Crowley Independent School District David L. Walker Intermediate … · 2014. 12. 12. · Comprehensive Needs Assessment Demographics Demographics Summary David L. Walker Intermediate

Crowley Independent School District

David L. Walker Intermediate

2014-2015 Campus Improvement PlanAccountability Rating: Met Standard

Board Approval Date: November 20, 2014Public Presentation Date: November 20, 2014

David L. Walker IntermediateGenerated by Plan4Learning.com 1 of 37 Campus #220912-113

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Mission StatementCrowley ISD provides our students with excellence in education so that all students achieve their full potential.

David L. Walker Intermediate prepares all students to excel in college, career, and life.

VisionCrowley ISD will provide all students with a world-class, high-quality education where students are inspired to succeed in the global

community.

David L. Walker Intermediate

Every student, every teacher, every day, prepared for success.

-David L. Walker Intermediate

District ValuesWe value high academic achievement.1.

All students can learn through a variety of instructional methods and opportunities that meet their2. individual needs.


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Learning is enhanced through social interaction in a diverse setting.3.We value a safe and secure learning environment.4.

We value a positive work place in which each employee is appreciated and is provided opportunities5. for professional growth.

We respect and value the opinions of all students, employees and community members.6.We encourage open, effective and timely communication with district stakeholders.7.

We support effective stewardship of public resources.8.

Positive Attitude. Respect. Integrity. Dedication. Excellence. - David L. Walker Intermediate


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Goal 1: Improve Student Achievement for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 2: Provide Safe, Secure and Nurturing Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Goal 3: Support Parent and Community Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 4: Provide a Quality Workforce in a Positive Work Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Goal 5: Ensure Effective and Efficient Use of Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342014-2015 Campus Performance Objectives Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37


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Comprehensive Needs Assessment

Demographics

Demographics Summary

David L. Walker Intermediate is focused on the mission of ensuring success for all learners. David L. Walker Intermediate is a school inCrowley Independent School District that houses 5th and 6th grades, with a population of 650 students, our school is one of the largestIntermediate campuses in CISD. David L. Walker Intermediate consists of 60 highly qualified, full-time employees, including 16paraprofessionaland 9 support and special services staff. The employees of David L. Walker Intermediate average 9 years teachingexperience, and 4.6 years of experience in Crowley ISD. In addition, 25% of full-time staff have an advanced collegiate degree.

Class size average is 24 students to one teacher. Our richly diverse population at David L. Walker includes 77% Economic Disadvantage,21.2% English Language Learners, and a mobility rate of 19%. The ethnically diverse student popluation consists of 46.6% AfricanAmerican students, 38.7% Caucasian students, 7.6% American Indian students, 3.3% students who are two or more races, 3% Asianstudents, and <1% Hawaiian/Pacific Islander students. Over 37% are of Hispanic Ethnicity. Students identified as "At Risk" account forover 72% of the population. David L. Walker Intermediate is a Title I campus.

Demographics Strengths

Demographic strengths include:

97% student attendanceDiversity of the campusIncreasing Bilingual program participationAdequate student/teacher ratioSubstantial number of employees with advance degrees


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Increase in number of male staff members

Demographics Needs

Demographic needs include:

Cultural proficiency among staffRecruit/Hire teachers that have knowledge/experience in working with diverse populationsIncrease academic performance of our At-Risk and Economically Disadvantaged student groupsAn increase in the LEP population requires more teachers to be proficient in the instruction of language learners


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Student Achievement

Student Achievement Summary

David Walker Intermediate School Met expectations in all four of the reporting indices. Passing standards for the upcoming school yearwill be phased in, due to the significant increase in the rigor of the STAAR assessments. A gradual increase in passing standards sets bothrealistic and challenging expectations. The phase-in provides districts to adjust instruction, provide additional staff training, and closeknowledge gaps. This year we are focusing on our achievement in 5th grade science due to performance deficits and 5th and 6th grade mathareas due to the new alignment of math TEKS.

Student Achievement Strengths

Campus students performed as follows on the STAAR tests administered for the 2013-2014 school year.

All AA Hispanic White AsianEconomically

disavantaagedSPED LEP

Reading 68 63 73 67 73 65 59 68Math 71 63 77 79 79 70 63 78Science 47 43 46 58 71 45 24 40

5th grade Science Achievement:

2012-2013 42% passing increased to 47% passing in 2013-2014


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Student Achievement Needs

The following areas for improvement:

Increase mastery of 5th grade Science state expectations for All studentsIncrease mastery of 5th grade Science state expectations for African American and Hispanic studentsIncrease mastery of 5th grade Science state expectations for students in the Special Education ProgramTo increase mastery of 5th grade Science state expectations for English Language LearnersTo increase mastery of 5th grade Science state expectations for Economically Disadvantaged students


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School Culture and Climate

School Culture and Climate Summary

David L. Walker Intermediate School strives to create a culture and climate that is safe, caring and collaborative, so that all students areprepared for success every day. The campus follows district guidelines and partners with the community and local law enforcementagencies to ensure safety on our campus. The campus adheres to the CISD Code of Conduct, which serves as a platform for studentlearning expectations, discipline, and safety. Campus systems are in place to communicate clear social, emotional, behavioral, andacademic expectations, develop students, and celebrate student successes. Our campus offers a variety of after-school activities, including21st Century ACE program, clubs, intramural sports, UIL events, Whiz Quiz, cultural celebrations, and community involvement activitiesto promote student connectedness, parent involvement, and to enhance a positive school culture and climate.

School Culture and Climate Strengths

School safety is paramount to the efficacy of the campus.

David L. Walker has numerous safety programs and action plans for emergency situations. The campus PBIS/Discipline and Attendance Review Committees meet to identify trends and develop action plans to support studentsand staff.Student and Staff Safety TeamsBullying and Incident Reporting Systems

Campus initiatives and systems support staff, parents, and students:

Core Values of Positive Attitude, Respect, Integrity, Dedication, and Excellence (PRIDE)Campus-wide implementation of Positive Behavior Interventions & Supports (PBIS) and CHAMPS, including implementation of acampus store (Warrior Warehouse)Campus implementation of Advancement Via Individual Determination (AVID) philosophy and approach to preparing students forcollege and post-secondary opportunitiesDevelopment and implementation of Professional Learning Communities (PLCs)Weekly social and emotional skill lessons provided to students through Second Step curriculum


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Communities in Schools supportCommunity and parent involvement opportunities, including Showcase David L. Walker, Lucky STAAR Learning Night, MathNight, Reading Night, Curriculum Night, Veterans' Day Breakfast, Thanksgiving Lunch, Career Day, and Legacy celebrationCultural diversity awareness training and celebrationsRegular communication to parents through monthly calendars, PeachJar, School Messenger, student planners, campus website,Facebook, and teacher-specific communication systems

Opportunities for students involvement through:

Welcoming Committee students welcome and support new students during transition to campusStudent CouncilPRIDE TeamWarrior WarehouseSanta Goes to Jail play6th Grade BandPre-Advanced Placement coursesAcademic UIL participationBook It to ReadBox Tops for EducationHonor Choir6th grade Intramural SportsWhiz QuizLunch BunchCareer CafeGeneration Hope Laptop STEM Program21st Century Afterschool Centers on Education (ACE) programPeer MediationCollege ToursHispanic Heritage and Black History Month activities

According to our annual survey conducted by the National Center for School Leadership, David Walker Intermediate School's areas ofstrength include:

91% of our staff are committed to seeing our school succeed.David L. Walker IntermediateGenerated by Plan4Learning.com 10 of 37 Campus #220912-113

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Over 80% of staff feel safe at work.Most staff feel that they work in a positive, professional work environment, feel that peers exhibit a strong belief that all students canexcel if we do our jobs well, that people care about those around them, work cooperatively together, and trust and respect each other.

School Culture and Climate Needs

Needs inlcude:

Provide diversity training to increase the staff's understanding of diverse learner needs, including academic, social, and emotionaldevelopment.Increase parental involvement and provide opportunities for parents to increase their understanding of campus expectations andavailable community resources.Promote a climate of commitment to learning and instruction, including communication to staff, parents, and students of the value andimpact of attendance and punctuality.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Staff quality, recruitment, and retention is a significant component of providing students with a quality education at David L. WalkerIntermediate School. Several initiatives have been put in place to improve staff quality, recruit motivated personnel, and retain highlyqualified individuals to work with our diverse student population. In addition to participation in the district job fair, a strategic hiringprocess is used to identify highly qualified applicants, including the involvement of the leadership team. Systems are in place to support andencourage staff new to the campus. Campus teachers participate in regular professional development. Instructional specialists and districtpersonnel work with staff members to improve the quality of teaching and learning on campus. New teachers are assigned a veteran teachermentor through the CISD initiative. Professional learning communities are used to continuously improve classroom instruction and aligncampus goals and needs.

Staff Quality, Recruitment, and Retention Strengths

Strengths include:

All paraprofessionals are highly qualifiedHighly qualified, certified staff with additional endorsements/certifications (SPED, Reading, ESL)Mentoring programs for new teachers and support staffDiversity trainingInstructional technology available for all staff membersProfessional learning communitiesCelebrations and recognitionsProfessional development on campus is aligned to the campus goals and needsImplementation of student achievement bindersImplementation of Pre-AP training for teachers to develop advanced students on campus

Staff Quality, Recruitment, and Retention Needs

Needs include:David L. Walker IntermediateGenerated by Plan4Learning.com 12 of 37 Campus #220912-113

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Increase staff, student, and parent commitment to learning and instruction, as measured through attendance and punctuality.All faculty and staff will understand and address the diversified academic, social, and emotional needs of the campus studentpopulation. Consistently implement classroom management strategies.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The David L. Walker Intermediate curriculum, instruction, and assessment program is consistent with the district's adoption of the TEKSResource System. This viable curriculum is fully aligned with the state standards and meets the highest standards of rigor and relevance.Instructional planning and development involves PLC's, curriculum study sessions, and extensive summer professional developmentopportunities, provided by Crowley ISD. Formal and informal ongoing assessments are utilized at the end of each unit in each core contentarea, and district benchmark assessments are given to measure student growth and to focus the instructional process. Responding to theneeds of our diverse population is an integral part of our school's vision. A range of interventions and educational supports are available forstudents, increasing in intensity based upon individual student needs. Pre-AP classes and extra-curricular opportunities offered on ourcampus enhance the expectation that all David Walker students are college-ready.

Curriculum, Instruction, and Assessment Strengths

The campus focus on providing differentiated, challenging, and authentic learning experiences for students using research-based strategiesand data-driven decisions includes:

Response to Intervention process Campus implementation of the 5E model in lesson developmentHigh-yield instructional strategiesTEKS Resource System Curriculum & assessments implemented in all core content areasProfessional Learning CommunitiesLong-range planning opportunitiesFrequent professional development opportunitiesScience curriculum adoption and resourcesDaily hour-long intervention period (College Hour) for all studentsTeacher and student data bindersAVID systems and strategiesInstructional specialists participate in campus leadership, support classroom teachers, and support intervention process for students inneed.


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Campus-wide standard lesson plan templateCommunity events to increase parent involvement in the educational processCommunity and campus events and systems to promote college-ready studentsPre-Advanced Placement course options and extra-curricular activitiesRegular Data Digs between staff and administratorsOngoing formative and summative assessments provide data to inform instructional decisions.Frequent opportunities for parents and community members to speak to students, including Career Cafe and Career DayGeneration Hope Laptop STEM Program

Curriculum, Instruction, and Assessment Needs

Learning and instruction can be improved through:

Increased teacher understanding of the depth and complexity of state standards for all content areas taughtIncrease diversified instruction according to diverse learner needsIncreased teacher ability to identify and understand data trends and to use data to develop specific student interventions and adjustments to instructionIncrease parent involvement in the educational process


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Family and Community Involvement

Family and Community Involvement Summary

David Walker Intermediate is a unique campus in many ways. Students are 100% bus eligible. The fairly new campus and will becelebrating its five-year anniversary in 2015. Parents, guardians, and community members are welcome on campus and encouraged toparticipate in their children's education. Community members and parents are active members on our Campus Site-Based Decision MakingCommittee (CPOC). Parent involvement is sometimes limited by language or educational barriers. Communications are sent home in bothEnglish and Spanish and parent education nights are presented several times a year.

Family and Community Involvement Strengths

The campus strives to promote a successful and involved educational community through:

Frequent parent informational meetingsThemed community involvement nights including math, science, and reading nightsRegular parental involvement opportunities for the 21st century after school programFrequent verbal, written, and electronic communicationPartnerships throughout the community including Chick-fil-A, Academy, Rosa's Tacos, EECU, First Investors, Crowley House ofHope, and Great Commissions Baptist ChurchCareer Cafe and Career DayParent volunteersCommunities in SchoolsMonthly calendars and newslettersSkyward home access for students, staff, and parents

Family and Community Involvement Needs

Family and community involvement can be improved in the following areas:

Help parents understand the school's expectations, available resources, and opportunities for learning and growthDavid L. Walker IntermediateGenerated by Plan4Learning.com 16 of 37 Campus #220912-113

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Increase parent participation in their child's learning and school lifeIncrease parent and community involvement as volunteersIncrease effective communication with parents and community members


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School Context and Organization

School Context and Organization Summary

Context and Organization for David Walker includes reviewing and addressing data and customer feedback to support changes andimprovements. Campus leaders and stakeholders are involved in the implementation of effective decision-making processes, beginningwith a variety of data sources, including the collaboration of various campus and district resources, and continuing through ongoingcommunication with all stakeholders on the campus needs and plans for student achievement in all areas.

School Context and Organization Strengths

Campus Context and Organization strengths include:

Campus CPOC and district DWEIC committees allow teachers and community members to have a voice in the decision makingprocess at the campus and district level.Guidelines for Success are communicated consistently throughout the campus.Staff leadership and implementation teams, including AVID, PBIS, and SafetyCampus resources include Reading, Math and Science Specialists, Communities in Schools, and ACE Program Planning support from district resourcesAccess to varied data sourcesData-digging meetings with campus principalProfessional Learning Communities, faculty meetings, and grade-level meetingsFrequent communication through PeachJar, newsletters, phone calls, emails, SMS, website, and parent and community activitiesDistrict and campus safety plansStudent leadership opportunities

School Context and Organization Needs

Consistent and effective use of data bindersIncrease communication with parents and community


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Increase community involvementIncrease parent volunteers on campusStaff support for effective implementation of AVID, PBIS, and PLC's


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Technology

Technology Summary

David Walker students should be well prepared to succeed in a the global society as responsible digital citizens. Therefore, technology ismore than hardware and software on our campus. All campuses are networked with a server that has high speed Internet access. Projectorsand document cameras are available in every classroom including the library and science labs. Currently we have a class set of IPads andmost classrooms are using Mimio Boards. We are working towards helping all of our students be advanced 21st Century learners.

Technology Strengths

Campus instruction is supplemented through a variety of technological resources:

Classroom instruction, lesson planning, and staff development including technology implementationOnline instructional tools and tutorials available for staff and students, including I-Station, ThinkCentral, BrainPop, STEM Scope,Edu Smart ScienceSkyward Home Access for parents to review students academic performance, attendance, lunch accounts, and teacher communicationDocument cameras and projectors in all classroomsMultiple computers in each classroom for student useHigh-speed, wireless Internet throughout the entire buildingClassroom Performance System (Clickers)A class set of iPadsPeachJar and electronic parent communication systemsEach teacher is issued an iPad and laptopMimio Boards and Mobis

Technology Needs

Technology needs include:


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Staff development to increase technology proficiency level for all staff membersAdditional IPads, laptops, Smart Boards, Classroom Performance System (Clickers), Mimio Boards, and head phonesOpportunities to use video conferencing for teachers and video conferencing for students to connect with experts in various fields ofstudyA new copy machine for general staff use


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI), Grades 5 and 8, dataSSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8)SSI: Think Through Math assessment data (Grades 3-8)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results


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Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcCareer and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etcSection 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RTI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataTeacher STaR Chart Technology DataPDAS data

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback


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Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data


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Goals

Goal 1: Improve Student Achievement for All

Performance Objective 1: 1.1 Provide an aligned, relevant and rigorous curriculum and courses of study in order to prepare students to meet or exceedexpected educational standards.1.2 Graduate college and workforce ready students who demonstrate the skills necessary for post-secondary success in a global community.1.3 Increase the integration of technology resources and systems in order to produce 21st Century learners.

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Oct Jan Apr July

System Safeguard StrategiesCritical Success Factors

CSF 1 CSF 21) Targeted student intervention:- Small group instruction for Math- IStation Weekly- Saturday Academy- Increase problem solving/critical thinking skills- Implementation of Accelerated Reading

2 Principal, LeadershipTeam, Specialists

Assessment Data,I-Station and TTM Reports,Rosters

Funding Sources: 199...99 - General Funds: Undistributed

Critical Success FactorsCSF 1 CSF 2

2) Teachers will be trained in CHAMPS, SIOP, Second Step,and behavior modification techniques in effort to teachprofessionalism and self-regulation skills in the classroom.

4 Principal, LeadershipTeam, Specialists,PBIS Team

Discipline Data,Sign-In Sheets

Funding Sources: 199...99 - General Funds: UndistributedSystem Safeguard Strategies

Critical Success FactorsCSF 1 CSF 2 CSF 4

3) Ensure learners who are in need of the RTI process areidentified and teams of educators are trained in the delivery ofrigorous Tier 1 instruction.

8 Campus RtI Team,Classroom Teachers,Principal, Specialists,Counselor,Assistant Principals

RtI Meeting Minutes,Student Data


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CSF 1 CSF 44) PLC's three times per month to demonstrate continuousimprovement through aligned lesson plans and curriculum

8 Principal,Leadership Team,Specialists

Sign-In Sheets, Lesson Plans, Assessment Data

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 2: Provide Safe, Secure and Nurturing Schools

Performance Objective 1: 2.1 Provide a safe, secure and nurturing learning environment for all students and staff.2.2 Provide effective communication for all stakeholders regarding safety/security.




Oct Jan Apr July


CSF 1 CSF 4 CSF 61) Provide Behavior Modification Training and support,including CHAMPS and PBIS.

1 Administration Team,PBIS Team,Leadership Team

Discipline Data, Assessment Data




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Goal 3: Support Parent and Community Partnerships

Performance Objective 1: 3.1 Provide continuous opportunities for parents and community members to partner with community schools.3.2 Ensure channels for frequent communication and open dialogue continue between schools, parents and community members.3.3 Collect feedback and input from parents and community members on a regular basis.




Oct Jan Apr July


1) Increase parental awareness of school and stateexpectations through monthly parent meetings, opportunitiesfor involvement, and frequent written, verbal, and electroniccommunication.

1, 6 Administrative Team,Specialists

Sign-In Sheets,PeachJar and SchoolMessenger communications,Data summaries from call-outs,Monthly calendar/newsletter,Parent Suggestion Box,Written communications




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Goal 4: Provide a Quality Workforce in a Positive Work Environment

Performance Objective 1: 4.1 Recruit, employ, develop and retain a quality teaching, administrative and support staff to attain excellence in studentperformance.4.2 Provide high-quality, job-embedded professional development.




Oct Jan Apr July


1) All faculty and staff will be trained to recognize andunderstand the diverse needs of the student population and toeffectively meet these needs through campus-wide systemsincluding PBIS, CHAMPS, RtI, AVID, PLCs.

4 Principal,Administrators,Campus LeadershipTeam, Specialists

Discipline data, Assessment Data,Staff development agendas and sign-in sheets,PDAS Walkthroughs,Staff survey




December 11, 2014 10:36 am

Goal 5: Ensure Effective and Efficient Use of Resources

Performance Objective 1: 5.1 Continue excellence in financial planning, management and stewardship.5.2 Effectively utilize funds to maintain or upgrade existing facilities and equipment and/or construct new facilities.




Oct Jan Apr July

Critical Success FactorsCSF 3

1) Involve staff and community in campus needs assessmentand in resource planning through CPOC.

1 Principal, LeadershipTeam

Agendas, sign-in sheets, CPOC minutes,CPOC Suggestion box




December 11, 2014 10:36 am

System Safeguard Strategies

Goal PerformanceObjective Strategy Description

1 1 1 Targeted student intervention: - Small group instruction for Math - IStation Weekly - Saturday Academy - Increaseproblem solving/critical thinking skills - Implementation of Accelerated Reading

1 1 3 Ensure learners who are in need of the RTI process are identified and teams of educators are trained in the delivery ofrigorous Tier 1 instruction.

1 1 4 PLC's three times per month to demonstrate continuous improvement through aligned lesson plans and curriculum2 1 1 Provide Behavior Modification Training and support, including CHAMPS and PBIS.


December 11, 2014 10:36 am

Title I

Schoolwide Program Plan

David L. Walker has developed and implemented a school wide plan for addressing the needs of all students. Teacher differentiate instruction daily to meetstudents' individual needs. Instruction is developed using research based best practices, district unit assessments, and collaborative lesson planning. Toensure that all students reach their highest potential the campus review and update the Campus Improvement Plan based on an annual Campus Needsassessment to address the needs of all learners.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

The Comprehensive Needs Assessment is developed using campus, district, and state assessment instruments. Day to day observation, student workproducts, parent and staff surveys, school wide academic, leadership, grade level, Site Based Decision-Making committee, (CPOC), Texas EducationAgency System Safeguards reports, State Improvement Plan goals and process provide relevant data as well.

2: Schoolwide Reform Strategies

School wide reform strategies are monitored and assessed through Response to Intervention, College Hour Intervention walks, Campus Leadership Team,CPOC committee, and weekly grade level team meetings with administration and Campus Instructional specialist coaching.

3: Instruction by highly qualified professional teachers

Instruction is provided b professional that meet the highly qualified teacher criteria. In addition, the staff strive for continuous improvement using Collegehour Intervention walks, Dana Learning Walks, CISD District Learning Walks, professional development and attending planning and committee meetings.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Professional development is aligned with the campus and district needs assessment and meets research based criteria. It is initiated by and focused oncampus and individual needs.

5: Strategies to attract highly qualified teachers

Creating a professional learning community that supports, develops and nurtures educators will attract highly qualified teachers. In additional to the


December 11, 2014 10:36 am

implementation of the PBIS Positive Behavior Implementation System and AVID Elementary strategies to attract highly qualified teachers.

6: Strategies to increase parental involvement

Parent and family/community involvement is encouraged and communicated through School Messenger, School announcements daily, Crowley StarNewspaper, PeachJar flyer advertisement, newsletters, website, marquee, Face book, teacher newsletters, email, phone calls, and studentplanners/binders. The 21 Century After School Program, Communities In School Social Work community activities promote and encourage parent andcommunity attendance. Other community involvement activities such as Meet the Teacher Night, Reading Carnival Night, Math Night, Band concerts in theFall and Spring, STAAR information meetings and Science Festival Night.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

The campus consists of 5th and 6th grades only, however, feeder campus tours are provided each school year to assist with the transition of 4th graders to thecampus.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Teachers meet with Campus Leadership and Instructional Specialist to disaggregate data from district assessments, campus assessments and benchmarktests. Individual student plans and data folders are developed using the Response to Intervention process.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Differential instruction, guided groups, and Response to Intervention assist students who are experiencing difficulty and did not meet standard on the statetest. Teachers meet weekly with their team and Instructional specialist, the Leadership Team, PLC's. and content specialist to assist with student progress. Teachers meet once a month with the SST team to discuss a students progress and interventions and support needed to develop student academic success.

10: Coordination and integration of federal, state and local services and programs

Students receive assistance through programs where they are identified and meet eligibility requirements. These programs include economicallydisadvantaged, gifted and talented, dyslexia, special education, 504 and English Language Learners.


December 11, 2014 10:36 am

Title I Personnel

Name Position Program FTE

Jennifer Rhoten Math Instructional Specialist 1Michelle Sveum Science Instructional Specialist 1open Math Para Professional Title 1 1Renee Hooper Reading Instructioanal Specialist 1


December 11, 2014 10:36 am

2014-2015 Campus Performance Objectives Committee

Committee Role Name PositionAdministrator Betty Lewis PrincipalAdministrator Betty Lewis PrincipalAdministrator Rebekah Hunt Assistant PrincipalAdministrator Johnny McKenzie Assistant PrincipalClassroom TeacherClassroom TeacherClassroom Teacher Joy Avery 5th Grade ELAR TeacherClassroom Teacher Meredith Brummer 6 th Grade MathClassroom Teacher Skylar Chastain 5 th Grade Math/ScienceCommunity RepresentativeCommunity Representative Emily Gray YMCA Child Care DirectorCommunity Representative Gladys Moore Community RepresentativeCommunity Representative Elaine Roberts Community RepresentativeNon-classroom ProfessionalNon-classroom ProfessionalNon-classroom ProfessionalNon-classroom Professional Angela Adair CounselorNon-classroom Professional Polete Buard 21st Century CoordinatorNon-classroom Professional Renne Hooper Instructional SpecialistNon-classroom Professional Jennifer Rhoten Instructional SpecialistNon-classroom Professional Michelle Sveum Instructional SpecialistNon-classroom Professional Elizabeth Truss Social WorkerParent Natalie Fuentes ParentParent Kim Mathieu Parent


December 11, 2014 10:36 am

Campus Funding Summary

199...99 - General Funds: UndistributedGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 $0.001 1 2 $0.002 1 1 $0.003 1 1 $0.004 1 1 $0.005 1 1 $0.00

Sub-Total $0.00Grand Total $0.00


December 11, 2014 10:36 am

Addendums


December 11, 2014 10:36 am

LEA Name:

Campus Name:

Definition/Purpose:

PS 1: is occurring because of

Root Cause #1Root Cause 1:



PS 3:

Lack of parental

involvment. is occurring because of


PS 4:is occurring because of














Crowley Independent School Disterict

David Walker Intermediate School

Attendance and tardies for all students and staff.

Teachers do not instruct daily at the depth and complexity of the state

assessment.

Data was not used effectively to drive daily instruction.

Teachers lack the understanding of the depth and complexity of their content standards.

Systems were not in place to effectively evaluate student data.

Lack of understanding by parents of the school's expectations.

Faculty and staff fail to understand the diversified needs of the student population.

Complacency on the part of the faculty, students and parents.

Problem Statements

(PS):

Problem statements

are carried over from

Section V of the

Campus Data Analysis

tab

OR

Section VI of the

District Data Analysis

Summary tab.

By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these findings have been recorded and

are available upon request.

*** Important Notice! Improvement Required (IR) districts/campuses must complete the following Attestation Statement to fulfill TEC §39.106 requirements.***

If the district or campus would like to identify more than 10 Root Causes contact the support specialist assigned to the review.

Attestation Statement:

Needs Assessment Summary and Improvement Plan

After your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:

Step 1: Clarify and prioritize problem statements

Step 2: Establish the purpose of assessing root causes and establish the team

Step 3: Gather data

Step 4: Data analysis

Step 5: Root cause analysis

The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.

High quality teacher retention.

Identified and Prioritized Root Causes:

It is important to prioritize your Root Causes so that your improvement plan is targeted and focused. Although a Campus IP/Districy IP is critical to overall success, the targeted improvement plan is intended to address the specific reasons for low performance in the state accountability, PBM, or RF system. To ensure a targeted

improvement plan, identify what focus areas will have the greatest impact on the reason(s) for low performance in an index, system safeguard, or PBM indicator and ensure those are your prioritized Root Causes.

LEA Name:

Campus Name:




Q1 Goal: Q2 Goal: Q3 Goal: Q4 Goal:

1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Provide training for the faculty and staff to

increase their knowledge of the state

standards.

Implement data sources to evaluate state standard mastery. Monitor implementation of the state standards in daily

instruction.

Evaluate the effectiveness of the increase in teacher

knowledge of content Ses in daily instruction.

Implemented teacher data binders for all

content areas.

Vocabulary training for content area teachers.

Training on TEKS Resource System.

Professional development on Margaret Kilgo's

research based data disaggregation and

Instructional Focus Document.

Lesson Plans

PLC sign-in sheets and agendas

Professional development sign-in sheets

Walkthroughs

Weekly PLC meetings

Professional development on November 3rd and 6th on long range

planning using current data and the Instructional Focus Data.

Six weeks data meetings with the campus administration.

Monthly Best Practice meetings


PLC sign-in sheets and agendas

Dana Center Learning Walks and walkthroughs

Six week check of teacher's data binder

District and campus professional development will be held on

February 16th of current data from district benchmarks and

campus CBAs.

Continue monthly Best Practice meeting


PLC and team meeting sign-in sheets and agendas

Weekly PCL meetings

PDAS data and Dana Center walkthroughs

Through content areas weekly PLCs and team meetings.

All teachers will increase their knowledge of the state standards for all content areas taught as evidenced by

increased student achievement on all assessments.

Weekly PLC meetings

By teachers increasing their knowledge of the state standards, classroom instruction will become more rigorous,

relevant and engaging for all students and teachers will become more effective in delivering quality instruction.

Data meetings

Lesson Plans


PLC and team meeting sign-in sheets and agendas

STAAR data

Lesson plans


CSF 1-Improve Academic Performance/ESEA TP: Strengthen the School’s Instruction

CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction

CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership

CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar

CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community

Engagement

CSF 6-School Climate/ESEA TP: Improve School Environment

CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers

What data was collected to monitor interventions?

Interventions by Quarter

Q4 (May, June, July)Q3 (Feb, Mar, Apr)Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan)

What data will be collected to monitor interventions?

If this is your first

submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.


Interventions:Interventions: Interventions:

How will addressing this Root Cause

impact the index/indicator/CSF?

Interventions:

Critical Success Factors (CSFs)/

ESEA Turnaround Principles (TPs)/

Major Systems

Not Applicable

Index 1: Student Achievement

Index 2: Student Progress

Index 3: Closing Achievement Gaps

Index 4: Postsecondary Readiness

Root Cause 1:

Teachers lack the understanding of the depth and complexity of their content standards.

Annual Goal:

Strategy:


Index Number:

Continue monthly Best Practice

?

? ? ? ?

?

?

LEA Name:

Campus Name:




Are you on track to meet

the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?

Describe the data or

evidence used to

determine if the goal will

or won't be met.


evidence used to

determine if the goal will or

won't be met.


evidence used to


or won't be met.


evidence used to

determine if the goal

will or won't be met.

What, if any, adjustments

must be made in order to

meet the annual goal?




What, if any,

adjustments must be

made in order to meet

the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?

Did you meet your annual

goal?Select

If YES, to what do you attribute your success?

If NO, to what do you attribute your lack of success?

Data Analysis Process

Data Quality

Appropriate Strategy

Identification of Need/Root Cause Chosen

Annual Goals

Quarterly Planning Process

(Specific) Interventions

Ongoing Monitoring of Interventions

CSFs and/or ESEA Turnaround Principles Planning

Training

Select

Q2 Report Q3 Report Q4 Report

End of Year Reporting

Q1 Report

If this is your first submission (October 31st) of the 2014-2015 targeted

improvement plan, the quarter 1 (Q1) report section is not required to

be completed.

Select Select

<If there are other factors or additional explanation needed, please explain

here>

End of Quarter Reporting

Select

LEA Name:

Campus Name:





1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

By understanding what the data trends reveal, teachers will be able to identify and address non-mastered SEs for all

students.

PLCs, team planning, and data driven instruction systems will be implemented.

Implement nine week data evaluation systems for teachers to effectively evaluate student data to identify non-

mastered Ses.

Provide training and staff development for

teachers to understand data trends and

provide quality student specific interventions

based on students low SE.

Implement data sources to evaluate state standard mastery. Monitor interventions implemented for individual student

showing non-mastery of Ses taught to ensure student

progress.

Evaluate the effectiveness of the student -specific

interventions as determined by the data.

Not Applicable





Annual Goal:

Weekly Team collaboration will take place to

identify student needs and design individual

interventions.

On September 24th and October 22nd, the

district Assessment Coordinator provided staff

development on analyzing data and using the

data management system to identify on

mastered and non-mastered Ses.

Master schedule was reworked to include 60

minutes of daily intervention for all students.

PLCs will be implemented with fidelity to

improve classroom instruction and student

progress.

Using the data from the current benchmark assessment implement

specific interventions for students in need of assistance from a

tutor.

Saturday School will begin on January 24th for students in need of

assistance.

District long range planning will be conducted on November 3rd

and 6th for 5th and 6th grade tested content areas.

On November 12th, December 17th, and January 14th the district

Assessment Coordinator will provid staff development on analyzing

data and using the data to identify students in need.

Continue professional development on data analysis with the

district Assessment Coordinator to ensure that core content

teachers are implementing appropriate level interventions.

District long range planning will be conducted for 5th and 6th

grade teachers of tested areas.

Intensive interventions will continue for identified students

through tutors and small group instruction, as determined by

on-going evaluation of student data.

Saturday School will continue through March 21st for students

identified as At-Risk of not meeting grade level expectations.

Conduct GPC meetings to ensure correct placement

for all students.

Continue professional development on data analysis

with the district Assessment Coordinator to ensure

that core content teachers are implementing

appropriate level interventions.

Continue Data meetings to disaggregate current

data and identify students in need.

Continue small group interventions for students not

showing mastery of grade level expectations.

Student Grouping roster for Saturday School

and tutoring.

Classroom Walkthroughs

Data Digging minutes and sign-ins.

Staff development sign-in sheets and agendas.

Classroom walkthroughs

Six week check of teacher's data binder




Student rosters for tutoring and Saturday School


PDAS evaluations

STAAR results for 2015



submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

What data will be collected to monitor interventions? What data was collected to monitor interventions?What data will be collected to monitor interventions? What data will be collected to monitor interventions?



Major Systems




Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July)

Strategy:






Engagement



Root Cause 2:

Systems were not in place to effectively evaluate student data.

Index Number:

Interventions: Interventions: Interventions:Interventions:

?

? ? ? ?

?

?

?

LEA Name:

Campus Name:





the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select


impact the index/indicator/CSF?<enter text>





Training


Q2 Report






Engagement



Select Select Select Select

Q1 Report

If this is your first submission (October 31st) of the 2014-2015 targeted

improvement plan, the quarter 1 (Q1) report section is not required to

be completed.

Q4 ReportQ3 Report





Data Quality



Annual Goals


here>

Root Cause 3:

Lack of understanding by parents of the school's expectations.

Index Number:

Not Applicable





Annual Goal: <enter text>

Strategy: <enter text>



Major Systems

?

?

?

? ? ?

LEA Name:

Campus Name:





1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?

Interventions: Interventions: Interventions:

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



submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

Q1 Report

If this is your first submission (October 31st) of the 2014-2015

targeted improvement plan, the quarter 1 (Q1) report section is not

required to be completed.

Q4 (May, June, July)


Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr)

Interventions:

What data will be collected to monitor interventions? What data was collected to monitor interventions?


Q4 ReportQ3 ReportQ2 Report


? ? ? ?

LEA Name:

Campus Name:





goal?Select


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

Provide professional development to increase

staff understanding of diverse learner needs,

including academic, social, and emotional

devepment.

Implement systems to monitor and support staff

Monitor classroom implementation of campus initiatives,

including diversified instruction and interventions

District director of staff development will

present training on high-yield instructional

strategies on Wednesday, October 8.

Provided staff development in August on

campus initiatives of CHAMPS, PBIS, and

AVID. Weekly Second Step social and

emotional skill lessons are implemented

campus-wide.

Campus counselor and reading specialist

provided training on Response to Intervention

(RtI) on Wednesday, October 1.

New teachers are supported through mentors,

monthly meetings with principal, and

opportunities to observe veteran teachers (Oct.

3).

Regular PLCs and quarterly Data Digs with campus leadership

Weekly team meetings provide opportunities for teachers to

collaborate and address the needs of all students

Campus leadership team will meet monthly with new staff to

identify needs

Discipline data


PLC sign-in sheets

Conduct regular walkthroughs and provide feedback to teachers


submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.


Conduct walkthroughs and provide feedback to teachers

Walkthrough data


Interventions: Interventions:




Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q4 (May, June, July)Q3 (Feb, Mar, Apr)

Interventions:

By increasing teacher knowledge of diverse student needs and equipping teachers to effectively address these

needs, teacher quality, student achievement, and campus climate will improve.

All faculty and staff will understand and address the diversified needs of the campus student population.

Through staff development and consistent implementation of school-wide systems






Engagement






Data Quality



Annual Goals


here>





Training

Root Cause 4:

Faculty and staff fail to understand the diversified needs of the student population.

Index Number:

Not Applicable





Annual Goal:

Strategy:



Major Systems

Interventions:

?

? ? ? ?

?

?

? ? ? ? ? ?

LEA Name:

Campus Name:




3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select


Staff development sign-in sheets

Inspiration Team sign-in sheets and minutes

Interventions: Interventions: Interventions: Interventions:





Team meeting minutes and rosters






Engagement



Select Select

Root Cause 5:


Select

Complacency on the part of the faculty, students and parents.

Select

Q4 ReportQ3 Report


Q2 Report

Q1 Report








Data Quality



Annual Goals


here>





Training

Index Number:

Not Applicable









Major Systems

<enter text>

?

? ? ? ?

?

?

? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:




1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select





Training




submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.




Q1 Report








Data Quality



Annual Goals


here>

Root Cause 6:

0

Index Number:

Not Applicable




?

LEA Name:

Campus Name:





1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?

SelectSelect Select Select

Q1 Report




What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data was collected to monitor interventions?








submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.






Engagement



Index Number: Index 2: Student Progress






Major Systems



?

? ? ? ?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:





evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select


1) 1) 1)

2) 2) 2)







Engagement








Data Quality



Annual Goals


here>





Training

Root Cause 7:

0

Index Number:

Not Applicable









Major Systems







submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

?

? ? ? ?

?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:




3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select


Q1 Report




Select

Annual Goal:

<enter text>Strategy:

<enter text>

Index Number:

Not Applicable





Root Cause 8:

0

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

What data will be collected to monitor interventions? What data was collected to monitor interventions?What data will be collected to monitor interventions? What data will be collected to monitor interventions?

Select Select Select






Data Quality



Annual Goals


here>





Training

?

?

LEA Name:

Campus Name:





1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to





submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.






Engagement



Q2 Report Q3 Report Q4 Report


<enter text>

Q1 Report










Major Systems



?

? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:










What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)





Training







Engagement




submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.



Major Systems



<enter text>






Data Quality



Annual Goals


here>

Index Number:

Not Applicable






Strategy:

Root Cause 9:

0


?

? ? ? ?

?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:




1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select





Training






Engagement



Select

Q3 Report





Index Number:

Not Applicable









Major Systems






Data Quality



Annual Goals


here>

Root Cause 10:

0

Select Select Select

Q1 Report




Q2 Report


Q4 Report

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data was collected to monitor interventions?

?

?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:





1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


the annual

goal?


the annual goal?

Are you on track to

meet the annual

goal?


evidence used to


or won't be met.


evidence used to


won't be met.


evidence used to


or won't be met.


evidence used to









What, if any,

adjustments must be


the annual goal?

What, if any,

adjustments must be

made in order to

meet the annual

goal?


goal?Select





Training





Data Quality



Annual Goals


here>


Q3 Report


Q2 Report

Q1 Report




Q4 Report




submission

(October 31st) of

the 2014-2015

targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

? ? ? ?

Documents

Crowley Independent School District David L. Walker Intermediate … · 2014. 12. 12. · Comprehensive Needs Assessment Demographics Demographics Summary David L. Walker Intermediate