Spring Independent School District Cooper Elementary 2019 ...

Spring Independent School District

Cooper Elementary

2019-2020 Improvement Plan

Cooper ElementaryGenerated by Plan4Learning.com 1 of 34

Campus #101919120November 6, 2019 10:32 am

Mission StatementCooper Elementary School will be recognized for creating a culture of learning to produce innovative citizens for a global

community.

VisionCooper Elementary will prepare, empower and

produce life-long learners that exhibit appropriate social skills

and achieve academic success.

Value StatementWe believe:

A partnership between the home and the school must exist.There will be success for every student every day.

All students can learn and develop appropriate skills.All school personnel and students will model positive character traits.

The commitment of each staff member to grow professionally is essential to the development of our students.



Table of Contents

Comprehensive Needs Assessment 5Demographics 5Student Academic Achievement 7School Processes & Programs 10Perceptions 12

Priority Problem Statements 14Comprehensive Needs Assessment Data Documentation 16Goals 18

Goal 1: By June 2020, student achievement in Reading for grades 3 through 5 will increase from 38% "Meets" level to 48% "Meets" Level asmeasured by the STAAR Reading test. 18Goal 2: By June 2020, student achievement in Reading for grades 3 through 5 will increase from 65% on or above grade to 75% on or above gradelevel as measured by MAP Reading. 21Goal 3: By June 2020, student achievement in Math for grades K through 5 will increase from 60% on or above grade level to 70% on or above gradelevel as measured by MAP Mathematics. 23Goal 4: By June 2020, overall student attendance for Cooper Elementary will increase by 1.5%; from 96.6% to 98.1% as measured by the EOYPEIMS submission. 25Goal 5: By June 2020, Cooper Elementary will increase the percentage of staff who believe school-based administrators (principals and assistantprincipals) make decisions that are in the best interests of students as resumed by the Employee Engagement Survey from 65% Strongly Agree to 75%strongly Agree and Cooper Elementary will improve in the area of how parents view the school encourages families to volunteer as resumed by theSchool Quality Survey from 48% Strongly Agree to 58% Strongly Agree. 27

Title I Schoolwide Elements 29ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 291.1: Comprehensive Needs Assessment 29ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 292.1: Campus Improvement Plan developed with appropriate stakeholders 292.2: Regular monitoring and revision 292.3: Available to parents and community in an understandable format and language 302.4: Opportunities for all children to meet State standards 302.5: Increased learning time and well-rounded education 302.6: Address needs of all students, particularly at-risk 31ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 313.1: Develop and distribute Parent and Family Engagement Policy 31



3.2: Offer flexible number of parent involvement meetings 32Campus Funding Summary 33



Comprehensive Needs Assessment

Demographics

Demographics Summary

Cooper Elementary, a Title 1 campus, is one of 26 elementary campuses in Spring ISD. Although this improvement plan focuses on2019-2020, the demographic data reflects information available in May 2019. Cooper opened its doors in 2005 and serves predominantlylow to middle income families and has an average enrollment of 779 students: 486 (62%) are Hispanic, 222 (28%) are African American,26 (30%) are Asian and 20 (3%)are White, 15 (2%)are 2 or more races. Cooper Elementary serves 609 students that are EconomicallyDisadvantaged (78%), 368 English Language Learners (ELL) (47%), 81 students in Special Education (10%) and 47 students identified asGifted and Talented (10%). For the 18-19 school year, there were 6 documented Homeless Students. There are 546 students that areidentified as At-Risk students (70%). The average mobility rate remains the same as the previous year at 14%. The campus is a neighborhood school. The average daily attendance for the first semester was 97.24% and the second semester was 95.75% ADA for the18-19 year was 96.6%.

Demographics Strengths

57 students that went through the RtI process were referred for Special Education testing and 19 qualified.Cohort student groups showed growth on TELPAS in the areas of Beginning, Intermediate and Advanced.In 2017-2018, 20 first grade students achieved Advanced on TELPAS and in 2018-2019, 53 second grade students achievedAdvanced with a growth of 33 students.In 2017-2018, 49 first grade students achieved Beginning on TELPAS and in 2018-2019, 2 second grade students achievedBeginning with a decrease of 47 students.STAAR Science scores remain top of the district with 88% and Masters Grade Level at 29%.STAAR 3rd Grade Reading scores remain top of the district with 81%.STAAR 4th Grade Math scores remain top of the district with 89%.STAAR 5th Grade Math scores remain top of the district with 99% Approaches and 64% of students Meets grade level.STAAR 4th Grade Reading 74% Approaches.STAAR 3rd Grade Math 84% Approaches.



Gap between Hispanic and African American students in 5th Grade Reading is at 3% (H-83%, AA-80%), 5th Grade Math is at 3%(H-99%, AA-96%) and 5th Grade Science is at 6% (H-86%, AA-80%).Bilingual students in 3rd STAAR Math scored at 100% Approaches and 50% Meets.Bilingual students in 3rd-4th-5th STAAR Reading scored at 92% Approaches.LEP students had the following results for STAAR Math-95%.

Problem Statements Identifying Demographics Needs

Problem Statement 1: SPED students across all grade levels have a 37% pass rate of STAAR Reading and 8% in STAAR Writing. Root Cause: It wasdifficult for SpEd teachers to collaborate with general education teachers and attend planning sessions.

Problem Statement 2: There is a gap between African American and Hispanic students in 4th Grade Reading 23% points and 4th Grade Math 27% pointsas measured by STAAR. Root Cause: African American students have learning gaps in Mathematics and low reading levels that affect their Reading andMath scores. Teachers need a more focused approach in planning to provide students with ample opportunities to engage with rich content that is relevant totheir learning.



Student Academic Achievement

Student Academic Achievement Summary

All schools in Texas must meet standards set in four state accountability areas. TEA Reports indicate that Cooper Elementary met alltargets for the 2018-2019 school year and showed growth in every Index:

Domain 1-Student Achievement 77Domain 2 Part A: Academic Performance-82 and Part B Relative Performance-85Domain 3-Closing the Gaps 91Total Score-87

As a result of these scores, Cooper Elementary received a 2019 Texas Accountability Met Standard rating.

Our overall campus instructional strength is in the area of Science and Math in 5th Grade. Historically, our students always succeed in thisarea. Current STAAR Science results indicate 88% students achieved Approaches and 29% achieved Masters Grade Level. Current STAARMath results indicate 99% students achieved Approaches and 33% achieved Masters Grade Level.

On the 2018 STAAR, the following scores for all grades show the percentage Approaches Grade Level:

Reading - 78%Math - 89%Writing - 58%Science - 88%

An in-depth study of data from various sources reveals the following:

STAAR results indicate that Bilingual students in 3rd-4th-5th are excelling Math at 99%, Reading at 88% and Science 89%.ELL student results indicate we are maintaining their achievement in Reading (80%), Writing (65%), Math (95%) and Science (84%)as measured by STAAR.In 2017-2018, 20 first grade students achieved Advanced on TELPAS and in 2018-2019, 53 second grade students achievedAdvanced with a growth of 33 students.In 2017-2018, 49 first grade students achieved Beginning on TELPAS and in 2018-2019, 2 second grade students achievedBeginning with a decrease of 47 students.End of Year DRAs indicate that the following are on grade level: Kindergarten-86%, 1st Grade-94%, 2nd Grade-79%.



Primary EOY writing scores indicate that the following are on grade level: Kindergarten-93%, 1st Grade-93%, 2nd Grade-91%.End of Year MAP Reading report indicates growth: K-93% , 1st-95% , 2nd-96% , 3rd-93% , 4th-75% , and 5th-67%. End of YearMAP Math report indicates growth: K-96% , 1st-97% , 2nd-94% , 3rd-96% , 4th-100% , and 5th-87%.Gap between Hispanic and African American students in 5th Grade Reading is at 3% (H-83%, AA-80%), 5th Grade Math is at 3%(H-99%, AA-96%) and 5th Grade Science is at 6% (H-86%, AA-80%).

While the campus is showing overall growth, the amount of growth among the SPED students is not equal. This will be a focus for thecampus next year. SPED STAAR scores are listed below:

Math: 3rd-71%, 4th-42%, 5th-100%Reading: 3rd-57%, 4th-25% 5th-64%Writing: 8%Science: 67%

To address the gap in performance, the campus has analyzed scores for each individual student and by each standard. These students willbe targeted for intervention and PLCs will be intentional in addressing SPED data and student needs.

Cooper ICLE (International Center For Leadership in Education) IPA (Instructional Practices Assessment)

Overall, Cooper was at the Developed level, with the levels of rigor and relevance at Emerging, and learner engagement at WellDeveloped.Rigor and relevance at Cooper varied in levels of implementation. The consultant determined the 53% of learning was at high levelsof rigor, with lessons falling in Quadrants C and D on the the days this data was collected.It is also important to note that 20% of student learning experiences were in Quadrant D, where they were thinking deeply abouttopics that connected to their lieves in a meaningful way.

Student Academic Achievement Strengths

5th Grade Cohort group was at 97% in Math in 17-18 and 99% in 18-19.5th Grade Cohort was at 89% in Reading in 17-18 and 83% in 18-19.5th Grade STAAR Math achievement is at 99% Approaches.3rd-4th-5th Bilingual STAAR Math achievement is at 99% and STAAR Reading 88%.Kindergarten-Second Grade students achieved a 87% of students reading on level as measured by DRA.Kindergarten-Second Grade students achieved a 93% of students writing on level as measured by Lucy Calkins Writing Rubric.



Students in 4th Grade grew from 49% to 60% as measured by STAAR Writing.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: STAAR 4th Grade Writing scores showed an increase from 51% to 60% but a significant improvement is still needed to meet 80%.Root Cause: There is a lack of emphasis on grammar in primary grades as well as lack of vertical alignment. Revising and Editing STAAR format was notemphasized early enough in the year.

Problem Statement 2: 2019 data reveals that Special Education students scored significantly below all other student groups in Math, Reading and Writing.Root Cause: It was difficult for SpEd teachers to bridge the gap between the connection of the test and the students academic abilities.

Problem Statement 3: Masters Level III on any STAAR tested content is at or less than 30%. Root Cause: Planning for lessons was always focused onstruggling students.

Problem Statement 4: Observations by ICLE at Cooper Elementary indicated that relevance was at the Emerging level. Root Cause: Lack of focus on realworld application during planning and training in this area.



School Processes & Programs

School Processes & Programs Summary

Cooper Elementary employs 48Teachers, 5 Professional Support and 9 Educational Aides. Faculty and staff members are highlyqualified, including a certified Bilingual Teacher in every Bilingual classroom. There are two Bilingual teachers in every grade level.All but two staff members are ESL certified.Title III funds are allocated to hire retired teachers as part time interventionists that provide extra support with a focus on LEPstudents.Title I funds are allocated to hire 2 FTEs to provide student intervention and instructional support to staff.The district hires a Student Support Service full time teacher for every campus. This person leads the committee and conductscampus decision point meetings every six weeks to discuss the documented progress of each student.Our district has funded a Parent Liaison for every campus.Our district has funded a full time Literacy Coach and Math Coach for every campus.Weekly Grade level PLCs are held with an administrator and an Instructional Coach or Intervention Specialist. These learningcommunities address lesson planning, strategic planing data review and professional learning.Student Decision Point Meetings are held every six weeks to review intervention data and student progress. Parents are invited toattend as their student goes through the RtI process.Special Educations Programs implemented at Cooper include: 2 Resource/Inclusion Teachers, 1 Speech Therapist, 1 SILCClassroom, 1 CASE Classrooms .5 Bilingual PPCD a.m. and .5 Bilingual PPCD p.m.Staff members are trained in the implementation of CHAMPS and Teach Like a Champion strategies.

School Processes & Programs Strengths

Through an active Campus Advisory Committee, teachers participate in decisions regarding instruction, STAAR support, studentmanagement, school culture and hiring of staff.It is a campus expectation that continuous on-site staff development is offered throughout the year including: Balanced Literacysessions, New Teacher Mentor Meetings and Math Vertical Meetings.Professional Learning Communities (PLC) are held weekly to discuss students success, intervention, lesson plans and professionaldevelopment support.Literacy Coach and Math Coach differentiate their support for teacher based on need for instructional support.Administrative Team (A-Team) meets weekly to discuss student progress as well as teacher progress.



A-Team has assigned weekly grade level walk throughs with an identified focus.RTI is being utilized successfully with students being referred to the appropriate special population.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: A need to enhance higher level questioning and problem solving skills. Root Cause: Lessons focused more on knowledge andcomprehension than application of knowledge because it has not been a focus during planning. There is also a lack of training in this area.

Problem Statement 2: A need for intentional planning regarding writing istruction using different approaches and strategies. Root Cause: Instructionalstrategies do not meet the needs of the students. Writing is taught in isolation and not intergrated across content areas.



Perceptions

Perceptions Summary

Cooper Elementary opened in 2005. We have created a culture of family and team support. We believe that teachers need to have apassion for working with children. We value coaching teachers so that they grow professionally and deliver effective instruction. Webelieve that all children can learn, but not in the same way. We do our best to have students experience some form of success every day.We want our children and families to feel that Cooper is their home and this is where they belong. Our campus is driven by data, and wedo what is best for ALL students as we monitor systems, expectations, instruction, achievement and follow-through. If there are areas ofconcern, we have been trained in the implementation of the Continuous Improvement Process to reflect, consult, plan and act. We havebuilt a culture where all teachers believe all students can learn and achieve and students know they are valued and loved.

Our campus has a strong focus on health and wellness. Our students are scheduled for physical education class and structured recess. Weparticipate in activities held in the community such as Jump Rope for Hearts, Be Fit NFL Challenge, Play 60 Challenge and Dynamo Fit 4Kids. Compliance with state immunization standards is at 100%.

Cooper Elementary is very intentional in establishing a family-friendly school environment. Staff have been trained in Teach Like aChampion strategies and base our daily behaviors on the strategies taught in this book. Because 62% of our population is Hispanic allcommunication (written and verbal) is delivered in English and Spanish. Our campus website is also translated into Spanish and includingas many dates as possible for parents to plan ahead. Our district has provided every campus with funds for a Parent Liaison to helpstrengthen connections between home and school. Cooper routines include sending home a Thursday Folder every week. We take pride inthe fact that parents and district visitors report our office staff is friendly & accommodating and our ambience is warm and inviting.

Perceptions Strengths

School Quality Survey results indicate:

95% of parents rated Cooper as excellent or good.95% of parents feel staff members treat them with respect.95% of our parents and 96% of staff say our school has high learning standards for all students.99% of staff feel the school is safe.98% of staff members are aware of the safety and security procedures.



Variety of opportunities for student extra-curricular activities: Boys and Girls Basketball, Soccer, Ukulele Club, Music Club, Art Club (2Groups), Technology Coding Club (2 Groups), District Honor Choir, District Orff Ensemble, Cheerleaders, Book Club, Girls with Pearlsand Guys with Ties Character Groups

Problem Statements Identifying Perceptions Needs

Problem Statement 1: 10% gap between parent and staff perception that bullying is not tolerated. Root Cause: Parents need to understand the definition ofbullying and be aware of campus procedures to address bullying.

Problem Statement 2: 16% of parents do not feel that the school uses family input to improve instruction. Root Cause: There is a lack of connection andcommunication between home and school.



Priority Problem Statements

Problem Statement 1: STAAR 4th Grade Writing scores showed an increase from 51% to 60% but a significant improvement is still needed to meet 80%.Root Cause 1: There is a lack of emphasis on grammar in primary grades as well as lack of vertical alignment. Revising and Editing STAAR format wasnot emphasized early enough in the year.Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: SPED students across all grade levels have a 37% pass rate of STAAR Reading and 8% in STAAR Writing.Root Cause 2: It was difficult for SpEd teachers to collaborate with general education teachers and attend planning sessions.Problem Statement 2 Areas: Demographics

Problem Statement 3: 2019 data reveals that Special Education students scored significantly below all other student groups in Math, Reading and Writing.Root Cause 3: It was difficult for SpEd teachers to bridge the gap between the connection of the test and the students academic abilities.Problem Statement 3 Areas: Student Academic Achievement

Problem Statement 4: There is a gap between African American and Hispanic students in 4th Grade Reading 23% points and 4th Grade Math 27% pointsas measured by STAAR.Root Cause 4: African American students have learning gaps in Mathematics and low reading levels that affect their Reading and Math scores. Teachersneed a more focused approach in planning to provide students with ample opportunities to engage with rich content that is relevant to their learning.Problem Statement 4 Areas: Demographics

Problem Statement 5: A need for intentional planning regarding writing istruction using different approaches and strategies.Cooper ElementaryGenerated by Plan4Learning.com 14 of 34


Root Cause 5: Instructional strategies do not meet the needs of the students. Writing is taught in isolation and not intergrated across content areas.Problem Statement 5 Areas: School Processes & Programs

Problem Statement 6: A need to enhance higher level questioning and problem solving skills.Root Cause 6: Lessons focused more on knowledge and comprehension than application of knowledge because it has not been a focus during planning.There is also a lack of training in this area.Problem Statement 6 Areas: School Processes & Programs

Problem Statement 7: 10% gap between parent and staff perception that bullying is not tolerated.Root Cause 7: Parents need to understand the definition of bullying and be aware of campus procedures to address bullying.Problem Statement 7 Areas: Perceptions

Problem Statement 8: 16% of parents do not feel that the school uses family input to improve instruction.Root Cause 8: There is a lack of connection and communication between home and school.Problem Statement 8 Areas: Perceptions

Problem Statement 9: Masters Level III on any STAAR tested content is at or less than 30%.Root Cause 9: Planning for lessons was always focused on struggling students.Problem Statement 9 Areas: Student Academic Achievement



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent 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) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsPBMAS 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 versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataStudent failure and/or retention ratesRunning Records resultsObservation Survey resultsPrekindergarten Self-Assessment Tool



Texas approved Prekindergarten and Kindergarten assessment dataGrades that measure student performance based on the TEKS

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline records

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

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 practices



Goals

Goal 1: By June 2020, student achievement in Reading for grades 3 through 5 will increase from 38%"Meets" level to 48% "Meets" Level as measured by the STAAR Reading test.

Performance Objective 1: In alignment with the Instructional, Data Driven, and Observation Feedback levers, we will build teacher capacity through theutilization of the Springway coaching feedback protocols and the implementation of professional learning communities - PLC- (Learning, Planning,Practice, and DDAP).

Evaluation Data Source(s) 1: End of Year Assessment:STAAR 2020 resultsDRAMeasures of Academic Progress (MAP)District Assessments (checkpoints and benchmarks)

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact1) Enhance writing instruction by utilizing the Writing Workshopfrom the New Reading Adoption textbook.

2.4, 2.5, 2.6 Administrators Instructional ReadingSpecialist

BOY, MOY and EOY writing sample data showing at least 80% ofstudents scoring a 2 or higher as measured by grade level specificwriting rubric from TEA.Lesson PlansWalk ThroughsObservationsWriting SamplesNew Reading Adoption Textbook



Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact2) Use the components of small group intervention from the NewReading Adoption Textbook to teach grammar and/or phonicsinstruction with an emphasis on ELL and SPED students in K-5thgrades.

2.4, 2.5, 2.6 AdministrationK-5th Teachers

There will be an increase in results from Pre-Test to Post-testassessments based on units taught.

End of Year Assessment:STAAR Writing 2020 results2020 TELPAS ResultsDRAWriting samples Lesson plansWalk throughsObservations

3) Provide identified students with individualized small group pull-out learning sessions for reading, writing and math based onongoing assessment.

2.4, 2.5, 2.6 Administrators Instructional SpecialistsTitle 1 TeachersStudent SupportSpecialistThree Pre-KParaprofessionals fundedby District.5 Title 1Paraprofessional

Reading-Identified students will increase in guided reading level asmeasured by progress monitoring forms every six weeks.Math-Identified students will show a 5% increase as measured bycampus and district assessments.Writing-80% of students will score a 2 or higher measured by gradelevel rubrics from TEA.

End of Year Assessments:STAAR 2020 resultsDRARunning RecordsMAP resultsPrimary Assessments

Funding Sources: 211 Title I, Part A - 80600.004) 4. Utilize Schoology, Decision Ed and Technology items tosupport technology as an instructional tool to integrate curriculumacross content areas.

The school will purchase the following items:1. IPEVO-Wireless Interactive Whiteboard System.2. Ultra High Definition USB Camera.2. Laser JET printers

2.4, 2.5, 2.6 AdministratorsTechnology Teacher

Students will show a 5% increase as measured by campus and districtassessments.

Teacher Lesson PlanStudent ProductsClassroom AssessmentsTeacher Data Chart

Funding Sources: 211 Title I, Part A - 8000.005) Provide before or after school tutorials for identified studentsusing MyFocus intervention and Small Group guides from the NewReading Adoption.

2.4, 2.5, 2.6 AdministrationTeachers


End of Year Assessments:STAAR 2020 resultsDRAMAP ResultsTutorial AssessmentsTeacher Data Chart

Funding Sources: 199 State SCE - State Compensatory Education (PIC - 5000.00



Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact6) Secure Resources (paper, printers ,toners, binders, markers,crayons, pencils, chart paper, privacy shields, folders, die cuts etc.)to ensure that students have the supplies necessary to successfullyparticipate in the learning environment.

2.6 Principal Assistant Principal

Implementation: Measured by documentation of materials purchased.

Impact: Decrease in the number of students identifies as needing Tier3 reading interventions.

Funding Sources: 211 Title I, Part A - 100.007) Secure Resources: Measuring Up Science (5th)

Texas Measuring Up Deluxe:*Gr. 4 STAAR Writing

Mentoring Minds: 3rd Reading (Eng & Sp.) and 4th Writing

Primary and Intermediate Classroom Dictionaries

2.4, 2.6 AdministratorsTeachers



Funding Sources: 211 Title I, Part A - 100.008) Enhance instructional support of Reading instruction with anemphasis on Limited English Proficient students through use ofLearning A-Z and RAZ Kids online software during small grouppull out sessions.

2.4, 2.5, 2.6 AdministratorsTeachersESL CampusCoordinator(District Funded)3 part-time ESL SupportTeachers(District Funded)

ESL students will show a 5% increase as measured by state, campusand district assessments.

End of Year Assessments:STAAR 2020 ResultsTELPAS 2020 ResultsDRAMAP ResultsTutorial AssessmentsTeacher Data Chart

Funding Sources: 211 Title I, Part A - 1500.009) Strong Literacy Foundation for AllFocus on Early Literacy and Establish Strong Literacy frameworkfor English Language Learners

2.4, 2.6 PrincipalInstructional SpecialistESL Support Staff

Based on the EOY, at least 80% of all 1-5 scholars in each classroomwill read at the appropriate level OR show 1 years growth based on2020 TELPAS results.

10) Enhance writing instruction by having identified staff attendwriting learning sessions presented at campus and those presentedat Region 4.

2.4, 2.5, 2.6 Instructional SpecialistTeachers

BOY, MOY and EOY writing sample data showing at least 80% ofstudents scoring a 2 or higher as measured grade level rubrics fromTEA.End of Year Assessments:Student Writing SamplesAgendasSign In SheetsLesson PlansWalkthroughsTELPAS 2019 resultsSTAAR 2019 results

Funding Sources: 211 Title I, Part A - 625.00



Goal 2: By June 2020, student achievement in Reading for grades 3 through 5 will increase from 65% onor above grade to 75% on or above grade level as measured by MAP Reading.


Evaluation Data Source(s) 1: MAP DataRenaissance DataDRA Data


Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact1) PLC: Use Data Driven Action Planning (DDAP) to conduct dataanalysis of assessments to identify struggling students that needfocused attention.

2.4, 2.5, 2.6 Administrators Instructional SpecialistsTeam LeadersTeachers

Students will show a 10% increase as measured by campus anddistrict assessments.

End of Year Assessments:STAAR 2020 resultsDRAMAP Renaissance resultsPrimary AssessmentsSign In Sheets

2) Continue district/ school Collaborative Student Support (CSS)Process.

2.4, 2.5, 2.6 AdministratorsStudent SupportSpecialist (Funded byDistrict)CSS CommitteeTeachers

End of the Year CSS data showing at least a 5% decrease in tierreduction or exited from RtI.

CSS Tier I, II, III data per 9 weeksSPED ReferralsSign In SheetsCSS Schedule



Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact3) Provide identified students with individualized small group pull-out learning sessions for math based on ongoing assessment.

2.4, 2.5, 2.6 Administrators Instructional SpecialistsTitle 1 TeachersStudent SupportSpecialistThree Pre-KParaprofessionals fundedby District.5 Title 1Paraprofessional

Math-Identified students will show a 5% increase as measured bycampus and district assessments.

End of Year Assessments:STAAR 2020 resultsDRARunning RecordsMAP resultsPrimary Assessments

Funding Sources: 211 Title I, Part A - 74100.004) 4. Utilize Schoology and Decision Ed to support technology asan instructional tool to integrate curriculum across content areas.

2.4, 2.5, 2.6 AdministratorsTechnology Teacher


Teacher Lesson PlanStudent ProductClassroom AssessmentsTeacher Data Chart

5) Provide before or after school tutorials for identified studentsusing pre-approved resources from the district.

2.4, 2.5, 2.6 AdministrationTeachers



Funding Sources: 199 State SCE - State Compensatory Education (PIC - 6500.00



Goal 3: By June 2020, student achievement in Math for grades K through 5 will increase from 60% on orabove grade level to 70% on or above grade level as measured by MAP Mathematics.


Evaluation Data Source(s) 1: End of Year Assessments:DRAMAP/Renaissance resultsPrimary AssessmentsAgendasSign In SheetsLesson PlansWalkthroughs


Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact1) Continue Spring Way Systems and Routines strategies toenhance teacher effectiveness.

2.4, 2.5, 2.6 Administration Students will show a 10% increase as measured by campus anddistrict assessments.

DRAMAP TPRI/TEJAS LEERenaissance resultsFormative AssessmentsEnd of Year AssessmentsLesson PlansWalkthroughs

2) Provide K-5th grade math teachers with instructional supportthrough modeling and coaching.

2.4, 2.5, 2.6 AdministratorsInstructional Specialist -Math.




Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact3) Enhance primary math instruction by having identified staff *attend math learning session at Region 4

2.4, 2.5, 2.6 PrincipalAssistant PrincipalMath InstructionalSpecialist


End of Year Assessments:MAPRenaissance resultsPrimary Math Assessments

Funding Sources: 211 Title I, Part A - 600.004) Technology Teacher will attend Technology Conference hostedby Region 4.

2.5 AdministratorsTechnology Teacher

Result - Preparedness and instructional capacity for Technologyteacher will increase.

Impact - Scholars are served by experienced teacher.Funding Sources: 211 Title I, Part A - 130.00

5) Secure Math Resources for 3rd -5th grade.Measuring Up WorkbooksTexas Measuring Up DeluxeMentoring Minds

2.4, 2.6 Math InstructionalSpecialistAdministrators





Goal 4: By June 2020, overall student attendance for Cooper Elementary will increase by 1.5%; from96.6% to 98.1% as measured by the EOY PEIMS submission.

Performance Objective 1: In alignment with the Student and Staff Culture lever, we will implement the Springway structures and routines with fidelity tostrengthen relationships with all stakeholders through building a collective teacher efficacy.

Evaluation Data Source(s) 1: Daily on-line communicationParent RatingSign In SheetsCampus WebsiteFlyersSurveys


Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact1) Increase two-way communication with parents and stakeholders. 3.1 Administration Maintain 98% or increase parent satisfaction as measured by end of

year parent survey.

Daily on-line communicationParent RatingCampus Website

2) Create campus committees to involve community members byhosting: Career DayCollege FairJunior Achievement

3.1 AdministratorsParent LiaisonCTE Committee

Increase community involvement hours by 10%.

Sign-in sheetsList of community participantsFlyersCampus Website

Funding Sources: 211 Title I, Part A - 2000.003) Continue to implement the SprinhWay Systems and Routinesschool wide to promote positive staff and student relations andsupport implementation of the student code of conduct.

2.5 AdministrationTeachers

5% decrease in office referrals

Office Referrals by Reporting PeriodTrained RosterTLAC book Sign In SheetsAgendasWalkthroughs



Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact4) Attendance incentives for the grade level with highest attendancerates and individual students.

2.5 AdministratorsAttendance Committee

Motivate students to come to school to attain a gain of 1% in studentattendance

Daily Attendance ReportsAttendance Committee Meeting Minutes/AgendaData Quality Meeting Minutes/Agenda

5) K-5 students will participate in twoarts integrated projects.

2.5 AdministrationFine Arts Teachers

Result - PVA scholars will have a higher attendance percentage.

Impact - PVA scholars are better prepared for the next gradelevel.



Goal 5: By June 2020, Cooper Elementary will increase the percentage of staff who believe school-basedadministrators (principals and assistant principals) make decisions that are in the best interests of studentsas resumed by the Employee Engagement Survey from 65% Strongly Agree to 75% strongly Agree andCooper Elementary will improve in the area of how parents view the school encourages families tovolunteer as resumed by the School Quality Survey from 48% Strongly Agree to 58% Strongly Agree.

Performance Objective 1: In alignment with the Student and Staff Culture lever, we will implement the Springway structures and routines with fidelity tostrengthen relationships with all stakeholders through building a collective teacher efficacy.

Evaluation Data Source(s) 1: Employee Engagement SurveySign In SheetsCampus WebsiteFlyersAgendas


Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact1) The school will conduct PLC meetings for teachers to becomeinvolved in school -related activities where data is analyzed to makedecisions in the best interest of students.

2.4, 2.5, 2.6 PrincipalAssistant Principal

To improve teachers participation in school based decisions.

2) At least three teachers will be part of the CIP committee. 2.4, 2.5, 2.6 PrincipalAssistant Principal

Ensure that teachers have the opportunity to review school data andprovide input on how to improve in certain areas.

3) Conduct monthly team leader meetings to discuss budget, studentachievement, attendance, and safety.

2.4, 2.5, 2.6 PrincipalAssistant Principal

Ensure that grade-level teams share their voice and participate in thedecision making process.

4) School will hold Family Reading, Writing, Math and ScienceNights in 2019-2020

3.1, 3.2 PrincipalAssistant PrincipalTeam Leaders

Obtain 30% parent attendance in campus academic nights asmeasured by sign in sheets.

Parent SurveysSign In SheetsCampus WebsiteFlyers




Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact5) Train primary parents how to read with students at home andrecruit volunteers as classroom readers

2.5, 3.1, 3.2 Literacy CoachPrincipalAssistant Principal

To better equip parents with the knowledge and skills to supportliteracy at home.Sign In SheetsCampus WebsiteFlyers

6) In order to maintain rigorous learning, parents will be sent homequestion stems and strategies that will empower them to supporttheir child's learning at a high level.

2.5, 3.1, 3.2 Team LeadersPrincipalLiteracy Coach

To bridge the gap between home and school by equipping parentswith the necessary skills to support their child's education.

7) Host a Book Fair at least once a year 3.1, 3.2 Ms. MossMs. Garcia

Increase opportunities for parents to volunteer in different activitiesthroughout the year.



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentThe Title I, Part A Campus Improvement Plan is based on a Comprehensive Needs Assessment (CNA) of the entire school. It reflects the status of academicachievement of our scholars in relation to the challenging state academic standards focusing on students who are failing to or are at-risk of failing to meetthe rigorous state academic standards and those determined by local policy. The Comprehensive Needs Assessment (CNA) includes a deliberate focus onachievement for special populations such as At-Risk, Special Education, English Learners, Economically Disadvantaged and Gifted & Talented.

The most recent date the Comprehensive Needs Assessment (CNA) was developed/reviewed/revised/approved is noted in the CNA section ofPlan4Learning. The comprehensive list of stakeholders engaged in the development, review, revisions, and approval of the CNA will be documented in theCommittees section of Plan4Learning. The committee, as well as specialized subcommittees, will meet throughout the school year as new data becomesavailable and/or when the needs of scholars require campus-level action. The district goal is to conduct at least 2 meetings during the 2019-2020 fallsemester (July 2019-December 2019) and at least 3 meetings during the 2019-2020 spring semester (January 2020-July 2020).

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholdersThe Campus Improvement Plan (CIP) is developed in collaboration with parent(s), community member(s), and campus personnel including teachers,paraprofessionals, campus leaders and leadership team members, and district administration. The committee may include additional stakeholders such asspecialized instructional support, technical-assistance personnel, and other campus staff, as needed. Secondary-level (MS/HS) campuses may also includestudent input through membership on the CIP team. The list of stakeholders who participate in the development and review of the CIP may be found inPlan4Learning in the Committees section.

2.2: Regular monitoring and revisionCooper ElementaryGenerated by Plan4Learning.com 29 of 34


The CIP remains in effect for the duration of the school's identification as a Title I campus. The plan and its implementation shall be regularly monitoredand revised as necessary, based on scholars' needs to ensure that all students are provided opportunities to meet the challenging state academic standards.(ESSA Sec. 12114(b)(3)). The monitoring must include students defined as economically disadvantaged, each major racial and ethnic group, students withdisabilities, English learners (ESSA Section 1111(c)(2)) and "at-risk" students [TEC 42.152(d)].

The date the CIP and District Improvement Plan (DIP) were developed/reviewed/revised/approved is noted in Plan4Learning under the Goals tab for theDistrict and for each campus.

2.3: Available to parents and community in an understandable format andlanguageThe CIP is readily available to parents and the community on our campus website. Upon request, an electronic or paper copy will be provided to interestedparties. The CIP has been translated into Spanish and both versions are posted on our webpage. The campus and/or district will, to the extent possible,provide translations into other languages. Communication will be provided to families at the beginning of the year and during the fall Open House toaddress this option. (ESSA, Sec. 1114(b)(4))

2.4: Opportunities for all children to meet State standardsCampus-wide Reform Strategies: Sec. 1114(b)(7)(A)(i-iii) The school determines campus-wide reform strategies based upon formative and summativestudent achievement data. The CIP includes a description of how such strategies will provide opportunities for all children, including each of the studentpopulations (economically disadvantaged students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2]) to meet the challenging state academic standards.

This requirement is documented at the strategy level in Plan4Learning. Each strategy meeting the requirements of 2.4 include this Element designationabove the strategy.

2.5: Increased learning time and well-rounded educationThe campus will use methods and instructional strategies that strengthen the academic program, increase the amount and quality of learning time, and helpprovide an enriched and accelerated curriculum through programs, activities, and courses necessary to provide a well-rounded education.Within the Goals, Performance Objectives and Strategies sections in Plan4Learning, the campus lists and describes methods and instructional strategies thatstrengthen its academic program, increase the amount and quality of learning time, and provide an enriched and accelerated curriculum necessary to a well-rounded education. The campus identifies at least 1 (one) instructional strategy and as many as necessary to address the identified needs. For validation, the



campus will submit 1-5 (one to five) strategies.

2.6: Address needs of all students, particularly at-riskThe campus will address the needs of all students it serves with a focus on the needs of students identified as “At Risk” of unsuccessfully demonstratingmastery of the challenging State academic standards.Within the Goals, Performance Objectives and Strategies sections in Plan4Learning, the campus identifies how it will address the needs of all studentsincluding a particular focus on students deemed “At Risk” of not meeting State standards. The campus identifies at least 1 (one) instructional strategyaddressing the needs of all students especially the needs of “At Risk” students and student populations and as many as necessary to address the identifiedneeds. For validation, the campus will submit 1-5 (one to five) strategies.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement PolicyThe school jointly developed a written parent and family engagement policy and a school parent compact with parents and family members of our students.The policy describes the ways Spring ISD fulfills the requirements for partnering with parents and families as we provide a high quality education. Ourschool believes that this partnership is essential for students to succeed. This partnership includes:

• Assisting parents to understand the state standards (TEKS) and curriculum• Understanding state (STAAR/EOC) and local assessment standards• How to work with the school to improve their child’s achievement• Providing materials and training to help parents work with their child, such as literacy and technology training• Parent curriculum workshopsThe School Parent compact outlines how parents, the entire school staff and students will share the responsibility for improved academic achievement.Spring ISD also embraces family and community engagement as it is clearly outlined in our 5-year Strategic Plan as one of our 5 imperatives:

Engaged Stakeholders in Every CommunityOur Parent and Family Engagement performance indicators include:• Increase percentage of schools with an active PTA or PTO• Increase percentage of stakeholders participating and engaged/highly engaged with Spring ISD• Increase parent rating of overall quality of education provided by Spring ISD• Increased two-way communication with parents and stakeholders• Increase the number of student-enrichment opportunities with higher education or business partners



A list of the individuals and their roles who assisted with the development of the Parent and Family Engagement Policy and Compact can be found in theCommittees section of Plan4Learning. The Parent and Family Engagement Policy is published on the school's website and distributed throughout ourcommunity.

3.2: Offer flexible number of parent involvement meetingsThe school provides a flexible number of meetings for parents. At the district level, the parents meet 4 times annually and serve on a Parent AdvisoryCouncil. At the school level we encourage our parents to participate in all enrichment activities as well as academic focused training and workshops such asLanguage Acquisition courses, technology training and many academic and social/emotional focused workshops. We also have a volunteer program inplace where parents may donate their time and their talents in the schools, such as reading in the classroom, participating in College and Career Days aswell as serving on the Watch DOGS committee.



Campus Funding Summary

199 State SCE - State Compensatory Education (PICGoal Objective Strategy Resources Needed Account Code Amount

1 1 5 Supplemental Pay for Teachers 6118.TU $5,000.002 1 5 Supplemental Pay for Teachers 6118.TU $5,000.002 1 5 Instructional Materials 6321.00 $1,000.002 1 5 General Supplies 6399 $500.00

Sub-Total $11,500.00Budgeted Fund Source Amount $11,500.00

+/- Difference $0

211 Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 2 FTEs 6119 $68,000.001 1 3 .5 Title One Paraprofessional 6119 $12,500.001 1 3 Resources/Materials $100.001 1 4 Technology Equipment: SmartBoards 5 6397 $8,000.001 1 6 Materials and Supplies 6399 $100.00

1 1 7 Forde-Ferrier Student Workbooks, Texas Measuring Up, MentoringMinds, Reading Fast Focus, Science Fast Focus $100.00

1 1 8 Reading A-Z and RAZ Kids Online Software 6321.SS $1,500.001 1 10 Writing Workshop @ Region 4 6411 $625.002 1 3 2 FTEs 6119 $68,000.002 1 3 .5 Title One Paraprofessional 6119 $6,100.003 1 3 Registration Fee 6239 $600.003 1 4 Registration Fee $130.00



211 Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

3 1 5 Math Resources $2,000.004 1 2 Parent Liaison $2,000.005 1 4 Family Nights $1,225.00

Sub-Total $170,980.00Budgeted Fund Source Amount $171,997.00

+/- Difference $1,017.00

263 Title III, LEPGoal Objective Strategy Resources Needed Account Code Amount

$0.00Sub-Total $0.00

Budgeted Fund Source Amount $3,773.00+/- Difference $3,773.00Grand Total $182,480.00



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