performance Measure
D, E D, E D, E D, E F B

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

Criteria for Success

Minimum of 60% of 3rd and 4th grade students will be reading on grade level as measured by Fountas and Pinnell at the May testing Minimum of 50% of 5th grade students will meet target growth in reading as measured by MAP by Spring 2011

Performance Measure
D D

Riverchase Elementary 2010-11 Campus Focus District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus # 3
Improve School Climate

Criteria for Success

20% reduction in number of office referrals 100% of teachers trained with R Time

Performance Measure
A A, B

District Supporting Objective #3: Continuously increase operational effectiveness

Campus Focus #4
Decrease Energy Consumption

Criteria for Success

5% reduction in electricity usage per month 100% of classroom teachers will have ESL certification by year end

Performance Measure
D F

District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus #5
Increase Parent and Community Involvement

Criteria for Success

Increase parent volunteers by 10% Increase PTA membership by 10% 90% favorable parent/community survey responses 90% favorable responses from end-of-year student survey 80% favorable responses from end-of-year faculty survey

Performance Measure
A B A B, C B, C

Campus Focus
1 2 3 4 5 6 7

Title Targ et Area

ACTION STRATEGY

FORMATIVE MEASURE

ASSESSMENT TIMELINE

RESPONSIBLE PERSON(S)

COST/RESOURCES

X 1,2, 4,9 X

Implement steps 3 5 of IIP deeply

Change in instructional practices over time through looking at what students are asked to do.

September 2010 May 2011

Rhonda Shepard Dana Carroll Alison Rison April Black

None

1,2, 3,9 1,2, 4,10

Monitor new students to Riverchase

Common Assessment Scores, TAKS, Unit Tests

September 2010 May 2011

Rhonda Shepard Dana Carroll Alison Rison April Black Rhonda Shepard Dana Carroll Alison Rison April Black Shashawn Campbell

None

Complete Book Studies

A Framework for Understanding Poverty A Repair Kit for Grading Classroom Discussions Math Talk The Five Dysfunctions of a Team GT Book Study Professional Learning Communities at Work

September 2010 May 2011

Local Funds

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

Train Leadership Team on Professional Learning Communities Train staff on Professional Learning Communities during a Summer Retreat and faculty meetings

Attend PLC Summit; Visit two PLC campuses Sign In Sheets

February 23-25; Spring 2011 May 2011 August 2011

Rhonda Shepard

Local Funds

Rhonda Shepard

Local Funds

X X

Meet weekly with Riverchase Leadership Team about instruction

Meeting summary notes

September 2010 May 2011

Rhonda Shepard

None

Track student data in core subjects

School and individual student progress monitoring charts

September 2010 May 2011

Teachers, Ifs

None

X X X

Implement Math and Literacy Nights

Sign In Sheets

Fall and Spring

Rhonda Shepard Dana Carroll Alison Rison April Black

Local and Title Funds $300

1, 2, 6 1, 2, 9, 10 1, 2, 4

Implementation of Nine Weeks Student Awards

Report Cards

4 times per year 10/11

Teachers

Local Funds

X X

Implement Extended Day Tutoring

TAKS Scores

Weekly

Teachers, IFs, Administration

Title and Stimulus Funds $15000.00

Guided Reading Focused Walk Throughs

Teacher Feedback Forms

September 2010 May 2011

Rhonda Shepard Dana Carroll Alison Rison

None

1, 2, 4 1, 2, 8 ,9, 10

Provide staff development on QAR and Guided Reading

Reading Levels

August 2010 May 2011

Alison Rison

None

X X

Provide substitutes for SNAP meetings for teachers to plan interventions for At Risk, Tier II and III students

SNAP team meetings, Fountas and Pinnell scores, Universal Screenings, Common Assessments, Unit Tests, MAP data

At least 4 times a year or as needed

Teachers, IFs, Administration

Title Funds $1000.00

1, 2, 4 1, 2, 4

Implement staff activities to build and support teams school-wide

Staff Responses

Monthly

Rhonda Shepard

None

Continue to increase effective communication throughout grade levels

Meeting summary notes

Weekly

Rhonda Shepard Dana Carroll Alison Rison April Black

None

1, 2, 4 1, 2, 4

Implement Tregoe Decision-Making Process with staff and parents

Summary Notes

As needed (August June)

Rhonda Shepard

None

X X X

Implement R Time weekly

Lesson Plans

Weekly

Teachers

Local Funds

1, 2, 6, 9, 10

Implement home visits to Riverchase Communities to increase parental involvement

Parent Survey, Agenda, Sign In Sheets

As needed (Fall and Spring)

Rhonda Shepard Dana Carroll Alison Rison April Black

Title and Stimulus Funds $250

1, 10 1, 10

Collaborate with Ranchview High School to provide volunteer service hours and support to school

Sign In Sheets

September 2010 June 2011

Dana Carroll

None

Focus on continuing education by collaborating with Barbara Bush Middle School, Ranchview High School, and North Lake College

Volunteer Hours, Sign In Sheets

September 2010 June 2011

Rhonda Shepard Dana Carroll Alison Rison April Black

Local Funds

X X

1, 2 1, 2, 3, 5, 10 1, 2, 3, 5, 10

Watt Watchers will conduct spot checks for electricity violators Track HQ issues with the HR department

Watt Watchers Reports

Monthly

Watt Watchers

Local Funds

Certification and HQ tracking documentation

On-Going

Rhonda Shepard

None

Participate in recruiting trips and the district teacher job fair in order to attract highly qualified teachers

Recruiting schedule

October 2010 June 2011

Rhonda Shepard HR Department

District Cost

1, 2, 3, 5, 10

Maintain appropriate documentation of HQ status of teachers and paraprofessional; thereby focusing on the importance of hiring only HQ teachers and teacher assistants who are HQ

Number of HQ teachers and HQ teacher assistants hired

On-Going

Rhonda Shepard

None

10

Homeroom teachers will incorporate portions of the fitnessgram in daily CATCH All PE Classes will incorporate fitnessgram into warm up activities

Teacher Lesson Plans and CATCH Documentation

On-Going

Phyllis Jackson

CATCH Activity Boxes

10

Teacher Lesson Plans

On-Going

Phyllis Jackson

Fitnessgram Guidelines