Belton Independent School District
Campus Improvement Plan
2013-2014
TYLER ELEMENTARY
2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Summary
This 2013-2014 plan for Tyler Elementary was developed with the input of the site -based decision-making committee
as well as members of the entire faculty. While there are several goals and many strategies, the primary focus of this
plan is to increase the achievement of all students attending Tyler Elementary.
This plan may be modified throughout the year as needed to change strategies and /or activities in such a way that
campus goals may be met. Changes will be reviewed on a frequent basis with the site -based decision-making
committee.
Vision
The vision of Tyler Elementary is to be a leader in preparing every student to excel in tomorrow's world.
Mission Statement
The mission of Tyler Elementary is to provide an education that challenges all of our students to excel.
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Belief Statements
1
We believe all students deserve a stimulating learning environment that will prepare
them for a diverse and technological society.
2
We value a collaborative team approach for teachers and students.
3
We pledge to create trusting and respectful relationships.
4
We strive for every student to feel safe, loved, respected, and excited about
learning.
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Needs Assessment Data Documentation
The following data was used to verify the comprehensive needs assessment analysis.
* Professional learning communities discussions
* Campus and/or district planning and decision-making committee meeting discusions
* Results of benchmark assessments
* Number of students assigned to special programs and their academic achievements
* Attendance data
* Student surveys
* Staff surveys and/or feedback
* State and/or federal planning requirements
* Campus leadership and/or department meetings
* Campus faculty meeting discussions
* DWEIC committee meeting discussions
* Prior year campus and/or district improvement plans
* Staff development evaluations, surveys, and/or needs assessments
* Study of best practices
* Disaggregated TELPAS results
* Analysis of Special Education population
* Analysis of At-Risk population
* Analysis of LEP population
* Texas STAR chart
* Disaggregation of current-year state assessment data
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* STAAR test results
* Disaggregated STAR Early Literacy results
* Disaggregated Tejas LEE results
* Disaggregated State of Texas Assessments of Academic Readiness (STAAR) and End of Course (EOC) results
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Goals & Strategies
Goal # 1:
Tyler Elementary will achieve success on the State's student achievement and
quality of learning indicators to prepare students to live, learn, and lead in an
ever-changing global economy.
Resources:
Title I Teachers, Intervention Specialist, Special Education Staff, Classrooom Teachers,
Intervention Team, GT Teachers, Campus Paraprofessionals, Instructional resources
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
1
Technology
Tyler Elementary will improve teaching and learning through the integration of technology. The District's
Scope and Sequence Curriculum Guidelines incorporate the Technology Application TEKS. These TEKS will
be taught as outlined in the curriculum documents.
Leaders:
Calvin Itz, Elizabeth McMurtry, Mistie Reid, Kristin Butler
Benchmark:
Funds:
90% or above of all students will meet or exceed state expectations in reading, writing, math,
science and social studies.
Local Budget
Costs:
$8,500
FTES:
None
Item
Strategy
Responsible
Evaluation
Dates
1
Develop rigorous, relevant, and
engaging lessons using technology.
Ed Braeuer, Donna
Bownds, Kim
Christy-Anderson,
Calvin Itz
Examples of student
work, teacher lesson
plans
January
2
Provide age-appropriate Internet safety
and digital literacy instruction to all
students K-5.
Librarian,
Technology Staff
Lessons planned and
delivered
June
3
Provide teachers with assistance in
writing and applying for BEEF Grants
that have technology projects.
Elizabeth McMurtry,
Calvin Itz, Mistie
Reid
Number of technology
grants received
October
4
Provide staff development on
technology integration including Mimio,
iPod, iPad, iTunes U, Khan Academy
and iTouch.
Calvin Itz,
Elizabeth McMurtry
Agendas and training sign
in sheets
October
2
Response to Intervention (RtI)
Response to Intervention is a framework for addressing the needs of students who are struggling
academically. The framework is composed of Tier 1 (good instruction for all students), Tier 2 (specific
interventions are implemented and progress is monitored), Tier 3 (more intense interventions are
implemented and monitored), and Tier 4 (special education or dyslexia referrals).
Funds:
Calvin Itz, Elizabeth McMurtry, Christy Jones, Brooke Holt, Amanda Curylo, LSSP, and
Special Education Teacher
90% of all students will meet or exceed state assessment standards in reading, writing, math,
science and social studies. Evaulation and progress will be measured through Individual
Assessment Data, Observation, District Common Assessments, District Benchmarks, and
STAAR Results.
Local Budget, State Comp, Title I, Part A
Costs:
$150,000
FTES:
3.0
Leaders:
Benchmark:
Item
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Responsible
Evaluation
Dates
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Strategy
1
Monitor student progress and review
student data after universal screening
(Star Enterprises and Common Unit
Assessments). Identified students will
receive interventions based on
assessment data.
Interventionists,
Classroom
Teachers
Star Enterprises and CUA
Data Reports
June
2
Implement the STAR Enterprise
assessment system (STAR Early
Literacy, STAR Reading, and STAR
Math) for Universal Screening in grades
K-2, and progress monitoring in grades
K-5.
Calvin Itz, Elizabeth
McMurtry, Christy
Jones, Amanda
Curylo, Brooke Holt
Data collected, analyzed,
and used to monitor and
adjust appropriate
interventions
January
3
Assign struggling readers to more
frequent guided reading sessions
targeting skills from guided reading logs
and assessment data.
Calvin Itz, Elizabeth
McMurtry,
Classroom
Teachers
Guided Reading logs,
district common unit
assessments, reading
levels, RtI documentation
June
4
Provide targeted remediation for
struggling students grades K-5 through
the use of LLI and Star Enterprises.
Maria Carbo and iStation computer
based reading programs will also be
utilized as an intervention.
Brooke Holt, Christy
Jones
Documentation of student
progress
October
5
Assign students struggling in math to an
intervention group with the Title I math
teacher or AMI teachers for reteaching.
Star Accelerated Math will be used to
practice targeted skills and track
progress.
Amanda Curylo,
AMI Teachers,
Classroom
Teachers
Intervention Tracking
Sheets and RtI
documentation
October
6
Review data reports that focus on both
the final recommended and phase-in 2
standards for level 2 performance to
maintain focus on need for continual
improvement to meet the 2015-16 final
standards.
Calvin Itz, Elizabeth
McMurtry,
Instructional
Coaches,
Classroom
Teachers
Meeting minutes,
agendas
June
7
Conduct RtI Committee meetings every
three weeks for at-risk students
throughout the year. These meetings
will include academic achievement and
behavioral concerns.
Calvin Itz, Elizabth
McMurtry,
Christy Jones,
Amanda Curylo,
Cindy Petter, LSSP,
Chelsie Kelley, SE
Teacher
Increased report card
grades, increased STAAR
scores, improved
attendance rates,
OneNote minutes
decrease in discipline
referrals
June
3
Behavior Response to Intervention
Behavior Response to Intervention is a comprehensive framework to address campus expectations for
behavior. The framework is composed of Tier 1 (behavior expectations for all students), Tier 2
(intervention(s) from menu options are implemented and progress is monitored), and Tier 3 (specific intense
interventions are implemented and monitored).
Leaders:
Calvin Itz, Cindy Petter, Elizabeth McMurtry, LSSP
Benchmark:
Evidence of classroom behavior expectations, review of referrals and redirection strategies on
routine, review of referral numbers every nine weeks, referrals will decrease by at least 5% by
end of school
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Funds:
N/A
Costs:
None
FTES:
None
Item
Responsible
Evaluation
Dates
1
Implement school-wide positive
behavior supports including
expectations, reward system,
responsibilities to behavior violations,
social skills, and bullying prevention.
Calvin Itz, Elizabeth
McMurtry, Cindy
Petter, Foundations
Team
Documentation of written
procedures and programs
October
2
Develop a plan to address school-wide
safety concerns identified through
surveys, observation data, and
feedback.
Foundations Team
PEACE team minutes
June
3
Provide ongoing support of the PEACE
team by providing planning time,
scheduling meetings, and resources.
Calvin Itz, Elizabeth
McMurtry
PEACE team minutes
June
4
Monitor the number of days identified
Special Education or 504 students are
out of placement due to ISS, LTISS, etc.
Jill Ross, Sandra
Velo
No students out of
placement beyond the ten
day rule
April
5
Use a Daily Behavior Report Card
(DBRC) based on school-wide
expectations and focused small group
social skills training for students in need
of additional behavior support.
Calvin Itz, Elizabeth
McMurtry,
Classroom
Teachers, LSSP,
Cindy Petter
Documentation of RtI
minutes and DBRC
forms, reduced number of
referrals
October
Strategy
4
Improvement of the Math and Science Program
Tyler Elementary has a goal of 90% met standard performance in mathematics and science for all student
groups. Mathematics and science achievement continues to be an area of focus.
Leaders:
Calvin Itz, Elizabeth McMurtry, Kristin Butler
Benchmark:
Funds:
90% or above of all students and subgroups will meet or exceed state standards in
mathematics.
N/A
Costs:
None
FTES:
None
Item
Responsible
Evaluation
Dates
1
Monitor student progress on math
resources (Target Math, Motivation
Math and Science) and plan
intervention/enrichment activities at
grade level meetings.
Calvin Itz, Elizabeth
McMurtry, Teachers
Grade level meeting
minutes and plans for
intervention/enrichment
October
2
Formulate SMART goals for math and
science and monitor student
achievement and growth towards those
goals.
Calvin Itz, Elizabeth
McMurtry, Kristin
Butler, Carolyn
Marks, Teachers
Measurable
documentation of SMART
goals
January
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3
Provide coaching support for the
effective mathematics teaching model
and science best practices to ensure
instruction is in alignment with
expectations of the STAAR
assessments.
Kristin Butler
Progress in coaching logs
October
4
Plan targeted math remediation based
on assessment data and address
individual skills during small group
instruction.
Classroom
Teachers, Brooke
Holt, Amanda
Curylo, Kristin
Butler
Lesson plans
October
5
Use Science Olympics as a motivational
tool to increase science achievement.
Calvin Itz, Kristin
Butler, Grades 3-5
Teachers
Common Unit
Assessments, report
cards, increase in science
scores
October
6
Implement the use of common unit
assessments for grade 5 science.
Calvin Itz, Elizabeth
McMurtry, Kristin
Butler, 5th Grade
Teachers
Documented results in
Eduphoria
June
Strategy
5
Improvement of English Language Arts and Reading (ELAR)
The increased rigor of STAAR indicates the need for greater focus on ELAR instruction.
Leaders:
Calvin Itz, Elizabeth McMurtry, Mistie Reid
Benchmark:
Funds:
Increase student performance in reading and writing on assessments to include common
assessments, Fountas & Pinnell Benchmark assessments, STAR Early Literacy and Reading
assessments, Achieve 3000, STAAR, and TELPAS assessments.
Title IA, Title IIA, Title III, Local Funds
Costs:
$40,000
FTES:
None
Item
Responsible
Evaluation
Dates
1
Use Accelerated Reader (AR) to track
students independent reading and to set
goals with each student.
Calvin Itz, Mistie
Reid, Classroom
Teachers
AR goal history reports
October
2
Use the classroom observation tool to
provide specific feedback to teachers
during observations and guide job
embedded professional development.
Instructional adjustments will be made
to ensure alignment with STAAR.
Calvin Itz, Mistie
Reid, Elizabeth
McMurtry
Documentation of
coaching observations
and conferences
October
3
Provide professional development for all
ELA, Title I staff, and Intervention
teachers in the areas of building
academic vocabulary, guided reading,
and effective questioning.
Calvin Itz, Elizabeth
McMurtry, Mistie
Reid
Sign in sheets, agendas,
and documentation from
classroom observation
tool
January
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4
Implement Target Reading and a daily
language activity in grades 1-5. Student
progress will be monitored and
discussed at grade level PLC meetings.
Calvin Itz, Elizabeth
McMurtry, Mistie
Reid, Classroom
Teachers
Individual student activity
books
October
5
Continue to implement a
Non-Negotiable Word Program
(Fluency) in grades K-5. Students
progress will be assessed weekly and
documented.
Calvin Itz,
Classroom
Teachers
Documentation of fluency
checks
October
Strategy
6
Improvement of Writing Instruction
Campus writing scores are not meeting the expectations of the campus and district. There will be an
increased focus on the area of writing in order to improve performance.
Leaders:
Calvin Itz, Elizabeth McMurtry, Mistie Reid
Benchmark:
90% mastery on STAAR reading and writing assessments.
Funds:
Local Funds
Costs:
$5,000
FTES:
None
Item
Responsible
Evaluation
Dates
1
Train teachers on the writing workshop
model that integrates strategies from
Lucy Calkins, 6+1 Traits of Writing, and
Write from the Beginning.
Calvin Itz, Mistie
Reid, Denise
Whitley, Cindy
Boney
Training completed,
sign-in sheets, increased
student achievement
October
2
Provide targeted staff development
workshops with reading and writing
teachers to align curriculum with
benchmark data.
Ed Braeuer, Denise
Whitley, Cindy
Boney, Calvin Itz
Professional development
calendar, Sign-in sheets
October
3
Utilize campus Instructional Coach to
provide direct support in the
implementation of effective writing
strategies.
Calvin Itz,
Mistie Reid
Walkthroughs, Coaching
sessions
October
4
Review state assessment and campus
assessment data throughout the year in
order to build awareness of
performance expectations.
Calvin Itz, Elizabeth
McMurtry, Mistie
Reid
Grade level meeting
minutes
January
5
Incorporate writing exemplars into
lessons as well as document student
progress using anecdotal records of
performance and student writing
conferences.
Classroom
Teachers, Calvin Itz
Documentation in lesson
plans and anecdotal
records from teachers
January
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Strategy
7
Instructional Oversight of Student Achievement for At-Risk
Populations
While it is the responsibility for each teacher to monitor the learning of each student, additional data analysis
and support is necessary.
Leaders:
Ed Braeuer, Denise Whitley, Jill Ross, Calvin Itz, Elizabeth McMurtry
Benchmark:
Increased achievement of at-risk populations
Funds:
None
Costs:
None
FTES:
None
Item
Responsible
Evaluation
Dates
1
Add an additional bilingual teaching
position in order to provide flexibility in
grades 3-5 instructional delivery while
meeting TEA requirements regarding
bilingual staffing.
Ed Braeuer, Eric
Haugeberg, Sue
Banfield
Schedule developed, TEA
bilingual requirements
met
October
2
Develop campus heat maps using
Lead4Ward resources.
Calvin Itz, Ed
Braeuer, Denise
Whitley
Heat maps developed
and lesson plans
developed with identified
curricular areas
addressed
October
3
Provide stipends for teachers to attend
two planning days in August in order to
prepare lessons aligned to the District's
unit of instruction and based on the
specific deficiencies of the campus.
Calvin Itz, Elizabeth
McMurtry, Mistie
Reid, Kristin Butler
Stipends provided,
lessons developed and
implemented
October
4
Provide professional development in
oral language and literacy development
strategies for teachers.
Calvin Itz, Ed
Braeuer, Sue
Banfield
Professional development
implemented, lessons
and classroom
walkthroughs indicate use
of newly learned
strategies
October
5
Use Instructional Coaches to increase
instructional effectiveness in reading,
writing, math, science, and social
studies.
Calvin Itz, Mistie
Reid, Kristin Butler,
Student performance data
in Aware
June
6
Provide Achieve 3000 training to
bilingual teachers.
Calvin Itz, Sue
Banfield
Documentation of
provided training
June
7
Utilize a bilingual facilitator to assist with
the LEP population through instructional
coaching and assistance with LPAC
processes.
Calvin Itz
Documentation of
collaboration and LPAC
minutes
June
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Strategy
8
Post Secondary Planning
School guidance counselor will present lessons to introduce students to post-secondary education
opportunities.
Leaders:
Calvin Itz, Elizabeth McMurtry, Cindy Petter
Benchmark:
Funds:
An increase in the percentage of students that report a desire to seek post-secondary
educational opportunities.
Local Budget
Costs:
$400
FTES:
None
Item
Responsible
Evaluation
Dates
1
Provide guidance lessons with activities
designed to promote post-secondary
education opportunities.
Cindy Petter
Counselor lesson plans
October
2
Provide students with career day
opportunities by bringing in age
appropriate community partners to
promote post-secondary education and
how it relates to their success.
Cindy Petter
Counselor lesson plans
October
3
Provide authentic experiences to
promote post secondary education by
providing students with a field trip to
Explore UT, UMHB, or Fort Hood.
Cindy Petter
Counselor lesson plans
June
Strategy
9
Advanced Academics
Belton ISD Gifted and Talented Program believes that all students can learn and should be provided with
instruction which addresses and meets individual needs. The Gifted and Talented represent a group of
students whose learning styles, thinking dimensions and affective needs require instruction and experiences,
which go beyond the "regular" curriculum.
Leaders:
Calvin Itz, Jan Fall
Benchmark:
Funds:
100% of teachers who teach gifted and talented students will provide a differentiated
curriculum to meet the needs of the gifted learners in their classroom.
Local budget
Costs:
Allocation of GT supply budget at $20/identified student
FTES:
None
Item
1
Responsible
Provide and document time for students
to work with other GT students, with
heterogeneous groups and individually
to pursue areas of interest through
guided and independent research.
PRINT DATE: 8/16/2013
Calvin Itz, Elizabeth
McMurtry, Mistie
Reid, Kristin Butler,
GT Classroom
Teachers
Evaluation
Evidence in lesson design
Dates
October
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Strategy
2
Involve GT students in a continuum of
experiences that result in the
development of sophisticated products
and/or performances using the Texas
Performance Standards Project (or
equivalent).
GT Teachers
Evidence in lesson design
and product/performance
review
October
3
Provide authentic experiences through
field trips such as Explore UT, the
Central Texas College Planetarium, and
opportunities at UMHB.
Calvin Itz, Cindy
Petter
Documentation of
planned experiences
June
4
GT performance review documents will
be used to communicate differentiated
instruction and student progress.
GT Teachers
Distribution and
documentation
October
10
Pre-Kindergarten Program
Belton ISD will continue to provide a full-day Pre-K program for four-year-old children to allow for a smooth
transition into the school setting. Instruction will be provided in accordance with the Texas Education
Agency's Pre-Kindergarten Guidelines. Teachers will be trained to implement the Texas School Ready!
(formerly TEEM) model for Pre-K curriculum and instruction.
Leaders:
Carolyn Marks, Calvin Itz
Benchmark:
100% of Pre-K teachers trained in Texas School Ready! system for Pre-K instruction.
Funds:
State Compensatory Education, Local, TSR Grant
Costs:
$514,600
FTES:
14
Item
Responsible
Evaluation
Dates
1
Provide Pre-K teachers and
paraprofessionals Conscious Discipline
training to improve behavior
management in Pre-K classrooms.
Carolyn Marks,
Denise Whitley
Sign in sheets
June
2
Provide Pre-K, PPCD, and Kindergarten
teachers opportunities to vertically
collaborate regarding instructional
needs and to review assessment data.
Calvin Itz
Documentation in grade
level meetings
June
3
Administer assessments to Pre-K
students three times per year using
mCLASS assessment systems.
Analyze the results of these
assessments to identify areas of strong
performance and areas requiring
additional coaching.
Carolyn Marks,
Calvin Itz
Student performance data
June
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Strategy
11
Language Instruction for LEP Students
The LEP student population continues to grow at Tyler Elementary. This continues to be an area of focus.
Leaders:
Calvin Itz, Sue Banfield, Elizabeth McMurtry, Mistie Reid
Benchmark:
Funds:
90% of LEP students will demonstrate progress on state standards in TELPAS and STAAR
assessments.
Local Budget/Bilingual Allotment/Title III
Costs:
$595,000
FTES:
14
Item
Responsible
Evaluation
Dates
1
Provide high quality professional
development for elementary teachers to
include Language and Literacy
strategies, vocabulary development,
and the English Language Proficiency
Standards (ELPS).
Calvin Itz, Sue
Banfield, Yolanda
Sarinana
Professional development
conducted, sesison
sign-in sheets
January
2
Provide after school tutoring for LEP
students in grades 3-5 who are
identified based on F&P Reading levels
and other assessment data. After
school tutoring will consist of guided
reading and use of Achieve 3000
on-line reading program.
Calvin Itz, Elizabeth
McMurtry,
Classroom
Teachers
Tutoring logs
January
3
Provide differentiated instruction for
students based on English proficiency
levels using native language support,
visual representations, word walls, and
sentence stems designed to each
proficiency level (ELP).
Calvin Itz, Elizabeth
McMurtry, Mistie
Reid
Lesson plans
October
4
Provide interventions to LEP students
not meeting academic expectations in
reading or who are at the beginning
ELPS level through Achieve 3000, LLI,
and Marie Carbo reading programs.
Calvin Itz, Elizabeth
McMurtry, Mistie
Reid, Bilingual
Teachers
Lesson plans, RtI
documentation
October
5
Ensure that LEP students participate in
practice TELPAS writing and reading
tests and use portfolios to monitor
student progress.
Yolanda Sarinana,
Calvin Itz
Student Portfolios
June
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
12
Student Attendance
Research consistently shows that student attendance is linked to increased student achievement. In addition,
the District receives funding based on the average daily attendance of all students. Tyler Elementary would
like to receive an Academic Achievement Distinction Designation (AADD) for having an annual attendance
rate of 97%.
Benchmark:
Calvin Itz, Communities In Schools (CIS), Kelly Trotter, Elizabeth McMurtry, Carolyn Marks,
Grade Level Leaders
Tyler Elementary will achieve a 97% attendance rate for the 2013-14 school year.
Funds:
Activity Fund
Costs:
$200
FTES:
None
Leaders:
Item
Strategy
Responsible
Evaluation
Dates
1
Provide perfect attendance incentives
each nine weeks (ice cream and a
drawing for iPod Shuffles) and at the
end of the year (field trip).
Elizabeth McMurtry,
CIS
Increase from 96.1%
June
2
Recognize individual students each nine
weeks for perfect attendance on a
Never Been Absent (NBA) bulletin
board.
Calvin Itz, Elizabeth
McMurtry, Annette
Quinones
Increase from 96.1%
October
3
Require teachers to provide an
incentive for student attendance in each
classroom.
Teachers
Increase in attendance
each nine weeks
October
4
Contact parents/guardians when a
student is absent and conduct home
visits as needed.
Annette Quinones,
CIS
Increase from 96.1%
October
5
Monitor student attendance and send
district attendance officers to check on
students with poor attendance.
Elizabeth McMurtry,
Annette Quinones
Decrease in number of
students appearing in
court for attendance
concerns, increased
attendance rates at each
campus
April
13
Fine Arts and Physical Education Instruction
The Tyler fine arts program consists of one music teacher and a half-time art teacher who provide
elementary instruction in the Texas Essential Knowledge and Skills. The Physical Eduction teacher will also
support vigorous activities in a variety of settings to promote health and wellness.
Leaders:
Rebecca Northen, Denise Whitley, Calvin Itz
Benchmark:
Students excel in fine arts as indicated by UIL and other indicators of success.
Funds:
Local Funds
Costs:
$75,000
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1.5
FTES:
Item
Strategy
Responsible
Evaluation
Dates
1
Explore innovative ways to use
technology to enhance fine arts and
physical education instruction and
student performance.
Calvin Itz, Teachers
Instructional strategies
developed and used in
the classroom
October
2
Enhance the use of art projects and
products to display around campus to
promote a positive climate.
Angela Sitz
Walkthroughs
October
3
Provide an after school choir program
for fourth and fifth grade students as
enrichment and extension of students'
music and performance skills.
Jayne Bledsoe,
Calvin Itz
Schedule of after school
Tyler Tiger Choir practice
and performances
October
14
Special Education
The campus will improve 1) the efficacy of academic and behavioral supports for Special Education students,
2) the professional development offered all Special Education staff, and 3) communication with all Special
Education stakeholders from PPCD to transition to middle school, yielding increased student achievement
and improved parent and staff satisfaction.
Leaders:
Jill Ross, Ed Braeuer, Calvin Itz
Benchmark:
Funds:
Improved academic and behavioral performance by special education students, professional
development training and feedback, and reduced number of staff discipline incidents and
parent complaints.
IDEA-B, State Special Education Funds, Local Budget
Costs:
$306,160
FTES:
13
Item
Responsible
Evaluation
Dates
1
Conduct a minimum of one classroom
walkthrough of each special education
and inclusion classroom each month.
Use data collected to determine
instructional coaching and professional
development needs.
Calvin Itz, Elizabeth
McMurtry, Jennifer
Ramirez
Walkthroughs completed,
data reviewed, coaching
documented by special
education coordinators
June
2
Ensure participation in bi-monthly PPCD
meetings to review program needs and
discuss data from classroom
walkthroughs conducted by special
education administrators. Implement
specific program training as needed.
Calvin Itz
Meeting Agendas
June
3
Ensure teachers comply with policies
and procedures regarding the use of
weighted/sensory devices in the
classroom.
Calvin Itz, Elizabeth
McMurtry
Policy developed, training
logs, records maintained
October
4
Ensure that annual training on best
practices for potty training for
PPCD/prekindergarten teachers has
occurred.
Calvin Itz, Elizabeth
McMurtry
Agenda, attendance logs,
walkthrough data
October
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
5
Attend professional development
concerning proper documentation of the
investigation and resolution of parent
and/or staff complaints and concerns.
Ensure compliance with process.
Calvin Itz, Elizabeth
McMurtry, Jennifer
Ramirez, Jill Ross
Agenda, attendance logs,
complaints documented
and investigated
appropriately
October
6
Develop a plan for improved
communication between staff and
parents, between teachers,
paraprofessionals and campus
administrator, and between all Special
Education staff from the campus to
central administration.
Calvin Itz
Completed campus plan,
communication logs
October
7
Ensure participation in professional
development by paraprofessionals
concerning proper reporting of student
health and safety concerns,
communication with parents and
caregivers, acceptable standard of
conduct, working as a part of a
classroom and campus team to deliver
high quality special education services
and instruction, confidentiality, Texas
Educators' Code of Ethics, FERPA, and
specific classroom strategies for
specialized programs. Supervise
implementation of strategies and
professional development.
Calvin Itz
Agenda, attendance logs,
walkthrough data
October
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Goal # 2:
Tyler Elementary will attract and retain high performing administration,
faculty, and staff who reflect the values of the community, serve as positive
role models, exhibit moral excellence and are committed to achieving
excellence for all students.
Resources:
Campus Retention Data, Staff Development Records, Campus Facilitator Coaching Log
PRINT DATE: 8/16/2013
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
1
Professional Development for Effective Science and Math
Teaching
Teachers in grade K-5 will build upon the foundation established during the past two years of Math Solutions
professional development. Teachers and administrators are expected to engage in ongoing professional
growth opportunities and to reflect continuously on the mathematics and science teaching and student
learning that happens in their classrooms.
Leaders:
Calvin Itz, Elizabeth McMurtry, Kristin Butler
Benchmark:
Funds:
90% or more of all students will meet or exceed standard on the state assessments in
science, social studies, and mathematics.
Local Budget
Costs:
$1,000
FTES:
None
Item
Responsible
Evaluation
Dates
1
Use Instructional Coaches to deliver
job-embedded professional
development to grades K-5 math and
science teachers on topics identified
collaboratively by teachers and
coaches.
Calvin Itz, Kristin
Butler, Ed Braeuer,
Denise Whitley
Record of training
delivered by coaches,
record of collaborative
coaching cycles
January
2
Conduct grade level and data meetings
to review student data and gather
teaching input to plan for student
intervention, instructional adjustments,
and enrichment.
Calvin Itz, Elizabeth
McMurtry,
Classroom
Teachers
Documentation from
meeting minutes
October
3
Provide science professional
development that addresses the needs
of diverse learners through collaboration
with the Region XII Service Center.
One general education and one special
education teacher will attend this
training.
Calvin Itz
Documentation of
registration and
attendance.
January
4
Provide professional development on
"Science Investigations for Grades 3-5"
and require all science teaches to
conduct a minimum of three hands-on,
inquiry based science lessons per nine
weeks.
Instructional
Coaches
Lesson Plans
January
5
Analyze common assessment results in
math and discuss most effective
instructional approaches and plan for
reteach/intervention/enrichment based
on individual student needs and student
expectations.
Calvin Itz,
Classroom
Teachers
Meeting Agendas or
meeting minutes
January
6
Provide opportunities for modeling and
team teaching that will refine and
develop effective math teaching
strategies. This will also include
observations of master teachers with
follow up by the Instructional Coach.
Kristin Butler
Coaching logs,
walkthrough data
October
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
2
Professional Development for Writing Instruction
The Effective Literacy Framework is the District's approach to reading and writing instruction. Within that
framework, specific strategies for teaching writing are provided. Both the Lucy Calkins Units of Study and the
6+1 Traits of Writing framework are powerful ways to use a common language with specific lessons to teach
characteristics of writing as well as create a common vision of what 'good' writing looks like. Teachers and
students can use the 6+1 Trait model to pinpoint areas of strength and weakness as they continue to focus
on improved writing.
Ed Braeuer, Denise Whitley, Kim Christy-Anderson, Calvin Itz
Leaders:
Benchmark:
90% or above of all students will meet or exceed state passing standards in writing.
Funds:
District Staff Development Funds
Costs:
None
FTES:
None
Item
Strategy
Responsible
Evaluation
Dates
1
Implement a cohesive writing workshop
model for elementary ELAR instruction
by integrating Lucy Calkins, 6+1 Traits
of Writing, and Write From the
Beginning models. Teachers will be
provided training on this writing
workshop model.
Calvin Itz, Mistie
Reid, Classroom
Teachers
Walkthrough data and
record of training
June
2
Review the implementation of the Lucy
Calkins curriculum in the classroom with
teachers and plan for support through
model lessons and observations.
Mistie Reid,
Teacher Leaders
Documentation of
meetings, scheduled
observations and model
lessons
October
3
Coordinate observations for effective
writing instruction based on identified
needs during classroom observations
using the classroom observation tool.
Mistie Reid
Coaching logs
October
4
Require K-5 teachers to maintain a
conference log to include anecdotal
records on the progress of students.
Records will be used to inform
instruction.
Denise Whitley,
Instructional
Coaches
Conference logs,
improved writing
instruction
January
3
Professional Learning Communities
Professional learning communities are collaborative teams which work interdependently to achieve a
common goal. Teams focus on three questions: 1. What is it we want students to know? 2. How do we
know when they have learned it? 3. What do we do when students do not succeed? 4. What will we extend
students who already know it? Belton ISD will use collaboration to foster comprehensive reform through
curriculum changes and sustained professional development.
Calvin Itz
Leaders:
Benchmark:
Funds:
PRINT DATE: 8/16/2013
90% or above of all students will meet or exceed state passing standards in reading, writing,
math, social studies and science.
None
PAGE: 21
2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Costs:
None
FTES:
None
Item
Responsible
Evaluation
Dates
1
Provide teachers with regularly
scheduled PLC time in core subjects to
review curriculum documents, review
data, plan lessons, set goals, and
create common assessment pieces.
Calvin Itz
Meeting minutes, blog
postings
January
2
Attend Professional Learning
Communities (PLC) training for campus
leaders.
Calvin Itz
Documentation of training
and implementation
June
3
Grade levels will keep grade level
notebooks (electronic or other method)
and establish norms and SMART goals
through the year.
Calvin Itz, Teachers
Grade level notebooks
June
4
Use data from common assessments to
determine areas of strength and needed
growth in instruction. Discuss results
within grade level teams and adjust
instruction based on student results.
Calvin Itz,
Classroom
Teachers
Documentation in award
and intervention plans
June
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Goal # 3:
Tyler Elementary will sustain a safe and supportive environment to provide a
secure, nurturing, non-threatening, respectful, and disciplined learning
environment where all members excel and exhibit moral excellence.
Resources:
Security Cameras, LifeSkills Prevention Curriculum, Safe and Civil Schools Materials, Raptor
Software
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
1
Drug and Violence Prevention Activities
Instruction for drug and violence prevention is a combination of guidance lessons and the LifeSkills
curriculum. The counselor will implement guidance lessons that occur in the general classroom. Grades 3-5
social studies teachers will implement the LifeSkills program according to the timeline in the BISD social
studies curriculum documents.
Leaders:
Cindy Petter, Calvin Itz, Classroom Teachers
Benchmark:
Funds:
Decrease in discipline referrals, increase of attendance rates, review of counselor lesson
plans
None
Costs:
None
FTES:
None
Item
Strategy
Responsible
Evaluation
Dates
1
Conduct regularly scheduled classroom
guidance lessons in order to prevent
violence, bullying, and the use of drugs
and alcohol.
Cindy Petter
Counselor logs
October
2
Train campus counselor and third,
fourth, and fifth grade teachers in the
LifeSkills drug prevention program.
Cindy Petter,
Teachers
Copies of lesson plans
October
3
Inform parents of opportunities available
through the school guidance program,
including programs on drug and
violence prevention.
Cindy Petter
Copies of counselor
notes, parent letters,
campus newsletters
October
4
Facilitate R-time curriculum
implementation by each classroom
teacher and as a school-wide social
awareness in preventing bullying
behavior and problem solving skills.
The Counselor will conduct
monthly/bi-monthly social
skills/anti-bullying messages and
activities.
Cindy Petter,
Classroom
Teachers
Copies of lesson plans
October
5
Instruct students on how to obtain
assistance and intervention in the event
they are sexually abused.
Cindy Petter
Counselor log
June
2
Safe and Orderly Environment
Maintain a safe and secure environment conducive to student learning on all campuses and departments.
Leaders:
PRINT DATE: 8/16/2013
Robert Atmar, Calvin Itz
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Funds:
Reduction in % of student discipline referrals, reduced number of students assigned to the
District Alternative Education Program (DAEP), increased % in student attendance, increased
number of minority groups participating in leadership roles, increased student participation
and training in conflict resolution sessions, increased number of students participating in
community service activities, 100% campus and department personnel trained on crisis
prevention, intervention and follow-up, conflict resolution, sexual harrassment prevention,
decrease in student infractions in the community as reported by local law enforcement
agencies.
Local Budget
Costs:
None
FTES:
None
Benchmark:
Item
Responsible
Evaluation
Dates
1
Enforce the Belton ISD Student Code of
Conduct in order to maintain a safe
environment.
Calvin Itz, Elizabeth
McMurtry, Robert
Atmar
100% implementation of
the BISD Student Code of
Conduct
October
2
Use the District's School Resource
Officers as needed to assist in the
promotion and maintenance of a safe
and orderly environment.
Calvin Itz, Elizabeth
McMurtry, Robert
Atmar
Hiring of security
personnel, evalutation of
campus needs,
evaluation of security
personnel
October
3
Continue to implement strategies from
the Safe and Civil School Initiative to
improve safety and civility across all
areas of the campus.
Calvin Itz, Elizabeth
McMurtry
Decrease in discipline
referrals
October
Strategy
3
Crisis and Safety Planning
Tyler Elementary will develop a crisis and safety plan that is alligned to the District's crisis and safety plan.
The plan will be evaluated and modified as needed each year.
Leaders:
Calvin Itz, Elizabeth McMurtry, Robert Atmar
Benchmark:
Plan submitted to the District's Director for Support Services, 100% of staff will be trained.
Funds:
None
Costs:
None
FTES:
None
Item
Responsible
Evaluation
Dates
1
Utilize the district's Skylert system to
provide communication to parents in the
event of a school closure or emergency.
Calvin Itz
Skylert documentation
October
2
The Campus Safety and Security
Committees will meet a minimum of four
times per year to review campus
emergency operations plans and
campus crisis procedures, plan campus
drills and exercises, and conduct
mandatory safety assessments of
campus facilities.
Calvin Itz, Elizabeth
McMurtry
Documentation from the
CSSC meetings
June
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Conduct campus-based training on the
District's Emergency Operations Plan.
Review emergency preparedness
procedures annually with staff and
conduct emergency drills regularly.
3
Strategy
4
Robert Atmar,
Calvin Itz, Elizabeth
McMurtry
100% employees trained,
reduced number of
incidents reported
October
Guidance Program
The counseling department will offer guidance and counseling to all students and will coordinate various
support services and special events to assist in providing a safe and secure atmosphere for all students.
Academic, social and emotional needs will be addressed with students.
Leaders:
Cindy Petter, Kim Christy-Anderson
Benchmark:
Funds:
Academic, social and emotional needs of all students will be addressed as evidenced by
counselor logs and a decrease in the failure rate of students.
Partial funding from State Compensatory Education, Title I, Part A
Costs:
$54,801
FTES:
1
Item
Responsible
Evaluation
Dates
1
Communicate bullying reporting
mechanisms to parents and students.
Calvin Itz, Robert
Atmar
System communicated to
parents and students
October
2
Implement the District's bullying
prevention curriculum.
Calvin Itz, Cindy
Petter, Kim
Christy-Anderson
Curriculum reviewed and
revisions made to
counseling lesson plans
October
3
Provide faculty and staff training of the
counselor program goals and abuse
and neglect reporting requirements,
suicide prevention, sexual abuse
awareness, and bullying awareness and
prevention.
Cindy Petter
Meeting agenda
October
4
Develop and coordinate
age-appropriate career awareness
activities to inform students of career
clusters as recommended in the
AchieveTexas initiative.
Cindy Petter
Calendar of events
April
5
Inform parents of opportunities available
through the school guidance program,
including programs on drug and
violence prevention and career choices,
through letters to parents, campus
newsletters, principal blue notes, PTA
meetings, etc. Parent consultation and
input will be continually solicited.
Cindy Petter
Copies of counselor
notes, parent letters,
campus newsletters
April
6
Coordinate campus community
involvement programs with the goal of
building relationships with all
stakeholders.
Cindy Petter
Counselor log, schedule
of events
April
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
7
Implement conflict resolution techniques
with small groups as needed to
reinforce conflict resolution efforts in
the classroom.
Cindy Petter
Counselor logs
June
8
Conduct regularly scheduled classroom
guidance lessons at all grade levels in
order to improve student self-esteem
and prevent violence, bullying, and the
use of drugs and alcohol. Flexibility to
address particular teacher and student
concerns will be encouraged.
Cindy Petter
Counselor logs
June
9
Provide guided group counseling
sessions with activities designed to
provide additional support for students
on an as-needed basis and
communicate with parents as needed to
provide support for students.
Cindy Petter
Counselor logs
October
10
Identify students who meet the Duke
Talent Search and Presidential
Academic Award qualifications using
data in Aware and distribute information
packets to qualifying students/parents.
Cindy Petter,
Classroom
Teachers
Number of nomination
packets submitted
June
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Goal # 4:
Tyler Elementary will promote shared partnerships of students, parents,
schools, community, and alumni to include clear, informative, timely, concise
communications and recognition of the achievements of all stakeholders.
Resources:
Recognition and incentive activities and/or materials
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
1
Staff Recognition
Tyler Elementary recognizes the importance of providing individual staff members and teams of teachers
with specific recognition based upon individual and/or team performance. Celebration will occur in a variety
of different ways including, but not limited to, announcements at faculty meetings, weekly emails recognizing
staff contributions, and thank you notes.
Leaders:
Calvin Itz, Elizabeth McMurtry, Mistie Reid, Kristin Butler
Benchmark:
Funds:
Tyler Elementary will retain a highly qualified and well-trained staff that provides continuity and
support for a positive campus culture and ongoing improvement of student achievement.
Activity Funds
Costs:
$500
FTES:
None
Item
Strategy
Responsible
Evaluation
Dates
1
Provide "Celebrations/Concerns" as the
ending item on the faculty meeting
agenda.
Calvin Itz
Faculty meeting agendas
October
2
Provide email messages to recognize
staff contributions, classroom
accomplishments, and instructional
goals. This will include pictures and
affirmations from others as well.
Calvin Itz, Elizabeth
McMurtry
emails
October
3
Provide incentives and rewards for staff
who make extra efforts and to celebrate
various holidays throughout the year.
Calvin Itz, Elizabeth
McMurtry
Documentation of two
week outline
January
4
Coordinate activities for "Teacher
Appreciation Week" with the Tyler PTA.
Calvin Itz, PTA
Schedule of activities
April
5
Set aside funds to provide
refreshments/meals for the staff during
staff development sessions to promote
a positive, productive culture.
Calvin Itz
Positive climate and
interactions
October
6
Recognize and honor one outstanding
teacher at Tyler Elementary as "Teacher
of the Year."
Calvin Itz, Barrett
Pollard
Recognition at TOY
Luncheon and BISD
Employee Banquet
April
7
Use Tyler Cheer Committee to
recognize staff birthdays during monthly
luncheons, secret encourager, monthly
messages with candy, and wellness
activities.
Campus Cheer
Committee
Posted birthdays,
recognition on
announcements, Cheer
committee emails
October
2
Student Recognition
Tyler Elementary recognizes the importance of acknowledging student success in citzenship, academics,
and attendance. Both individual and groups achievements will be celebrated. Celebrations will occur in a
variety of different ways.
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Leaders:
Calvin Itz, Elizabeth McMurtry, Cindy Petter
Benchmark:
An increase in the % of students receiving student recognition.
Funds:
Activity Funds
Costs:
Activities and/or materials for celebrations
FTES:
None
Item
Strategy
Responsible
Evaluation
Dates
1
Recognize students on the morning
announcements and on the Tyler Wall
of Honor for honor roll and attendance
at the end of each nine weeks.
Calvin Itz, Elizabeth
McMurtry, Annette
Quinones
Increase in number of
students receiving awards
October
2
Provide schoolwide assemblies to
recognize students that participated in
UIL or Reflections Contests.
Calvin Itz, Elizabeth
McMurtry, UIL
Campus
Coordinator, PTA
Member
Increase in number of
students participating in
the contests
January
3
Recognize individual or group
achievements through positive phone
calls, lunch with teacher, counselor, or
administrator, and notes home to
parents.
Teachers, Cindy
Petter, Calvin Itz,
Elizabeth McMurtry
% of office referrals
decrease
October
4
Schedule year-end "Awards
Celebrations" and "Kindergarten
Graduation" to recognize student
accomplishments throughout the year.
Calvin Itz
Student achievement
data
April
5
Recognize students each month for
being an outstanding example of the
Tyler Tiger Trait of the Month. Pictures
will be displayed on a hallway bulletin
board.
Cindy Petter
Increase in the number of
students having
exemplary citizenship
October
6
Utilize a "jobs" program to promote
positive self-esteem for at-risk students.
Cindy Petter
Increase in student task
completion
October
7
Recognize students on the
announcements for being a "Tyler Team
Player" and practicing one or more of
the Guidelines for Success. These will
based off of teacher and student
nominations. Students will be given a
star sticker to add to their class chart.
Calvin Itz,
Classroom
Teachers
Documentation of
nominations
October
3
Parent Involvement
Support campuses as they provide parenting opportunities designed to provide skills and strategies for them
to use with their children at home to support classroom learning.
Leaders:
Calvin Itz, Celia Ray
Benchmark:
Increase in number of parents attending
parenting enrichment opportunities, session evaluations, program evaluation.
Title I Part A, Local Funds
Funds:
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Costs:
$500
FTES:
None
Item
Responsible
Evaluation
Dates
1
Communicate regularly with parents
using email, the campus webpage and
other methods.
Calvin Itz
Survey results, website
hits, number of emails
sent
October
2
Publish and distribute the Parent
Involvement Policy.
Celia Ray, Calvin Itz
Published Parent
Involvement Policy
October
3
Conduct an annual informational
meeting to inform parents of the Title I
Part A program requirements and their
right to be involved.
Celia Ray
Parent surveys, agendas,
sign-in sheets
January
4
Parent-teacher conferences will be held
during which proficiency levels expected
of students and the Parent Compact will
be reviewed.
Calvin Itz,
Classroom
Teachers, Celia Ray
Sign-in sheets, signed
Parent Compacts
October
5
Conduct parental involvement activities
on the campus such as PTA Meetings,
Book Fairs, Grandparents' Week,
Family Reading Nights, Make-It/Take-It
sessions, Cinco de Mayo, and school
carnivals.
Calvin Itz
Sign-in sheets, agendas
October
6
Include parents in the continual
refinement of the Title I program on the
campus. This process will include but
not be limited to the planning,
implementation, and review of the
Parent Involvement Policy and the
Parent Compact. Parents will have the
opportunity to participate on the SBDM
team.
Calvin Itz
Membership roster of the
SBDM, agendas, sign-in
sheets
June
7
Provide a parent information night in
which parents visit classrooms and
have the opportunity to see student
work and collaborate with their child's
teacher.
Calvin Itz, Elizabeth
McMurtry,
Classroom
Teachers
Parent sign-in sheets
October
8
Provide information for parents in their
native language.
Calvin Itz, Sue
Banfield
Translated
correspondence between
school and home
October
9
Collaboratively plan for parental
involvement activities with the campus
PTA.
Calvin Itz
Parent sign-in sheets
October
10
Hold an annual Cinco de Mayo program
and serve nachos to families.
Calvin Itz,
Classroom
Teachers
Sign in sheets
June
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
4
Business and Community Partnerships
Tyler Elementary recognized the importance of involving community and business partnerships as part of the
school community.
Leaders:
Calvin Itz, Elizabeth McMurtry, Cindy Petter, Communities and Schools (CIS)
Benchmark:
Number of community and business that are involved with Tyler Elementary.
Funds:
None
Costs:
None
FTES:
None
Item
Strategy
Responsible
Evaluation
Dates
1
Participate in community sponsored
events such as Kids United Way, K
Kids, and Project Apple Tree.
Calvin Itz, Cindy
Petter, CIS
Increase in the % of
students participating or
increase in donations
October
2
Utilize CIS to encourage community
members to be involved in school
activities and events.
Cindy Petter, CIS
Number of business and
community members
participating
October
3
Enlist community member as mentors,
speakers, and volunteers.
Calvin Itz, Elizabeth
McMurtry, Cindy
Petter, CIS
Number of business and
community memebers
participating
January
4
Encourage student service projects to
give back to the community and the
school such as singing at nursing
homes, campus clean-ups, and
supporting the military.
Calvin Itz, Elizabeth
McMurtry, Cindy
Petter, Teachers
Number of service
projects for the campus
June
5
Recognize adopters and community
members for their service to Tyler
Elementary in the spring of the school
year.
Cindy Petter,
Adopt-a-School
Committee, Celia
Ray
Increase in number of
participants
April
5
Communication Plan
The communication between our school and partners is vital to the success of our students. The
development of the plan will enable the campus to provide consistent communication to parents and
community members.
Leaders:
Calvin Itz, Elizabeth McMurtry
Benchmark:
Funds:
Increase in the amount of parental involvement and feedback received from parents regarding
communication.
Local Budget
Costs:
$100
FTES:
None
Item
PRINT DATE: 8/16/2013
Responsible
Evaluation
Dates
PAGE: 32
2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
1
Send out a parent newsletter/calendar
each nine weeks that will be provided in
English and Spanish.
Calvin Itz
Parent feedback on the
effectiveness of the
newsletter
June
2
Use he Skylert system through Skyward
to communicate events and provide
periodic updates of the happenings on
campus.
Calvin Itz
Documentation of Skylert
messages
June
3
Encourage the use of Parent Connect
for all parents who have access. Inform
all parents of the availability of this
service.
Calvin Itz,
Classroom
Teachers
Number of parents
accessing Parent
Connect
June
4
Carefully monitor campus web pages to
ensure content is accurate and
up-to-date.
Calvin Itz, Amanda
Curylo
Parent feedback on the
effectiveness of the
website
June
5
Send home weekly Monday Memos
from teachers to parents regarding the
happenings for the week.
Classroom
Teachers
Parent feedback on the
effectiveness of the
Monday Memo
June
6
Utilize the school marquee to
communicate school events and
celebrations to the public.
Elizabeth McMurtry
Parent feedback on the
effectiveness of the
marquee
June
7
Recognize and communicate the "Tyler
Team Players" to parents through the
use of a postcard describing why they
were recognized.
Calvin Itz,
Classroom
Teachers
Parental feedback, the
number of Tyler Team
Player nominations
June
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Goal # 5:
Tyler Elementary will comply with all state and federal guidelines regarding
instructional programs including but not limited to Title I, Special Education,
Dyslexia, State Compensatory Education, Bilingual/English as a Second
Language, Migrant, Career and Technical Education, and Gifted and Talented
Education.
Resources:
Title I Funds, State Comp Funds, State GT Funds, and Special Education Funds
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
1
Title I Part A, No Child Left Behind Act: Improving Basic
Programs
The purpose of Title I Part A funding is to provide supplemental resources to help schools with high
concentrations of students from low-income families meet Texas and District performance standards. Leon
Heights, High Point, Miller Heights, Southwest, Sparta, Tarver, Tyler, and SBMS, as school-wide Title I
campuses, will serve all students in order to close the achievement gap for economically disadvantaged
students.
Celia Ray
Leaders:
Funds:
90% or above of all students will meet or exceed state assessments in reading, writing, math,
social studies and science.
Title I Part A
Costs:
$237,720
FTES:
6.26
Benchmark:
Item
Responsible
Evaluation
Dates
1
Address professional development
needs of instructional staff by spending
not less than 10 percent of the Title I,
Part A funds related to the targeted AYP
areas of reading and math.
Ed Braeuer, Denise
Whitley, Kim
Christy-Anderson
Sign-in Sheets, Finance
Plus records, invoices,
PO's
June
2
Meet District and campus accountability
targets in the State's new accountability
system. Meet AYP for all campuses and
District.
Susan Kincannon,
Ed Braeuer
Recognized status
achieved, 100% of all
campuses meet AYP
June
3
Provide high-quality, research-based
instruction and interventions in such a
way that all schools reach AYP
standards in reading/language arts and
mathematics.
Ed Braeuer, Denise
Whitley, Kim
Christy-Anderson
STAAR/EOC data
June
4
Conduct a comprehensive needs
assessment in order to determine needs
for the District.
District Leaders
DWEIC minutes,
STAAR/EOC data,
readiness data,
attendance data,
discipline referral data,
parent surveys, public
hearing minutes
January
5
Review campus and District initiatives
and adjust as needed to ensure that
students are meeting state performance
standards.
Ed Braeuer
STAAR/EOC data, report
cards, universal
screening data, progress
monitoring data
June
6
Conduct regular meetings of the
Federal Programs Advisory Committee
to review the current program and
recommend improvements.
Celia Ray
Agendas, Minutes
June
7
Identify students who need additional
support and provide high-quality
interventions so that they will graduate
on time.
Principals, Ed
Braeuer, Kim
Christy-Anderson
STAAR/EOC data,
graduation data
June
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
8
Supplement instructional resources and
staff development for teachers and
paraprofessionals serving on Title I
campuses.
Celia Ray
Travel records, lesson
plans, summative
evaluation data
June
9
Allocate funds to provide supplemental
supplies to strengthen the core
academic program on Title I campuses.
Celia Ray
Finance Plus records,
invoices, POs
June
10
Maintain documentation of teachers'
Highly Qualified status.
Todd Schiller
Annual Principal
Attestation
October
11
Conduct an annual informational
meeting to inform parents of federal
program requirements and their right to
be involved.
Celia Ray, Sue
Banfield
Parent surveys, agendas,
sign-in sheets
October
12
Notify parents of students whose class
is taught for four or more consecutive
weeks by a teacher who is not highly
qualified as defined by NCLB.
Todd Schiller, Celia
Ray
Substitute sign-in sheets,
AESOP data
June
13
Ensure that parents are involved by
providing information to parents in their
native language, reviewing the Parent
Compact during parent conferences,
reviewing the Title I program and
soliciting input on each campus at least
one time per year and and providing
parents with achievement data.
Celia Ray, Sue
Banfield
Sign in sheets, agendas,
minutes, Parent Compact
document
June
14
Increase electronic communications
with parents.
Leland Albro, Celia
Ray, Kyle DeBeer
Web pages, parent
survey responses, use of
emerging technology by
teachers
June
15
Provide supplemental support for
effective parental involvement activities
to the campuses.
Celia Ray, Noemi
Berumen
Parent sign-in sheets,
parent service logs,
positive responses to
parent surveys
June
16
Collaborate with general classroom
teachers and participate in parent
involvement and staff development
activities.
Celia Ray, Calvin
Itz, Title I Teachers
Sign-in sheets, minutes,
parent conference
documentation
June
17
Set aside funds for services to students
who are classified as homeless and not
attending Title I campuses.
Celia Ray
Finance Plus records,
student service folders
October
2
Title II Part A
The purpose of Title II, Part A funding is to increase student achievement through improving teacher and
principal quality, increase the number of highly qualified teachers in classrooms and highly qualified
principals and assistant principals in schools and hold districts and schools accountable for improving
student academic achievement.
Leaders:
Ed Braeuer, Celia Ray, Campus Principals
Benchmark:
100% of employees will be highly qualified as defined by No Child Left Behind, 90% of
students at each campus will meet or exceed state standards in all subject areas tested.
Title II Part A
Funds:
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Costs:
$1,500
FTES:
None
Item
Responsible
Evaluation
Dates
1
Provide additional funds for professional
development opportunities such as
CAST, TFLA, and Effective Literacy.
Celia Ray
Improved summative and
formative assessment
scores and nine weeks
grades, Title II
expenditures, lesson
plans
June
2
Ensure that instructional facilitators
work directly with teachers to coach and
improve instructional practices.
Celia Ray, Mistie
Reid, Kristin Butler
Coaching notes,
walkthroughs, PDAS
June
3
Use Title II, Part A funds to provide
professional development activities for
administrators as needed.
Ed Braeuer, Celia
Ray
Agenda, minutes,
summative evaluation
data
June
4
Use Title II, Part A funds to ensure
compliance with Highly Qualified
requirements.
Celia Ray
Finance Plus records,
increased number of
teachers holding multiple
certifications to meet HQ
requirements, Principal
Attestation
June
5
Sign-on bonuses will be available for
teachers who are new to the District and
teaching in positions requiring bilingual
certification.
Celia Ray, Sue
Banfield
Finance Plus records,
Principal Attestation
June
Strategy
3
Title III Part A Language Instruction for Limited English Proficient
and Immigrant Students
The purpose of Title III, Part A funding is to provide supplemental funding for instruction to limited English
proficient (LEP) and immigrant students with a goal of English proficiency in order to meet the same
challenging State academic content and academic achievement standards that all children are expected to
meet.
Leaders:
Sue Banfield
Benchmark:
Funds:
90% of all LEP and immigrant students will meet or exceed state standards in reading, writing,
math, science and social studies.
Title III Part A
Costs:
$70,205
FTES:
None
Item
Responsible
Evaluation
Dates
1
Identify students as LEP according to
state criteria and approved Oral
Language Proficiency Test (OLPT).
Sue Banfield, LPAC
Committee
OLPT test scores, LPAC
minutes
October
2
Identify students as immigrants if they
are age 3-21, were born outside the US
and are in their first 3 full academic
years in a US school.
Sue Banfield,
Registrar, LPAC
Committee
PEIMS data, parent
interviews
October
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
3
Identify LEP student needs by
conducting a needs assessment.
Sue Banfield,
Campus Principal,
Administrators,Pare
nts
PBMAS and AMAO
reports, TELPAS and
STAAR scores
October
4
Provide high quality instruction for LEP
and immigrant students to develop
English proficiency and help students
meet state academic content standards.
Sue Banfield,
Bilingual/ESL
Certified Teachers,
Campus Principal,
Coaches
Classroom observation,
lesson plan reviews,
minutes from teacher
team planning,
October
5
Ensure that teachers in Title III
language instruction programs are
fluent in both English and any other
language used for instruction.
Bilingual teachers,
Sue Banfield
Bilingual Certifications,
BTLPT proficiency test,
local assessment
October
6
Provide extended learning opportunities
such as a Newcomers class and
summer acceleration courses for
students who are at a beginning or
intermediate level of proficiency
according to TELPAS.
Sue Banfield,
Principals,
Newcomers
Teacher, Summer
School Teachers,
Tutors
Lesson plans,TELPAS
scores, summer school
attendance data,
classroom walkthroughs
October
7
Assist parents in helping their children
to improve their academic achievement
by becoming active participants in the
educational process.
LPAC Members,
Sue Banfield,
District Translators
LPAC minutes, LPAC
training sign-in, parent
volunteer list, documents
of translated material for
parents
October
8
Notify parents of language program
placement of their child, and provide
them with their child's language
progress.
LPAC Committee,
SueBanfield
Signed parent notification
form, student progress
report
October
9
Provide professional development
opportunities that target language
proficiency and address speaking,
listening, reading, and writing for LEP
students. These include but are not
limited to ELL Symposium and
Sheltered Instruction.
Teachers, Sue
Banfield, Campus
Principal,
Training registration,
sign-in sheets,travel
records
October
10
Provide training and support to teachers
so that they can attain ESL and
Bilingual certificates.
Sue Banfield
Sign-in sheets of training
attendance of ESL
preparation courses,
on-line registration for
Biliingual support class,
Sign-out sheet for ESL
and Bilingual study
guides.
October
11
Allocate funds to provide supplemental
supplies to campuses according to the
LEP numbers at the campus.
Sue Banfield
Budget Summary,
Detailed expenditure
report
October
12
Provide funding for teachers to attend
conferences specific to ESL instruction.
Sue Banfield
Travel forms completed
April
13
Ensure participation of an LPAC
representative at all ARD meetings for
LEP students. The LPAC member will
help in making decisions that ensure the
language needs of the LEP student are
met.
Sue Banfield,
Campus Principals,
SPED Assessment
Personnel
Minutes of ARD meetings
April
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
14
Strategy
Provide campuses LPAC, TELPAS, and
Woodcock Munoz training.
4
Sue
Banfield,Yolanda
Sarinana
Session sign-in sheets
October
Bilingual/English as a Second Language
The goal of the Bilingual/ESL program is to provide intervention services for students who are identified
limited English proficient according to a state approved Oral Language Proficiency Test (OLPT). Teachers, in
collaboration with the LPAC committee, will identify students who are limited English proficient and
recommend a language program that will provide intervention strategies that are specific to a student’s level
of English proficiency. Services will be provided with parent approval by a certified bilingual/ESL teacher.
Sue Banfield, Campus Principals
Leaders:
Funds:
100% of students meet proficiency standards on TELPAS, 90% of LEP students meet or
exceed state standards on reading, writing, math, science and social studies.
State Bilingual/ESL Allotment, Local, Title III-Part A
Costs:
$1,752,023
FTES:
14
Benchmark:
Item
Responsible
Evaluation
Dates
1
Students new to the District will
complete a home language survey.
Sue Banfield,
Campus Registrar
Home language surveys
in students' permanent
folders
October
2
Trained District personnel will assess
students who indicate a language other
than English on the home language
survey with an oral language proficiency
assessment and determine the
student's oral language proficiency and
LEP status.
Sue
Banfield,Yolanda
Sarinana
Results of the Woodcock
Munoz test
October
3
The LPAC committee will meet to
determine the linguistic needs of LEP
students in the areas of listening,
speaking, reading and writing, and will
recommend a language program that
will meet those needs.
Sue
Banfield,Yolanda
Sarinana, LPAC
Committee
Members
LPAC minutes
October
4
The LPAC committee will recommend
student placement in a special language
program, monitor student progress
during first and second year of
monitoring status for students who have
been classified as non-LEP, determine
the appropriateness of summer school,
and notify parents in writing of student's
entry, reclassification and exit from a
language program.
Sue Banfield,
Yolanda Sarinana,
LPAC Committee
Members
LPAC minutes
October
5
Ensure participation of an LPAC
representative at all ARD meetings for
LEP students. The LPAC member will
help in making decisions that ensure the
language needs of the LEP student are
met.
Sue Banfield,
Yolanda Sarinana,
Campus Principals,
SPED Assessment
Personnel
Minutes of ARD Meetings
October
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
6
Appropriately certified teachers will
provide LEP students with high quality
instruction that will develop English
proficiency and also assist them in
meeting state academic content
standards.
Bilingual/ESL
Teachers, Todd
Schiller, Barrett
Pollard, Sue
Banfield, Campus
Principal
Teacher certifications,
Classroom observations,
TELPAS and TAKS
results
October
7
Students who are at the beginning level
of English and are in grades 3, 4, and 5
will receive extensive language
instruction through a supplemental
Newcomer class.
Sue Banfield,
Newcomer Teacher,
Campus Principal,
LPAC Committee
Lesson plans, LPAC
minutes, TELPAS results
October
8
Teachers who instruct LEP students will
incorporate the ELPS in their daily
instruction.
Sue Banfield,
Campus Principal,
Facilitators, District
Administrators
Classroom walkthroughs
and teacher lesson plans
October
9
The District will provide Bilingual
services through the use of an early
exit transitional Bilingual program.
Sue Banfield,
Campus Principal,
Facilitators,Bilingual
Teachers, District
Administrators
Class schedules,
Classroom observations,
Lesson plans, Classroom
observations
October
10
Bilingual teachers will provide Bilingual
instruction according to the framework
stated in the Bilingual position
statement.
Sue Banfield,
Teachers, Campus
Principal, Yolanda
Sarinana
Classroom observations,
teacher lesson plans
October
11
The District will provide ESL services for
LEP students through the use of a
content based ESL program.
Sue Banfield,
Campus Principal,
ESL Teachers, Sue
Banfield
Class schedules,
classroom observations,
teacher lesson plans
October
12
Provide campuses LPAC, TELPAS, and
Woodcock Munoz training.
Sue Banfield
Yolanda Sarinana
Session sign-in sheets
October
13
Provide professional development for
teachers who provided bilingual and
ESL services to students so that LEP
students develop English proficiency
and meet state academic standards.
Sue Banfield,
Campus Principals
Session sign-in sheets,
and coaches instrument
October
5
Migrant Education
The purpose of the Migrant program is to provide service to migratory children who are failing or most at risk
of failing, and whose education has been interrupted during the regular school year so that they will meet the
State's academic achievement standards.
Leaders:
Sue Banfield
Benchmark:
Funds:
Number and percentage of students identified as Migrant who are receiving services and
passing state assessments.
Title I Part C
Costs:
$9,572
FTES:
None
Item
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Responsible
Evaluation
Dates
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
1
Provide a migrant survey to all students
upon registration.
Sue Banfield,
Registrar
List of identified migrant
students forwarded to
ESC 12
October
2
Identify students who are migrant as
family status qualifies them for migrant
services.
Sue Banfield,
Cecilia Payan
Documentation of
contacts made
October
3
Ensure migratory children receive high
quality, comprehensive instructional and
support services that enable them to
meet the same state performance
standards that all students are expected
to meet.
Cecilia Payan,
Sue Banfield
Classroom
Teachers
PFS reports from Region
12, classroom
walkthroughs, lesson
plans,
October
Strategy
6
Dyslexia
The Dyslexia Program's goal is to serve students who have been identified as having the characteristics of
dyslexia. Teachers, in collaboration with District dyslexia personnel, will identify students exhibiting possible
dyslexic tendencies. The parents of those students identified will then be notified by the state-mandated letter
that is a component of reading identification and intervention and will also be notified to request permission
for their child to be tested to determine eligibility for dyslexia interventions. If the student qualifies, there will
be a mandatory 504 placement meeting where parents, the instructional teacher, dyslexia representative,
and administrator will be present.
Sandra Velo
Leaders:
Funds:
Number and % of students identified as exhibiting dyslexia characteristics, academic
improvement gains of students.
Local Budget, State Compensatory Program
Costs:
Local $96,137, State Compensatory Program $205,000
FTES:
8.5
Benchmark:
Item
Responsible
Evaluation
Dates
1
Identify students as active or monitored
depending upon the level of intervention
and services needed.
Campus Principal,
504 Committee,
Teacher(s)
Dylsexia admission,
review, committee
documentation
October
2
Provide instruction for dyslexic students
using the Scottish Rite Hospital
Curriculum (ie. Dyslexia Training
Program, Literacy Taped Program, or
Take Flight).
Campus Prinicpal,
DARD Committee,
Teacher(s), Sandra
Velo
Dylsexia admission,
review, committee
documentation
October
3
Schedule annual 504 meetings to
review eligibility and determine if
accommodations are necessary.
Campus Principal,
DARD Committee,
Teacher(s), Sandra
Velo
Dysleixa admission,
review, committee
documentation
October
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
7
State Compensatory Education
State funds are provided for the purpose of improving the academic achievement and graduation rates of
at-risk students.
Leaders:
Ed Braeuer, Kim Christy-Anderson, Celia Ray
Benchmark:
Funds:
90% of all students will meet or exceed state standards in reading, writing, math, science and
social studies.
State Compensatory Education Funds
Costs:
$254,165
FTES:
9.12
Item
Responsible
Evaluation
Dates
1
Identify students at-risk of dropping out
of school by using the State's 13 at-risk
criteria. Identified students will be
reported to PEIMS and a listing of
identified students will be kept by
teaching staff. Periodic review and
updates will be entered.
Celia Ray, PEIMS
Staff, Intervention
Specialists
PEIMS Report of At-risk
students, report cards,
STAAR/EOC scores,
readiness tests, dropout
data
June
2
Remove students from the State
Compensatory Education program when
they no longer meet eligibility
throughout the year.
PEIMS Staff,
Intervention
Specialists
PEIMS at-risk report,
completed at-risk student
profile sheets
June
3
Coordinate funding sources (local, state
and federal) to meet students' needs in
order to increase achievement.
Ed Braeuer
Increased student
achievement
June
4
Review the following information prior to
student promotion from one grade to the
next: readiness test results (if
applicable), passing state standards on
assessments, passing STAAR/EOC at
110% (if applicable) and classroom
report cards.
Celia Ray, Calvin Itz
Readiness test results,
STAAR/EOC scores,
report cards
June
5
Communicate student progress to
parents through formative information
(three-week progress reports, report
cards, benchmark data and student
progress toward district academic
goals) and summative information in the
form of STAAR/EOC scores and final
Readiness results.
Calvin Itz
Progress Reports, Report
Cards, District Goal
Reports
June
6
Fund 72% of the dyslexia program with
SCE funds.
Sandra Velo, Celia
Ray
Summative evaluation
data, accounting records
June
7
Support funding for full day
pre-kindergaren programs on the
elementary campuses.
Ed Braeuer
MClass Reports,
increased student
readiness for transition
into kindergarten.
October
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
8
Special Education
The District's Special Education program is designed to provide services to meet the unique needs of
students ages three to twenty-one with disabilities in the least restrictive environment. Belton ISD will comply
will all state and federal guidelines as it serves identified students.
Leaders:
Jill Ross
Benchmark:
Funds:
90% of special education students will meet or exceed state assessment standards in
reading, writing, math, science and social studies. Belton ISD will also meet compliance
requirements on indicators outlined in the State Performance Plan. School Year 2012-2013
and School Year 2013-2014.
IDEA-B Funds, State Special Education Funds, Local Budget
Costs:
$306,160
FTES:
13
Item
Responsible
Evaluation
Dates
1
Carefully monitor the number of days
identified Special Education are out of
placement due to ISS, LTISS, or OSS.
Schedule Manifestation Determination
meetings as necessary.
Jill Ross, Calvin Itz
Processes in place,
Appropriate placement of
students
June
2
Track processes and procedures to
ensure that all state and federal
timelines are met regarding special
education referrals.
Jill Ross, Calvin Itz,
Intervention Team
Members,
Assessment
Personnel
Intervention Team
Meeting Logs, State
Performance Plan
Indicators
June
3
Train staff to participate in the ARD
decision-making process.
Jill Ross
Sign-in sheets
January
4
Maintain a campus team trained in
Texas Behavioral Support Initiatives and
restraint.
Calvin Itz, Jennifer
Ramirez, Jill Ross
Sign-in sheets, employee
certification
documentation
October
5
Address appropriate instruction and
activities that lead to successful
transitioning of students with disabilities
to post-secondary placements.
Jill Ross
Documentation in
Individual Education Plan
(IEP), State Performance
Plan Indicators
June
6
Increase the proficiency rate for children
with disabilities against grade level
standards and alternative achievement
standards in the subject area of math.
Jill Ross,
Calvin Itz
STAAR Math Scores,
State Performance Plan
Indicators
June
7
Increase the percent of children with
individual education plans age 6-21
served inside the regular classroom
more than 60% of the school day.
Jill Ross, Calvin Itz
Student Schedules, State
Performance Plan
Indicators
June
8
Serve all students referred by Part C
special education services prior to age
3, who are found eligible for Part B
services, by developing an individual
education plan developed by their third
birthday.
Jill Ross
State Performance Plan
Indicators, ARD
documentation
June
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
9
Implement strategies to ensure the
academic needs of students with
disabilities are met by providing TEKS
instruction to all students at the
appropriate grade level in the least
restrictive environment and monitor
growth on a monthly basis.
Jill Ross, Calvin Itz
State Performance Plan
Indicators, STAAR results
for special education
students
June
10
Provide training on each campus for
teachers and administrators regarding
the use of modifications,
accommodations, least restrictive
environment, and STAAR participation
requirements.
Jill Ross, Jennifer
Ramirez, Karen
Little
Attendance logs, training
materials
January
Strategy
9
Gifted and Talented Education
The goal of Gifted and Talented Education is to provide identified students with appropriate opportunities for
access and service in order to meet unique G/T needs and in accordance with the State Plan for Gifted
Students.
Leaders:
Jan Fall
Benchmark:
Funds:
100% of State plan requirements are implemented, extended learning opportunities for G/T
students, satisfaction reflected in G/T annual survey.
Local Budget, State G/T Funds
Costs:
$685,000
FTES:
15.0 FTEs, with 64 spending part of the day with G/T
Item
Responsible
Evaluation
Dates
1
Provide three field experiences for
Kindergarten GT students.
Jan Fall
Record of student
participation
June
2
Provide structured awareness training
for all campuses to increase
nominations of students in
underrepresented population in order to
consider and nominate students of
underrepresented populations.
Jan Fall
Increase in student
nomination data across
underrepresented
populations
October
3
Ensure all Campus Placement
Committee members have 30 hours of
training in gifted education and receive
update training on a yearly basis.
Jan Fall, Calvin Itz
Ongoing teacher training
records, Eduphoria
Workshop
October
4
Ensure all Campus Placement
Committee members review individual
data prior to student placement
committee decisions.
Jan Fall, Campus
Placement
Committee
Members
Placement meeting
signatures
October
5
Conduct creativity assessment of all
Kindergarten students.
Jan Fall,
Kindergarten
Teachers
Increase in student
nomination in
Kindergarten
October
6
Provide service for identified
Kindergarten students by March 1st.
Jan Fall, Calvin Itz,
Kindergarten
Teachers
Parent/Teacher surveys,
communication samples,
documentation of
activities
April
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
7
Identify designated G/T teachers and/or
G/T classes and indicate service in
teacher schedule.
Jan Fall, Calvin Itz
Teacher
rosters/schedules
October
8
Identify designated G/T teachers and
maintain database to monitor teacher
training hours.
Jan Fall, Calvin Itz
Teacher
rosters/schedules,
training database
October
9
Require designated G/T teachers to
complete appropriate training (30 clock
hours of Gifted and Talented training
and 6 hours of update training
annually).
Jan Fall, Calvin Itz
Teacher training files,
teacher staff development
records
October
10
Provide campus staff development on
an annual basis to review policies
regarding the G/T curriculum, program
models and acceleration/credit by exam
options.
Jan Fall, Calvin Itz
Meeting minutes
October
11
Provide parents/community with
information regarding the Gifted and
Talented Program. These
communications will be provided in
English and Spanish when needed and
will include parent meetings at the
campus, newspaper articles,
memos/letters to parents, Gifted and
Talented performance reviews and
information about G/T services in the
classrooms.
Jan Fall
Copies of memos,
webpages, notices,
parent/teacher survey,
data on performance
review
October
12
Provide for periodic district evaluation of
effective G/T services offered at the
campus level.
Jan Fall
PEIMS Report,
Parent/teacher/student
surveys, lesson plans
January
10
Section 504
Section 504, is a federal law to ensure that eligible disabled students are provided with educational benefits
and opportunities equal to those provided to non-disabled students. Under Section 504, a student is
considered "disabled" if he or she suffers from a physical or mental impairment that substantially limits one or
more of their major life activities, such as learning, walking, seeing, hearing, breathing, working, and
performing manual tasks. Section 504 also applies to students with a record of having a substantially-limiting
impairment, or who are regarded as being disabled even if they are truly not disabled. Students can be
considered disabled, and can receive services under Section 504, even if they do not qualify for, or receive,
Special Education services.
Jill Ross, Sandra Velo, Calvin Itz
Leaders:
Funds:
Documented students meeting 504 criteria, student achievement data as measured by
STAAR/EOC and/or TAKS and local assessments.
Local Funds
Costs:
$39,550
FTES:
.5
Benchmark:
Item
PRINT DATE: 8/16/2013
Responsible
Evaluation
Dates
PAGE: 45
2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
1
Evaluate students for Section 504
services after sending and receiving
signed parent permission (Notice and
Consent for Evaluation).
Sandra Velo,
Campus 504
Committee
Section 504 evaluation
paperwork, supporting
documentation/evidence
October
2
Evaluate students because of referrals
made by administrators, RtI
Committees, teachers, counselors,
parents or students any time an
academic, behavioral, or medical issue
is recognized.
Sandra Velo,
Campus 504
Committee
Section 504 evaluation
paperwork, supporting
documentation/evidence
October
3
Identify students for services based on
eligibility as determined by four
committee questions regarding the
student impairment and substantial
limitation(s) in the classroom.
Sandra Velo,
Campus 504
Committee
504 eligibility
documentation
October
4
Review student individual academic
plans at least tri-annually. The level of
services and accommodations needed
will be determined at that time. If
student progress indicates a need for
review, the 504 Committee will
reconvene to revise the individual
academic plan.
Sandra Velo,
Campus 504
Committee
Section 504 annual
meeting documentation
June
5
Implement the 504 data management
component of eSped to collect and
manage student data.
Sandra Velo
Section 504 meeting
documentation in SEM
October
6
Carefully monitor the number of days
identified 504 students are out of
placement due to ISS, LTISS, or OSS.
Schedule Manifestation Determination
meetings as necessary.
Sandra Velo,
Campus
Administrators
MDRs scheduled by the
10th day out of placement
11
General Education Homebound
The goal for General Ed. Homebound (GEH) is to provide some continuity of instruction and to facilitate the
transition back to a school-based setting. The length of the transition period must be determined by the GEH
committee based on current medical information. Any student served through the GEH program must meet
the following three criteria: 1) The student is expected to be confined at home or hospital bedside for a
minimum of 4 weeks. The weeks need not be consecutive; 2) The student is confined at home or hospital
bedside for medical reasons only; or 3) The student's medical condition is documented by a physician
licensed to practice in the United States.
Principals, Denise Whitley, Classroom Teacher(s), Campus Counselor
Leaders:
Benchmark:
Student(s) identified and receiving appropriate services.
Funds:
Local Funds
Costs:
According to Students Served
FTES:
None
Item
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Responsible
Evaluation
Dates
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
1
Implement campus procedures for
referring students to General Education
Homebound Instruction (GEHI),
including 504 committee meetings.
Campuses will work with the Director of
Elementary Curriculum and Instruction
to coordinate homebound services.
Denise Whitley
Student identified as
needing services
October
2
Provide GEH instruction to eligible
students a minimum of four hours per
week. The homebound teacher will
coordinate lessons and assignments
with the classroom teacher and
schedule times of service with the
parent.
Denise Whitley,
GEH Instructor
GEH instruction log,
schedule of services
October
3
Maintain documentation on GEHI at the
campus and submit appropriate reports
to the PEIMS office.
Denise Whitley,
Judy Stapper,
Brenda Beierman,
GEH Instructor
GEH instruction Log,
schedule of services
October
12
Student Success Initiative
Enacted by the 76th Texas Legislature in 1999, the Student Success Initiative (SSI) grade advancement
requirements apply to the STAAR reading test at grade 5, the mathematics test at grade 5, and the reading
and mathematics tests at grade 8. Significant changes were made by the 81st Texas Legislature in 2009 with
accelerated instruction requirements mandated by House Bill 3. As specified by these requirements, a
student may advance to the next grade level only by passing these tests, completing all accelerated
instruction required by the GPC, and by unanimous decision of his or her Grade Placement Committee that
the student is likely to perform at grade level after additional instruction. The law allows students three testing
opportunities during the spring and summer of the year, outlines the provision of accelerated instruction after
each testing opportunity, and describes parents’ rights regarding promotion and retention. The goal of the
SSI is to ensure that all students receive the instruction and support they need to be academically successful
in reading and mathematics. This effort depends greatly on schools, parents, and community members
working in partnership to meet individual student needs.
Principals, Denise Whitley, Robert Meyer, Classroom Teacher(s)
Leaders:
Funds:
90% or more of students pass state assessments in reading and math at targeted grade
levels, SSI documentation/forms.
Local Funds
Costs:
$150,000.00
FTES:
8.4
Benchmark:
Item
Responsible
Evaluation
Dates
1
Identify struggling students in grades
K-12 on each campus and target them
to receive instructional interventions.
Notify the parent/guardian if the
student's needs are to be addressed
through an accelerated program.
Principals,
Classroom
Teacher(s), RtI
Team
Lesson plans, RtI
documentation, progress
monitoring data
October
2
Provide immediate, intensive, targeted
intervention programs for those
students in grades K-8 who are at risk
for reading difficulties, including
dyslexia, and/or math difficulties.
Principals, ARI/AMI
Teachers,
Classroom
Teacher(s), Denise
Whitley
Lesson plans, student
STAAR scores, ARI/AMI
student plans
October
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TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
3
Ensure that students in grades 5 and 8
demonstrate proficiency in the subjects
required by TEC §28.0211(a) in order to
be promoted.
Principals,
Classroom
Teacher(s), GPC
Committee
Members, Denise
Whitley
GPC meeting minutes,
committee documentation
April
4
Provide early notice to parents or
guardians of students identified to be at
risk of failure on the first administration
of the test required for grade
advancement the next year. All students
at risk of failing an SSI assessment
must be provided additional accelerated
instruction.
Principals, ARI/AMI
Teachers,
Classroom
Teacher(s), Denise
Whitley
Lesson plans, student
STAAR scores, ARI/AMI
student plans
April
5
Honor parent requests that a student
not participate in the third testing
opportunity due to potential harm to the
student. If this request is granted, the
student is automatically retained and
accelerated instruction will continue to
be required.
Principals, GPC
Committee
Members, Denise
Whitley, Robert
Meyer
Parent waiver
documentation,
accelerated instruction
plans
April
6
Provide thirty to forty-five additional
minutes of targeted reading/math
instruction for K-8 students during the
regular school day, with flexible
grouping of up to four children with one
adult will be provided as appropriate.
Principals, ARI/AMI
Teachers,
Classroom
Teacher(s), Denise
Whitley
Lesson plans, student
STAAR scores, ARI/AMI
student plans, progress
monitoring data
April
7
Provide accelerated instruction to all
students who do not demonstrate
proficiency on STAAR in grades 3-8.
Principals, ARI/AMI
Teachers, Summer
School Teachers,
GPC Committee
Members,
Classroom
Teacher(s), Denise
Whitley
GPC meeting minutes,
AIP student plans,
student STAAR scores,
progress monitoring data
June
8
Provide accelerated instruction to all
students who do not demonstrate
proficiency on STAAR in grades 3-8.
Whether they are in an SSI grade
(grade 5 or 8) or a non-SSI grade
(grades 3, 4, 6, or 7), students who do
not meet standard on STAAR must
receive appropriate instructional
intervention so that they will be able to
make the academic progress necessary
to do on-grade-level work at the next
grade. Accelerated instruction may
require participation by the student
before or after normal school hours or at
times of the year outside normal school
operations.
Principals,
Classroom
Teacher(s), Denise
Whitley
Confidential student
reports, accelerated
Instruction
documentation,
attendance rosters
June
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
13
Disciplinary Alternative Educational Program
Students who have behaviors requiring removal from the regular classroom setting will be placed in a
Disciplinary Alternative Education Program. Students work on District developed curriculum and grades
relate back to a teacher of record. This is a State Compensatory Education funded program with
collaboration between home campus and DAEP.
Leaders:
Ted Smith, Secondary Principals, Secondary Assistant Principals
Benchmark:
Funds:
Students will be placed at DAEP according to the Belton ISD Student Code of Conduct
guidelines and policies.
State Compensatory Education Funds
Costs:
$509,147
FTES:
9.0
Item
Responsible
Evaluation
Dates
1
Using the Belton ISD Student Code of
Conduct guidelines and policies,
building administrators will refer
students to the DAEP as necessary.
Campus Principals,
Assistant Principals,
Ted Smith
Number of students
referred to DAEP
June
2
Continue to implement a plan for how to
meet the needs of students who
previously would have been referred to
JJAEP, including the use of a SRO
assigned to the DAEP.
Robert Atmar, Ted
Smith
Number of students
served in DAEP
January
3
Maintain a MOU with the Bell County
JJAEP.
Robert Atmar
MOU developed and
enacted
October
4
Plan and implement a schedule of
varied activities for the SRO that
includes teaching, providing security,
and counseling.
Robert Atmar,
Ted Smith
Successful
implementation of the
schedule
October
5
Prepare students to be successful on
state assessments and college entrance
tests through tutoring and individualized
instruction coordinated with the
student's home campus.
Ted Smith,
Campus Principals
Passing scores on
assessments
June
6
Continuously improve instruction at all
levels through specific lesson cycles,
differentiated instruction, and consistent
expectations.
Ted Smith
increased student
engagement, reduced
discipline incidents, and
improved student success
January
7
Improve security procedures throughout
campus by consistently monitoring and
increasing structure in the classroom
and during transitions.
Ted Smith,
DAEP Staff
Decreased security and
discipline incidents
January
8
Reduce the number of discipline
incidents as compared to 2012-2013
through counseling, increased structure,
and consistent monitoring of students.
Ted Smith,
DAEP Staff
Decreased discipline
incidents compared to
2012-2013
April
9
Provide varied staff development
activities based on needs assessment
of instruction and/or student discipline.
Robert Atmar,
Ted Smith
Staff development
activities accomplished
during the 2013-2014
year.
April
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Strategy
14
Homeless Education (Project HEARTBEAT)
The McKinney-Vento Homeless Education Assistance Improvement Act and Texas state law protect the
rights of homeless children and youth to receive a free and appropriate public education.
Leaders:
Celia Ray, Noemi Berumen
Benchmark:
STAAR scores of HEARTBEAT students, attendance records, report card grades.
Funds:
TEXSHEP Grant, Title I Part A
Costs:
$32,100
FTES:
1.0
Item
Responsible
Evaluation
Dates
1
Ensure that homeless students are
enrolled immediately and records,
certificates, and immunizations are
sought with the assistance of the District
Homeless Liasion and/or Homeless
Caseworker.
Noemi Berumen,
Celia Ray
PEIMS records, case
management files, family
reports
June
2
Provide the federal meal program for
homeless students.
Cafeteria Managers,
Celia Ray, Noemi
Berumen
PEIMS records, case
management files, family
reports
June
3
Use Title I funds to provide services for
homeless students on all campuses.
Celia Ray
PEIMS records, case
managment files
June
4
Coordinate additional services for
homeless students. These services may
include transportation, medical, dental
or mental health needs.
Noemi Berumen,
Celia Ray
Attendance records,
doctor notes, discipline
referrals, family reports
June
5
Present staff development on homeless
issues to administrators, counselors,
auxiliary and front-line personnel.
Noemi Berumen,
Celia Ray
Sign-in sheets, agendas,
presentation materials,
minutes
January
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Appendix A: Student Indicators
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Attendance
GRADE: All Grades
Student Group
Current
Annual
Long-Term
All Students
96.1
97.0
98.0
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Notes
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
STAAR Math
GRADE: 3
Student Group
Current
Annual
Long-Term
All Students
61
78
100
Male
53
75
100
Female
71
80
100
Hispanic
55
75
100
White
73
80
100
Eco Disadv
57
75
100
LEP
53
75
100
Notes
Special Ed
Insufficient Data
Gifted
Insufficient Data
At Risk
52
75
100
GRADE: 4
Student Group
Current
Annual
Long-Term
All Students
60
75
100
Male
58
75
100
Female
65
75
100
African-American
Notes
Insufficient Data
Hispanic
60
75
100
White
71
80
100
Eco Disadv
59
75
100
LEP
59
75
100
Gifted
100
100
100
At Risk
54
75
100
GRADE: 5
Student Group
Current
Annual
Long-Term
All Students
97
98
100
Male
97
98
100
Female
98
99
100
African-American
100
98
100
Hispanic
96
98
100
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Notes
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
White
100
98
100
Eco Disadv
97
98
100
LEP
94
95
100
Special Ed
Insufficient Data
Gifted
100
100
100
At Risk
96
97
100
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
STAAR Reading
GRADE: 3
Student Group
Current
Annual
Long-Term
All Students
56
75
100
Male
43
75
100
Female
71
80
100
Hispanic
48
75
100
White
73
85
100
Eco Disadv
55
75
100
LEP
40
75
100
Gifted
At Risk
Notes
Insufficient Data
49
75
100
GRADE: 4
Student Group
Current
Annual
Long-Term
All Students
56
75
100
Male
48
75
100
Female
68
75
100
African-American
Notes
Insufficient Data
Hispanic
50
75
100
White
71
75
100
Eco Disadv
53
75
100
LEP
41
75
100
Gifted
83
100
100
At Risk
48
75
100
GRADE: 5
Student Group
Current
Annual
Long-Term
All Students
87
95
100
Male
83
90
100
Female
90
95
100
African-American
Insufficient Data
Hispanic
85
90
100
White
92
95
100
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Notes
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
Eco Disadv
86
90
100
LEP
63
80
100
Special Ed
Insufficient Data
Gifted
100
100
100
At Risk
85
90
100
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
STAAR Science
GRADE: 5
Student Group
Current
Annual
Long-Term
All Students
59
75
100
Male
57
75
100
Female
60
75
100
African-American
60
75
100
Hispanic
54
75
100
White
77
85
100
Eco Disadv
53
75
100
LEP
25
75
100
Special Ed
Insufficient Data
Gifted
100
100
100
At Risk
51
75
100
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Notes
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2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
STAAR Writing
GRADE: 4
Student Group
Current
Annual
Long-Term
All Students
54
75
100
Male
50
75
100
Female
60
75
100
African-American
Insufficient Data
Hispanic
46
75
100
White
79
85
100
Eco Disadv
55
75
100
LEP
39
75
100
Gifted
100
100
100
At Risk
45
75
100
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Notes
PAGE: 58
2013-2014
TYLER ELEMENTARY CAMPUS IMPROVEMENT PLAN
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PAGE: 59