Cypress-Fairbanks Independent School District Yeager Elementary School 2020-2021 Campus Improvement Plan
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Cypress-Fairbanks Independent School District
Yeager Elementary School
2020-2021 Campus Improvement Plan
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 1 of 30 January 7, 2022 3:42 PMMission Statement
Yeager is a safe place for all students to learn, grow and become their best self.
Vision
LEAD: Learn. Empower. Achieve. Dream.
Value Statement
At Yeager we CARE!
I am compassionate.
I am accountable.
I am respectful.
I always give my best effort!
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 2 of 30 January 7, 2022 3:42 PMTable of Contents Comprehensive Needs Assessment 4 Needs Assessment Overview 4 Student Achievement 5 School Culture and Climate 6 Staff Quality, Recruitment, and Retention 7 Parent and Community Engagement 8 Priority Problem Statements 9 Comprehensive Needs Assessment Data Documentation 11 Goals 12 Goal 1: Academic Achievement: The district will ensure academic performance and achievement levels that reflect excellence in learning and attainment of both high expectations and high standards for all students. 13 Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning. 17 Goal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics. 22 Goal 4: Family and Community Engagement: Increase parent engagement on the campus and the methods of communication used to engage parents in school activities. 24 2020-2021 CPOC 26 Campus Funding Summary 27 Addendums 29 Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 3 of 30 January 7, 2022 3:42 PM
Comprehensive Needs Assessment
Revised/Approved: October 1, 2020
Needs Assessment Overview
Title I, Part A Schoolwide Program Element 1.1: Comprehensive Needs Assessment: The campus conducted a comprehenisve needs assessment of the entire school that took
into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or
are at-risk of failing, to meet the challenging State academic standards and any other factors determined by the local education agency.
The campus used the following process to conduct the comprehensive needs assessment: Data was reviewed from the 2018-2019 school year and what was available from the
2019-2020 school year. Spring engagement data was also reviewed.
The comprehenisve needs assessment was reviewed and/or revised on the following date(s): October 1, 2020.
In summary, the comprehensive needs assessment denotes the following: Several of our student populations struggled in Reading and Math. We also have added challenges for many
students with gaps in learning due to campus closure for face to face teaching in the Spring of 2020.
The comprehensive needs assessment was used to develop the goals, performance objectives, and strategies in the remainder of this campus improvement plan.
Title I, Part A Schoolwide Program Element 2.1: Campus Improvement Plan Developed with Appropriate Stakeholders: The campus improvement plan was developed with
the involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers, principals, other school leaders,
paraprofessionals present in the school, administrators, the local education agency, and where appropriate, other individuals determined by the school. The committee that develops
and evaluates the CIP is called the Campus Performance Objective Committee (CPOC). Attached to this document is a list of the CPOC members, their roles, and the dates/location
of the meetings for the 2020-21 school year.
Title I, Part A Schoolwide Program Element 2.2: Regular Monitoring and Revision:The campus improvement plan will stay in effect for the duration of the school year, and
will be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging state academic standards.
The campus improvement plan will be evaluated on the following dates for the 2020-21 school year:
November 19, 2020
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 4 of 30 January 7, 2022 3:42 PMFebruary 18, 2021
May 19, 2021
Title I, Part A Schoolwide Program Element 2.3: Available to Parents and Community in an Understandable Format and Language: The campus improvement plan is
available to the local education agency, parents, and the public, and information contained in the plan is in an understandable and uniform format and, to the extent, practicable
provided in a language parents can understand. It is written in English and translated into Spanish and other languages based on the following Language Access Plan for Title I
Campuses:
In accordance with Title VI of the Civil Rights Act of 1964 and the Americans with Disabilities Act, this procedure establishes guidelines for providing language accessible services to
individuals that are limited English proficient.
All Title I Campuses shall have all written and oral communication services readily available in English and Spanish.
When 25% of a Cypress-Fairbanks ISD Title I campuses home language data shows that the common form of communication is a language other than English or Spanish, the
campus will provide the following documents translated to the common language:
Registration and Enrollment Forms
Progress Reports
Report Cards
Campus Improvement Plans
School-Parent Compact
Parent Engagement Policy
Individual campuses may provide other documents translated in a language accessible to their community based upon campus needs. All documents will be translated upon request.
Verbal translation in Spanish is available at all Cypress-Fairbanks ISD campuses. The entire Cypress-Fairbanks ISD website, including attachments and links, is translated into
Spanish. Other translations may be provided upon request.
The Campus Improvement Plan is made available to parents on the campus website, the district website, the front office, and the Promenade Apartment Complex.
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 5 of 30 January 7, 2022 3:42 PMStudent Achievement Student Achievement Strengths The following strengths were identified based on a review of the 2019-20 data. NOTE: Due to COVID-19, STAAR assessments were not administered in the 2019-20 school year. Therefore, the student achievement strengths are based on local assessment data available before COVID-19. Yeager earned three distinction designations in 2018-2019: ELA/Reading, Science and Comparative Academic Growth. Problem Statements Identifying Student Achievement Needs Problem Statement 1 (Prioritized): Reading: Our ED and LEP students consistently perform lower in reading than all students. Root Cause: Reading: Planning is focused more on what is being taught than planning engaging and meaningful learning activities to the rigor required. Problem Statement 2 (Prioritized): Writing: Our ED and LEP students perform lower in writing than all students. Root Cause: Writing: Teachers may be unaware of the most effective practices to implement in their classrooms to support economically disadvantaged and LEP students. Problem Statement 3 (Prioritized): Math: Our ED and LEP student perform lower than all student in math. Root Cause: Math: Math is more focused on what is being taught than planning engaging, ,motivational, hands-on activities to the rigor required. Problem Statement 4 (Prioritized): Science: Our ED and African American students perform lower than all students in science. Root Cause: Science: Students lack exposure and experiences with science vocabulary. Problem Statement 5 (Prioritized): Students are beginning the 2020-21 school year with learning gaps. Root Cause: The onset of COVID-19 in the spring of 2020 and the implications of modified instructional methods necessitated by the need for immediate remote learning. Problem Statement 6 (Prioritized): Campuses serving the most economically disadvantaged students experience larger achievement gaps. Root Cause: The need to deepen understanding and address specific academic needs of All, Hispanic, Asian, African American, White, Two or More, Economically Disadvantaged, LEP and SPED student groups. Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 6 of 30 January 7, 2022 3:42 PM
School Culture and Climate School Culture and Climate Strengths The following are strengths of the campus in regard to school culture and climate. (Summarize the campus strengths in regard to student attendance, restorative discipline, and campus safety based on 2019-20 data available before the onset of COVID-19.) Yeager is a PBIS campus. At Yeager, we have a strong focus on social and emotional learning as evidenced by our three counselor model. Yeager is in compliance with all safety drill requirements. We maintained our status as a No Place for Hate campus. Problem Statements Identifying School Culture and Climate Needs Problem Statement 1 (Prioritized): School Culture and Climate: Root Cause: School Culture and Climate: Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 7 of 30 January 7, 2022 3:42 PM
Staff Quality, Recruitment, and Retention Staff Quality, Recruitment, and Retention Strengths The following are strengths of the campus in regard to staff quality, recruitment and retention. (For example, summarize the campus strengths in regard to professional development and/or teacher/paraprofessional attendance in 2019-20 based on data available before the onset of COVID-19.) Yeager had very little staff turnover this year; we actually had excess staff. All teachers are appropriately certified for their current teaching assignments. Yeager has a strong teacher leader team. Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs Problem Statement 1 (Prioritized): Teacher/Paraprofessional Attendance: Root Cause: Teacher/Paraprofessional Attendance: Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 8 of 30 January 7, 2022 3:42 PM
Parent and Community Engagement Parent and Community Engagement Strengths The following are strengths of the campus in regard to parent and community engagement. (For example, summarize the campus strengths in regard to parent survey data, records of parent attendance at meetings/trainings/student events and/or other related 2019-20 data available before the onset of COVID-19.) Yeager has an active and supportive PTO and support from our community. Yeager continues to collaborate with parents and our community for events such as our annual Veterans Day program, Yeager Honor Choir caroling, and other community engagements. Parent participation is high at events such as STEAM Night and Winter Wonderland. Watch DOGS increases the number of male volunteers at our campus. Yeager has a community mentoring program. Problem Statements Identifying Parent and Community Engagement Needs Problem Statement 1 (Prioritized): Parent and Community Engagement: Engaging families virtually during the pandemic is challenging. Root Cause: Parent and Community Engagement: Many families have limited access to technology at home. Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 9 of 30 January 7, 2022 3:42 PM
Priority Problem Statements Problem Statement 2: Reading: Our ED and LEP students consistently perform lower in reading than all students. Root Cause 2: Reading: Planning is focused more on what is being taught than planning engaging and meaningful learning activities to the rigor required. Problem Statement 2 Areas: Student Achievement Problem Statement 7: School Culture and Climate: Root Cause 7: School Culture and Climate: Problem Statement 7 Areas: School Culture and Climate Problem Statement 8: Teacher/Paraprofessional Attendance: Root Cause 8: Teacher/Paraprofessional Attendance: Problem Statement 8 Areas: Staff Quality, Recruitment, and Retention Problem Statement 9: Parent and Community Engagement: Engaging families virtually during the pandemic is challenging. Root Cause 9: Parent and Community Engagement: Many families have limited access to technology at home. Problem Statement 9 Areas: Parent and Community Engagement Problem Statement 1: Writing: Our ED and LEP students perform lower in writing than all students. Root Cause 1: Writing: Teachers may be unaware of the most effective practices to implement in their classrooms to support economically disadvantaged and LEP students. Problem Statement 1 Areas: Student Achievement Problem Statement 3: Math: Our ED and LEP student perform lower than all student in math. Root Cause 3: Math: Math is more focused on what is being taught than planning engaging, ,motivational, hands-on activities to the rigor required. Problem Statement 3 Areas: Student Achievement Problem Statement 4: Science: Our ED and African American students perform lower than all students in science. Root Cause 4: Science: Students lack exposure and experiences with science vocabulary. Problem Statement 4 Areas: Student Achievement Problem Statement 5: Students are beginning the 2020-21 school year with learning gaps. Root Cause 5: The onset of COVID-19 in the spring of 2020 and the implications of modified instructional methods necessitated by the need for immediate remote learning. Problem Statement 5 Areas: Student Achievement Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 10 of 30 January 7, 2022 3:42 PM
Problem Statement 6: Campuses serving the most economically disadvantaged students experience larger achievement gaps. Root Cause 6: The need to deepen understanding and address specific academic needs of All, Hispanic, Asian, African American, White, Two or More, Economically Disadvantaged, LEP and SPED student groups. Problem Statement 6 Areas: Student Achievement Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 11 of 30 January 7, 2022 3:42 PM
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Accountability Data
Texas Academic Performance Report (TAPR) data
Student Data: Assessments
Local benchmark or common assessments data
Student Data: Behavior and Other Indicators
Discipline records
Parent/Community Data
Parent surveys and/or other feedback
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 12 of 30 January 7, 2022 3:42 PMGoals
Goal 1: Academic Achievement: The district will ensure academic performance and achievement levels that reflect excellence in learning and attainment of
both high expectations and high standards for all students.
Performance Objective 1: Curriculum and Instruction & Accountability: By June 2021, students will meet or exceed the STAAR performance targets as noted
on the attached CIP data table.
Evaluation Data Sources: STAAR Reading, Writing, Math and Science results
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1 Details Formative Reviews
Strategy 1: Reading: Teachers will have consistent plans that differentiate instruction for students based on their academic needs. Formative
Strategy's Expected Result/Impact: 1. Lakeshore reading packets- The reading material will assist in meeting or exceeding Nov Feb June
targets on the attached CIP target table.
2.Students will receive additional books and poems of various genres in their bags to increase their literacy.
Staff Responsible for Monitoring: Instructional Specialists, Assistant Principals, Principal
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 1
Funding Sources: Lakeshore- reading packs for grades 2-5 - 211 - Title 1 - $227.92, Book Bags (Really Good Stuff) - 211 - Title
1 - $2,470.88
Strategy 2 Details Formative Reviews
Strategy 2: Writing: Students will have daily writing experiences in all content areas. Formative
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables. Nov Feb June
1. Writing materials (Lakeshore)- writing materials will be purchased to assist 4th grade students prepare for the writing STAAR
this year.
2. Students will be able to use the notebook to improve their writing skills to prepare for the upcoming writing assessment.
Staff Responsible for Monitoring: Instructional Specialists, Assistant Principals, Principal
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 2
Funding Sources: Writing materials (Lakeshore) - 211 - Title 1 - $360.87, Writing notebooks (School Speciality) - 211 - Title 1 -
$465.75
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 13 of 30 January 7, 2022 3:42 PMStrategy 3 Details Formative Reviews
Strategy 3: Writing: Students need more exposure and direct teaching of revising and editing skills. Formative
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables. Nov Feb June
1. Students will be provided individual writing journals to focus learn skills and strategies to assist in writing. This tool should
help writing scores increase.
Staff Responsible for Monitoring: Instructional Specialists, Assistant Principals, Principal
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 2
Funding Sources: PYRAMID SCHOOL PRODUCTS - 211 - Title 1 - $2,984.27
Strategy 4 Details Formative Reviews
Strategy 4: Math: Teachers will have consistent plans that differentiate instruction for students based on their academic needs and include the Formative
use of manipulatives and highly engaging activities. Nov Feb June
Strategy's Expected Result/Impact: 1. Math Supplies- The students will be able to have physical items to assist with learning
math. This will help with comprehending and assist in higher academic achievement.
2. Supplies-Due to safety concerns with COVID-19, the students will have their own supplies and will not have to share. Using
individual supplies will assist the students in being able to comprehend and solve problems easier.
Staff Responsible for Monitoring: Instructional Specialists, Assistant Principals, Principal
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 3
Funding Sources: Supplies Grades Pre-K -5 - 211 - Title 1 - $4,308.74, Math Supplies- grades 2-5 - 211 - Title 1 - $1,497.75
Strategy 5 Details Formative Reviews
Strategy 5: Science: Students will participate in hands-on STEM lessons and use interactive word walls. Formative
Strategy's Expected Result/Impact: 1. Generation Genius, Inc.- will be purchased as an additional intervention at school and at Nov Feb June
home to assist in meeting or exceeding instructional targets.
2. This resource provides the ability to assist with creating interactive word walls and displays. Interactive walls can be displayed
in hallways and classrooms to assist with learning throughout the campus at various locations.
Staff Responsible for Monitoring: Instructional Specialists, Assistant Principals, Principal
Title I Schoolwide Elements: 2.4
Problem Statements: Student Achievement 4
Funding Sources: School Speciality - 211 - Title 1 - $2,891.20, Generation Genius, Inc. - 211 - Title 1 - $995
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 14 of 30 January 7, 2022 3:42 PMStrategy 6 Details Formative Reviews
Strategy 6: Eliminate the Learning Gap and Increase the Amount of Quality Learning Time: The campus will provide 30 minutes of targeted Formative
instruction each day that includes: small group differentiated instruction based on deficit skills and enrichment for students who are
Nov Feb June
performing at or above level.
Strategy's Expected Result/Impact: 1. Classroom headphones- headphone will be purchased to aid in hybrid classes during the
bridging the gap time.
2.Students will have tools they need to assist with small group instruction and book bags to increase the literacy needs of our
students.
3. The maker hub cart will allow teachers to provide small group instruction with all of the necessary materials located in one
central location. Teachers will be able to provide targeted instruction. This should increase students performance.
Staff Responsible for Monitoring: Instructional Specialists, Assistant Principals, Principal
Title I Schoolwide Elements: 2.5
Problem Statements: Student Achievement 6
Funding Sources: Classroom Headphones -CDWG - 211 - Title 1 - $3,676.21, Whiteboard- maker hub cart - 211 - Title 1 -
$8,377.36, Really Good Stuff- Book Pouches - 211 - Title 1 - $6,826.90
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 15 of 30 January 7, 2022 3:42 PMStrategy 7 Details Formative Reviews
Strategy 7: Well-Rounded Education : The campus will provide the following enrichment programs, courses, and/or activities in order to Formative
provide all students with a well-rounded education: Activities during Closing the Gap, weekly wellness activities with the counselors, RAZ,
Nov Feb June
Education Galaxy, Flocabulary, Brain Pop, Choice Boards, etc. When feasible with safety protocols, we will offer before and after school
clubs, choir and student leadership.
Strategy's Expected Result/Impact: 1. Education Galaxy- Students will utilize Education Galaxy as an additional intervention at
school and at home in meeting or exceeding instructional targets.
2. Brain Pop- Students will utilize Brain Pop as additional intervention at school and at home to assist in meeting or exceeding
instructional targets.
3. Flocabulary- Students will utilize Flocabulary as additional intervention at school and at home to assist in meeting or exceeding
instructional targets.
4. Instructional supplies for ELAR- Supplies will be purchased to assist in the writing process.
5. Instructional supplies for life skills/primary- providing additional resources to aid in meeting or exceeding targets on the attached
CIP target table.
6. Instructional supplies- We want to ensure that all of our students have the necessary materials for learning as we prepare an
intensive academic approach to overcome learning that was lost.
7. Many of our programs purchased through title 1 are online resources. Students are using their devices more than ever and they
need the ability to charge it while maneuvering around the classroom. The charging stations will allow for increased instruction and
activities.
8. As we are increasing our technology usage at the campus, this will provide for more mobile and flexible spaces for students to
charge their devices and increase learning.
Staff Responsible for Monitoring: Instructional Specialists, Counselors, Assistant Principals, Principal
Title I Schoolwide Elements: 2.5
Funding Sources: Brain Pop - 211 - Title 1 - $2,950, Prime Systems - 211 - Title 1 - $5,714.41, Primary and Life Skills Resources
from Lakeshore - 211 - Title 1 - $2,477.82, Education Galaxy - 211 - Title 1 - $4,180, Title 1 Temporary Worker - 211 - Title 1 -
$2,147, Flocabulary - 211 - Title 1 - $2,000, Instructional supplies - 211 - Title 1 - $31,109.62, B&H PHOTO-VIDEO-PRO-
AUDIO (B & H FOTO & ELECTRONICS CORP.) - 211 - Title 1 - $1,450.88, ELAR- Writing materials - 211 - Title 1 - $360.87
Strategy 8 Details Formative Reviews
Strategy 8: Deepen understanding of and address specific academic needs of the limited English proficient, economically disadvantaged, Formative
African American and Hispanic student groups in an effort to address the needs of all students, particularly at-risk.
Nov Feb June
Strategy's Expected Result/Impact: 1. Headphones- will be purchased to assist in our bilingual , LEP, EL students with TELPAS.
2. Writing Supplies- writing supplies will be purchased to assist in the effectiveness and efficiency in writing.
Staff Responsible for Monitoring: Instructional Specialists, Assistant Principals, Principal
Title I Schoolwide Elements: 2.6
Funding Sources: Headphones for TELPAS - 211 - Title 1 - $1,196.70, Writing Supplies - 211 - Title 1 - $347.35
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 16 of 30 January 7, 2022 3:42 PMStudent Achievement Problem Statement 1: Reading: Our ED and LEP students consistently perform lower in reading than all students. Root Cause: Reading: Planning is focused more on what is being taught than planning engaging and meaningful learning activities to the rigor required. Problem Statement 2: Writing: Our ED and LEP students perform lower in writing than all students. Root Cause: Writing: Teachers may be unaware of the most effective practices to implement in their classrooms to support economically disadvantaged and LEP students. Problem Statement 3: Math: Our ED and LEP student perform lower than all student in math. Root Cause: Math: Math is more focused on what is being taught than planning engaging, ,motivational, hands-on activities to the rigor required. Problem Statement 4: Science: Our ED and African American students perform lower than all students in science. Root Cause: Science: Students lack exposure and experiences with science vocabulary. Problem Statement 6: Campuses serving the most economically disadvantaged students experience larger achievement gaps. Root Cause: The need to deepen understanding and address specific academic needs of All, Hispanic, Asian, African American, White, Two or More, Economically Disadvantaged, LEP and SPED student groups. Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 17 of 30 January 7, 2022 3:42 PM
Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 1: Student Safety: By the end of the 2020-21 school year, 100% of the district's safety policies will be implemented.
Evaluation Data Sources: Record of safety drills and other required safety actions
Summative Evaluation: Met Objective
Strategy 1 Details Formative Reviews
Strategy 1: Campus Safety: Project safety lessons on anti-bullying and drug awareness will be taught each month, along with classroom Formative
guidance from our school counselors.
Nov Feb June
Yeager will remain a No Place for Hate campus.
Students, staff and community will be aware of Cy-Fair Tipline and understand how to use it.
Strategy's Expected Result/Impact: Decrease number of office referrals and reports of bullying.
Staff Responsible for Monitoring: Teachers, Assistant Principals, Counselors, PBIS Commitee
Strategy 2 Details Formative Reviews
Strategy 2: Conduct Emergency Operating Procedure (EOP) safety drills (fire, shelter in place, intruder, crisis, evacuation, metal detectors, Formative
etc.) throughout the year.
Nov Feb June
Strategy's Expected Result/Impact: 100% of Emergency Operating Procedure (EOP) safety drills will be conducted by scheduled
deadlines.
Staff Responsible for Monitoring: Assistant Principal, Principal
No Progress Accomplished Continue/Modify Discontinue
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 18 of 30 January 7, 2022 3:42 PMGoal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 2: Student Attendance: By the end of the 2020-21 school year, student attendance will be at 98%.
Evaluation Data Sources: Student attendance records
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1 Details Formative Reviews
Strategy 1: Student Attendance On-Campus: Students will earn perfect attendance in grades PK-5. Students will be encouraged to stay home Formative
and participate online if they are not feeling well.
Nov Feb June
Strategy's Expected Result/Impact: Student attendance will remain at or exceed 98%.
Staff Responsible for Monitoring: Teachers, attendance secretary, Assistant Principals, Counselors
Strategy 2 Details Formative Reviews
Strategy 2: Student Attendance Remote: Students will earn perfect attendance incentives in grades PK-5. Formative
Strategy's Expected Result/Impact: Student attendance will remain at or exceed 98%. Nov Feb June
Staff Responsible for Monitoring: Teachers, attendance secretary, Assistant Principals, Counselors
No Progress Accomplished Continue/Modify Discontinue
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 19 of 30 January 7, 2022 3:42 PMGoal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 3: Restorative Discipline: By the end of the 2020-21 school year, discipline referrals and exclusionary discipline actions will be
decreased by 10%.
Evaluation Data Sources: Discipline reports
Summative Evaluation: Met Objective
Strategy 1 Details Formative Reviews
Strategy 1: Restorative Discipline: Staff will attend training in PBIS, Capturing Kids Hearts, Social Emotional Learning and Restorative Formative
Practices.
Nov Feb June
Strategy's Expected Result/Impact: Discipline referrals will be decreased by 10%.
Staff Responsible for Monitoring: Teachers, PBIS Team
Problem Statements: School Culture and Climate 1
Strategy 2 Details Formative Reviews
Strategy 2: In School Suspensions Alternative strategies to in school suspensions for SPED African American students will be implemented Formative
including mindfulness strategies, counseling, and in class support as appropriate.
Nov Feb June
Strategy's Expected Result/Impact: In School Suspensions for SPED African American students will be reduced by 10%.
Staff Responsible for Monitoring: Assistant Principals, PBIS
Strategy 3 Details Formative Reviews
Strategy 3: Out of School Suspensions: Alternative strategies to out of school suspension including restorative practices and reverse Formative
suspension will be put in place as appropriate.
Nov Feb June
Strategy's Expected Result/Impact: Out of school suspensions will be reduced by 100%.
Staff Responsible for Monitoring: Assistant Principals; PBIS Committee
Strategy 4 Details Formative Reviews
Strategy 4: Special Opportunity School (SOS) Placements: Alternative strategies to SOS placements will be used as appropriate. Formative
Strategy's Expected Result/Impact: Special Opportunity School (SOS) placements of African American students will continue to Nov Feb June
be 0%.
Staff Responsible for Monitoring: Assistant Principals
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 20 of 30 January 7, 2022 3:42 PMStrategy 5 Details Formative Reviews
Strategy 5: Violence Prevention: Our campus will continue to use and teach Project Safety, PBIS, No Place for Hate, Sanford Harmony and Formative
other SEL resources to promote positive behaviors over violence.
Nov Feb June
Strategy's Expected Result/Impact: Violent incidents will continue to be 0%
Staff Responsible for Monitoring: Counselors, PBIS Team, Assistant Principals, teachers, staff
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 3 Problem Statements:
School Culture and Climate
Problem Statement 1: School Culture and Climate: Root Cause: School Culture and Climate:
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 21 of 30 January 7, 2022 3:42 PMGoal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 4: Coordinated Health Program: By the end of the 2020-21 school year, 100% of the Campus School Health Advisory Council
(CSHAC) Campus Plan will be implemented.
Evaluation Data Sources: Records of CSHAC plan implementation (ex: Lesson Plans etc.)
Strategy 1 Details Formative Reviews
Strategy 1: A Campus School Health Advisory Council (CSHAC) Campus Plan will be developed and implemented as written within the Formative
specified timelines.
Nov Feb June
Strategy's Expected Result/Impact: Use of successful methods to ensure students participate in instruction and a variety of
activities designed to enhance and encourage lifelong health fitness.
Staff Responsible for Monitoring: CSHAC Team
No Progress Accomplished Continue/Modify Discontinue
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 22 of 30 January 7, 2022 3:42 PMGoal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics.
Performance Objective 1: Teacher/Paraprofessional Attendance: By the end of the 2020-21 school year, teacher/paraprofessional attendance will increase by
1%.
Evaluation Data Sources: Teacher/Paraprofessional Attendance Reports
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1 Details Formative Reviews
Strategy 1: Teacher/Paraprofessional Attendance: Due to COVID-19 we will not be providing perfect attendance incentives for staff this Formative
year. Instead, we will focus on reducing discretionary leave and leave for appointments that could possibly be scheduled outside of work
Nov Feb June
hours.
Strategy's Expected Result/Impact: Teacher/paraprofessional attendance will increase by 1%.
Problem Statements: Staff Quality, Recruitment, and Retention 1
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Staff Quality, Recruitment, and Retention
Problem Statement 1: Teacher/Paraprofessional Attendance: Root Cause: Teacher/Paraprofessional Attendance:
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 23 of 30 January 7, 2022 3:42 PMGoal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics.
Performance Objective 2: Ensure that Teachers are Receiving High-Quality Professional Development: By the end of the 2020-21 school year, 100% of
teachers will receive job targeted professional development based on identified needs.
Evaluation Data Sources: Classroom implementation of professional learning
Walk-throughs
Lesson Plans
Summative Evaluation: Significant progress made toward meeting Objective
Strategy 1 Details Formative Reviews
Strategy 1: High-Quality Professional Development: Professional development will be provided focusing on Schoology and blended Formative
learning.
Nov Feb June
Strategy's Expected Result/Impact: Teachers will be competent in providing instruction in person, virtually and in blended
learning formats.
TEA Priorities: Recruit, support, retain teachers and principals
Funding Sources: Region 4 Campus Testing Coordinator Academy (Virtual) 2021 CTC Academy presented in collaboration with
B.R.A.T.S. - 211 - Title 1 - $50
No Progress Accomplished Continue/Modify Discontinue
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 24 of 30 January 7, 2022 3:42 PMGoal 4: Family and Community Engagement: Increase parent engagement on the campus and the methods of communication used to engage parents in school
activities.
Performance Objective 1: By the end of the 2020-21 school year, parent and family engagement will increase by 5%.
Evaluation Data Sources: Parent Survey
Activity sign-in sheets/records
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1 Details Formative Reviews
Strategy 1: Parent and Family Engagement: Parents and students will participate in virtual family engagement activities such as : Formative
Nov Feb June
Meet the Teacher
Open House
Parent Teacher Organization Meetings
Virtual Winter Wonderland
Strategy's Expected Result/Impact: Parent and family engagement will increase by 5%.
1. Yeager Elementary is promoting family involvement with a individual (COVID friendly) educational activity to promote
literacy and family time.
Staff Responsible for Monitoring: Title I Coordinator
Problem Statements: Parent and Community Engagement 1
Funding Sources: Scholastic Books for each student (Winter Wonderland) - 211 - Title 1 - $3,216.50, Literacy Activity- School
Speciality - 211 - Title 1 - $987.05
Strategy 2 Details Formative Reviews
Strategy 2: Title I Campus: Formative
Nov Feb June
Parent and Family Engagement Policy: On October 1, 2020 the campus jointly developed/amended with the CPOC and distributed to all
parents and family members within the school.
This policy was made available in English and Spanish and other languages based on the Language Access Plan for Title I Campuses on the
campus website as well as in the following location(s): Promenade Apartments
Strategy's Expected Result/Impact: 100% of parents and family members will have access to the Parent and Family Engagement
Policy.
Staff Responsible for Monitoring: Title I Specialist
Title I Schoolwide Elements: 3.1
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 25 of 30 January 7, 2022 3:42 PMStrategy 3 Details Formative Reviews
Strategy 3: Title I Campus: Formative
Nov Feb June
Flexible Number of Parent Involvement Meetings: The campus offers a flexible number of parent and family engagement meetings. Oct.27,
Dec. 1, Jan 26, March 23, May 4 at 9:30am and 6pm via Zoom due to Covid-19.
Strategy's Expected Result/Impact: Parent and family participation will increase by 5% due to the campus offering flexible
meeting dates and times.
Title I Schoolwide Elements: 3.2
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Parent and Community Engagement
Problem Statement 1: Parent and Community Engagement: Engaging families virtually during the pandemic is challenging. Root Cause: Parent and Community Engagement:
Many families have limited access to technology at home.
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 26 of 30 January 7, 2022 3:42 PM2020-2021 CPOC Committee Role Name Position Administrator Laura Barrett Principal Classroom Teacher Alane Williams PE Teacher Classroom Teacher Debbie Santalucia Resource Teacher Classroom Teacher Marisa Ochoa Kindergarten Teacher Classroom Teacher Julie Mendoza 3rd Grade Teacher Classroom Teacher Mary Ellen Houston 2nd Grade Teacher Classroom Teacher Majorie Wise 1st Grade Teacher Classroom Teacher Jennifer Mahon 4th Grade Teacher Classroom Teacher Carrie Wilkins 5th Grade Teacher Paraprofessional Nora Lopez Paraprofessional District-level Professional Christina Cole Assistant Superintendent Administrator LaDonna Williams Title 1 Coordinator Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 27 of 30 January 7, 2022 3:42 PM
Campus Funding Summary
211 - Title 1
Goal Objective Strategy Resources Needed Account Code Amount
1 1 1 Lakeshore- reading packs for grades 2-5 $227.92
1 1 1 Book Bags (Really Good Stuff) $2,470.88
1 1 2 Writing materials (Lakeshore) $360.87
1 1 2 Writing notebooks (School Speciality) $465.75
1 1 3 PYRAMID SCHOOL PRODUCTS $2,984.27
1 1 4 Supplies Grades Pre-K -5 $4,308.74
1 1 4 Math Supplies- grades 2-5 $1,497.75
1 1 5 School Speciality $2,891.20
1 1 5 Generation Genius, Inc. $995.00
1 1 6 Classroom Headphones -CDWG $3,676.21
1 1 6 Whiteboard- maker hub cart $8,377.36
1 1 6 Really Good Stuff- Book Pouches $6,826.90
1 1 7 Brain Pop $2,950.00
1 1 7 Prime Systems $5,714.41
1 1 7 Primary and Life Skills Resources from Lakeshore $2,477.82
1 1 7 Education Galaxy $4,180.00
1 1 7 Title 1 Temporary Worker $2,147.00
1 1 7 Flocabulary $2,000.00
1 1 7 Instructional supplies $31,109.62
B&H PHOTO-VIDEO-PRO-AUDIO (B & H FOTO & ELECTRONICS
1 1 7 $1,450.88
CORP.)
1 1 7 ELAR- Writing materials $360.87
1 1 8 Headphones for TELPAS $1,196.70
1 1 8 Writing Supplies $347.35
Region 4 Campus Testing Coordinator Academy (Virtual) 2021 CTC Academy
3 2 1 $50.00
presented in collaboration with B.R.A.T.S.
4 1 1 Scholastic Books for each student (Winter Wonderland) $3,216.50
4 1 1 Literacy Activity- School Speciality $987.05
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 28 of 30 January 7, 2022 3:42 PM211 - Title 1
Goal Objective Strategy Resources Needed Account Code Amount
Sub-Total $93,271.05
Grand Total $93,271.05
Yeager Elementary School Campus #101-907-109
Generated by Plan4Learning.com 29 of 30 January 7, 2022 3:42 PMAddendums Yeager Elementary School Campus #101-907-109 Generated by Plan4Learning.com 30 of 30 January 7, 2022 3:42 PM
Cypress‐Fairbanks Independent School District
Department of District Improvement and Accountability
2020‐21 CIP Targets
The targets listed below meet minimum expectations.
Campuses are responsible for meeting the CIP targets as well as state and federal accountability targets.
2019 Approaches 2021 Approaches 2021 Approaches
Student Tested % Growth Tested
Content Grade Campus Incremental Growth
Group 2019 # % Needed 2021 # %
Target
Reading 3 Yeager All 150 99 66% 66% 0% 118 77 65%
Reading 3 Yeager Hispanic 70 38 54% 54% 0% 72 43 60%
Reading 3 Yeager African Am. 40 24 60% 60% 0% 23 14 61%
Reading 3 Yeager White 30 27 90% 90% 0% 19 16 84%
Reading 3 Yeager Eco. Dis. 91 52 57% 57% 0% 86 52 60%
Reading 3 Yeager LEP Current 34 12 35% 35% 0% 35 14 40%
Reading 3 Yeager SPED 11 3 27% 27% 0% 19 7 37%
Reading 4 Yeager All 142 99 70% 70% 0% 113 75 66%
Reading 4 Yeager Hispanic 69 44 64% 64% 0% 65 43 66%
Reading 4 Yeager African Am. 38 25 66% 66% 0% 25 12 48%
Reading 4 Yeager White 19 17 89% 89% 0% 17 15 88%
Reading 4 Yeager Eco. Dis. 95 61 64% 64% 0% 76 46 61%
Reading 4 Yeager LEP Current 33 11 33% 33% 0% 25 13 52%
Reading 4 Yeager SPED 19 8 42% 42% 0% 12 4 33%
Reading 5 Yeager All 171 137 80% 80% 0% 130 105 81%
Reading 5 Yeager Hispanic 75 59 79% 79% 0% 64 44 69%
Reading 5 Yeager African Am. 45 31 69% 69% 0% 30 25 83%
Reading 5 Yeager White 35 33 94% 94% 0% 26 26 100%
Reading 5 Yeager Eco. Dis. 103 76 74% 74% 0% 78 57 73%
Reading 5 Yeager LEP Current 25 9 36% 36% 0% 25 9 36%
Reading 5 Yeager SPED 19 9 47% 47% 0% 11 4 36%
Math 3 Yeager All 150 101 67% 67% 0% 118 66 56%
Math 3 Yeager Hispanic 70 39 56% 56% 0% 71 34 48%
Math 3 Yeager African Am. 40 26 65% 65% 0% 23 12 52%
Math 3 Yeager White 30 26 87% 87% 0% 19 16 84%
Math 3 Yeager Eco. Dis. 91 53 58% 58% 0% 86 42 49%
Math 3 Yeager LEP Current 34 13 38% 38% 0% 35 12 34%
Math 3 Yeager SPED 11 3 27% 27% 0% 19 2 11%
Math 4 Yeager All 142 84 59% 59% 0% 114 62 54%
Math 4 Yeager Hispanic 69 35 51% 51% 0% 65 40 62%
Math 4 Yeager African Am. 38 20 53% 53% 0% 26 5 19%
Math 4 Yeager White 19 18 95% 95% 0% 17 13 76%
Math 4 Yeager Eco. Dis. 95 46 48% 48% 0% 77 39 51%
Math 4 Yeager LEP Current 33 5 15% 15% 0% 25 13 52%
Math 4 Yeager SPED 19 6 32% 32% 0% 12 2 17%
Math 5 Yeager All 173 138 80% 80% 0% 131 92 70%
Math 5 Yeager Hispanic 76 63 83% 83% 0% 65 43 66%
Math 5 Yeager African Am. 45 27 60% 60% 0% 30 16 53%
Math 5 Yeager White 36 35 97% 97% 0% 26 25 96%
Math 5 Yeager Eco. Dis. 105 74 70% 70% 0% 79 51 65%
Math 5 Yeager LEP Current 25 14 56% 56% 0% 25 13 52%
Math 5 Yeager SPED 19 9 47% 47% 0% 12 2 17%
Writing 4 Yeager All 141 88 62% 62% 0% 115 64 56%
Writing 4 Yeager Hispanic 68 39 57% 57% 0% 65 39 60%
Writing 4 Yeager African Am. 38 19 50% 50% 0% 26 7 27%
Writing 4 Yeager White 19 17 89% 89% 0% 18 15 83%
Writing 4 Yeager Eco. Dis. 95 50 53% 53% 0% 79 40 51%
Writing 4 Yeager LEP Current 32 9 28% 28% 0% 25 12 48%
Writing 4 Yeager SPED 19 6 32% 32% 0% 12 1 8%
Science 5 Yeager All 172 136 79% 79% 0% 131 97 74%
Science 5 Yeager Hispanic 74 58 78% 78% 0% 65 44 68%
Science 5 Yeager African Am. 48 30 63% 63% 0% 30 19 63%
Science 5 Yeager White 34 33 97% 97% 0% 26 25 96%
Science 5 Yeager Eco. Dis. 105 74 70% 70% 0% 78 53 68%
Science 5 Yeager LEP Current 24 11 46% 46% 0% 24 13 54%
Science 5 Yeager SPED 19 9 47% 47% 0% 12 1 8%Cypress‐Fairbanks Independent School District
Department of District Improvement and Accountability
2020‐21 Meets CIP Targets
The targets listed below meet minimum expectations.
Campuses are responsible for meeting the CIP targets as well as state and federal accountability targets.
2019 Meets 2021 Meets 2021 Meets
Student Tested % Growth Tested
Content Grade Campus Incremental Growth
Group 2019 # % Needed 2021 # %
Target
Reading 3 Yeager All 150 53 35% 35% 0% 118 43 36%
Reading 3 Yeager Hispanic 70 10 14% 14% 0% 72 16 22%
Reading 3 Yeager African Am. 40 13 33% 33% 0% 23 11 48%
Reading 3 Yeager White 30 23 77% 77% 0% 19 13 68%
Reading 3 Yeager Eco. Dis. 91 21 23% 23% 0% 86 25 29%
Reading 3 Yeager LEP Current 34 1 3% 3% 0% 35 4 11%
Reading 3 Yeager SPED 11 1 9% 9% 0% 19 1 5%
Reading 4 Yeager All 142 61 43% 43% 0% 113 35 31%
Reading 4 Yeager Hispanic 69 26 38% 38% 0% 65 17 26%
Reading 4 Yeager African Am. 38 11 29% 29% 0% 25 4 16%
Reading 4 Yeager White 19 14 74% 74% 0% 17 11 65%
Reading 4 Yeager Eco. Dis. 95 30 32% 32% 0% 76 20 26%
Reading 4 Yeager LEP Current 33 3 9% 9% 0% 25 3 12%
Reading 4 Yeager SPED 19 4 21% 21% 0% 12 1 8%
Reading 5 Yeager All 171 93 54% 54% 0% 130 71 55%
Reading 5 Yeager Hispanic 75 30 40% 40% 0% 64 27 42%
Reading 5 Yeager African Am. 45 23 51% 51% 0% 30 13 43%
Reading 5 Yeager White 35 29 83% 83% 0% 26 22 85%
Reading 5 Yeager Eco. Dis. 103 43 42% 42% 0% 78 34 44%
Reading 5 Yeager LEP Current 25 2 8% 8% 0% 25 4 16%
Reading 5 Yeager SPED 19 4 21% 21% 0% 11 1 9%
Math 3 Yeager All 150 54 36% 36% 0% 118 27 23%
Math 3 Yeager Hispanic 70 15 21% 21% 0% 71 14 20%
Math 3 Yeager African Am. 40 13 33% 33% 0% 23 2 9%
Math 3 Yeager White 30 21 70% 70% 0% 19 8 42%
Math 3 Yeager Eco. Dis. 91 23 25% 25% 0% 86 17 20%
Math 3 Yeager LEP Current 34 1 3% 3% 0% 35 4 11%
Math 3 Yeager SPED 11 1 9% 9% 0% 19 0 0%
Math 4 Yeager All 142 50 35% 35% 0% 114 30 26%
Math 4 Yeager Hispanic 69 22 32% 32% 0% 65 17 26%
Math 4 Yeager African Am. 38 7 18% 18% 0% 26 2 8%
Math 4 Yeager White 19 13 68% 68% 0% 17 7 41%
Math 4 Yeager Eco. Dis. 95 20 21% 21% 0% 77 16 21%
Math 4 Yeager LEP Current 33 2 6% 6% 0% 25 3 12%
Math 4 Yeager SPED 19 3 16% 16% 0% 12 0 0%
Math 5 Yeager All 173 88 51% 51% 0% 131 69 53%
Math 5 Yeager Hispanic 76 32 42% 42% 0% 65 30 46%
Math 5 Yeager African Am. 45 18 40% 40% 0% 30 11 37%
Math 5 Yeager White 36 27 75% 75% 0% 26 21 81%
Math 5 Yeager Eco. Dis. 105 39 37% 37% 0% 79 31 39%
Math 5 Yeager LEP Current 25 3 12% 12% 0% 25 7 28%
Math 5 Yeager SPED 19 4 21% 21% 0% 12 1 8%
Writing 4 Yeager All 141 39 28% 28% 0% 115 28 24%
Writing 4 Yeager Hispanic 68 19 28% 28% 0% 65 13 20%
Writing 4 Yeager African Am. 38 4 11% 11% 0% 26 3 12%
Writing 4 Yeager White 19 9 47% 47% 0% 18 9 50%
Writing 4 Yeager Eco. Dis. 95 15 16% 16% 0% 79 14 18%
Writing 4 Yeager LEP Current 32 2 6% 6% 0% 25 1 4%
Writing 4 Yeager SPED 19 1 5% 5% 0% 12 0 0%
Science 5 Yeager All 172 101 59% 59% 0% 131 60 46%
Science 5 Yeager Hispanic 74 38 51% 51% 0% 65 22 34%
Science 5 Yeager African Am. 48 21 44% 44% 0% 30 10 33%
Science 5 Yeager White 34 32 94% 94% 0% 26 20 77%
Science 5 Yeager Eco. Dis. 105 47 45% 45% 0% 78 29 37%
Science 5 Yeager LEP Current 24 6 25% 25% 0% 24 4 17%
Science 5 Yeager SPED 19 3 16% 16% 0% 12 1 8%Cypress‐Fairbanks Independent School District
Department of District Improvement and Accountability
2020‐21 Masters CIP Targets
The targets listed below meet minimum expectations.
Campuses are responsible for meeting the CIP targets as well as state and federal accountability targets.
2019 Masters 2021 Masters 2021 Masters
Student Tested % Growth Tested
Content Grade Campus Incremental Growth
Group 2019 # % Needed 2021 # %
Target
Reading 3 Yeager All 150 35 23% 23% 0% 118 17 14%
Reading 3 Yeager Hispanic 70 4 6% 6% 0% 72 7 10%
Reading 3 Yeager African Am. 40 10 25% 25% 0% 23 3 13%
Reading 3 Yeager White 30 16 53% 53% 0% 19 5 26%
Reading 3 Yeager Eco. Dis. 91 14 15% 15% 0% 86 9 10%
Reading 3 Yeager LEP Current 34 0 0% 0% 0% 35 2 6%
Reading 3 Yeager SPED 11 0 0% 0% 0% 19 0 0%
Reading 4 Yeager All 142 36 25% 25% 0% 113 20 18%
Reading 4 Yeager Hispanic 69 17 25% 25% 0% 65 8 12%
Reading 4 Yeager African Am. 38 5 13% 13% 0% 25 1 4%
Reading 4 Yeager White 19 8 42% 42% 0% 17 9 53%
Reading 4 Yeager Eco. Dis. 95 15 16% 16% 0% 76 8 11%
Reading 4 Yeager LEP Current 33 2 6% 6% 0% 25 2 8%
Reading 4 Yeager SPED 19 2 11% 11% 0% 12 0 0%
Reading 5 Yeager All 171 57 33% 33% 0% 130 46 35%
Reading 5 Yeager Hispanic 75 13 17% 17% 0% 64 13 20%
Reading 5 Yeager African Am. 45 14 31% 31% 0% 30 9 30%
Reading 5 Yeager White 35 23 66% 66% 0% 26 18 69%
Reading 5 Yeager Eco. Dis. 103 22 21% 21% 0% 78 18 23%
Reading 5 Yeager LEP Current 25 1 4% 4% 0% 25 0 0%
Reading 5 Yeager SPED 19 3 16% 16% 0% 11 0 0%
Math 3 Yeager All 150 26 17% 17% 0% 118 8 7%
Math 3 Yeager Hispanic 70 3 4% 4% 0% 71 3 4%
Math 3 Yeager African Am. 40 4 10% 10% 0% 23 0 0%
Math 3 Yeager White 30 17 57% 57% 0% 19 3 16%
Math 3 Yeager Eco. Dis. 91 5 5% 5% 0% 86 5 6%
Math 3 Yeager LEP Current 34 0 0% 0% 0% 35 0 0%
Math 3 Yeager SPED 11 0 0% 0% 0% 19 0 0%
Math 4 Yeager All 142 30 21% 21% 0% 114 19 17%
Math 4 Yeager Hispanic 69 12 17% 17% 0% 65 9 14%
Math 4 Yeager African Am. 38 3 8% 8% 0% 26 0 0%
Math 4 Yeager White 19 10 53% 53% 0% 17 7 41%
Math 4 Yeager Eco. Dis. 95 10 11% 11% 0% 77 8 10%
Math 4 Yeager LEP Current 33 1 3% 3% 0% 25 1 4%
Math 4 Yeager SPED 19 2 11% 11% 0% 12 0 0%
Math 5 Yeager All 173 56 32% 32% 0% 131 42 32%
Math 5 Yeager Hispanic 76 17 22% 22% 0% 65 18 28%
Math 5 Yeager African Am. 45 8 18% 18% 0% 30 5 17%
Math 5 Yeager White 36 22 61% 61% 0% 26 14 54%
Math 5 Yeager Eco. Dis. 105 19 18% 18% 0% 79 17 22%
Math 5 Yeager LEP Current 25 1 4% 4% 0% 25 4 16%
Math 5 Yeager SPED 19 4 21% 21% 0% 12 1 8%
Writing 4 Yeager All 141 13 9% 9% 0% 115 8 7%
Writing 4 Yeager Hispanic 68 3 4% 4% 0% 65 2 3%
Writing 4 Yeager African Am. 38 4 11% 11% 0% 26 0 0%
Writing 4 Yeager White 19 4 21% 21% 0% 18 4 22%
Writing 4 Yeager Eco. Dis. 95 5 5% 5% 0% 79 4 5%
Writing 4 Yeager LEP Current 32 1 3% 3% 0% 25 0 0%
Writing 4 Yeager SPED 19 1 5% 5% 0% 12 0 0%
Science 5 Yeager All 172 67 39% 39% 0% 131 22 17%
Science 5 Yeager Hispanic 74 24 32% 32% 0% 65 6 9%
Science 5 Yeager African Am. 48 11 23% 23% 0% 30 3 10%
Science 5 Yeager White 34 24 71% 71% 0% 26 9 35%
Science 5 Yeager Eco. Dis. 105 29 28% 28% 0% 78 7 9%
Science 5 Yeager LEP Current 24 2 8% 8% 0% 24 1 4%
Science 5 Yeager SPED 19 2 11% 11% 0% 12 0 0%Yeager
Early Childhood Literacy Board Outcome Goal
The percent of 3rd grade students that score meets grade level or above on STAAR Reading will increase from 38% to 48% by June 2025.
Yearly Target Goals
2021 2022 2023 2024 2025
38% 40% 42% 45% 48%
Closing the Gaps Student Groups Yearly Targets
Two or Special
African American Pacific Eco. Cont. Non‐Cont.
Hispanic White Asian More Special Ed Ed EL
American Indian Islander Disadv. Enrolled Enrolled
Races (Former)
2021 36% 18% 79% 24% 17% 44% 26%
2022 38% 20% 81% NA NA NA NA NA 26% NA 19% 46% 28%
2023 40% 22% 83% NA NA NA NA NA 28% NA 21% 48% 30%
2024 43% 25% 86% NA NA NA NA NA 31% NA 24% 51% 33%
2025 46% 28% 89% NA NA NA NA NA 34% NA 27% 54% 36%
Early Childhood Math Board Outcome Goal
The percent of 3rd grade students that score meets grade level or above on STAAR Math will increase from 39% to 49% by June 2025.
Yearly Target Goals
2021 2022 2023 2024 2025
39% 41% 43% 46% 49%
Closing the Gaps Student Groups Yearly Targets
Two or Special
African American Pacific Eco. Cont. Non‐Cont.
Hispanic White Asian More Special Ed Ed EL
American Indian Islander Disadv. Enrolled Enrolled
Races (Former)
2021 39% 25% 71% 28% 19% 44% 30%
2022 41% 27% 73% NA NA NA NA NA 30% NA 21% 46% 32%
2023 43% 29% 75% NA NA NA NA NA 32% NA 23% 48% 34%
2024 46% 32% 78% NA NA NA NA NA 35% NA 26% 51% 37%
2025 49% 35% 81% NA NA NA NA NA 38% NA 29% 54% 40%CYPRESS-FAIRBANKS ISD
Standard Expectations
The following activities will no longer appear in the District Improvement Plan or the Campus Improvement Plans, since
they represent practices that are expected to happen in an ongoing manner to provide instructional “standard operating
procedures.”
Curriculum and Instruction
• The District provides a common curriculum for all subjects at every grade level with appropriate learning
experiences based on the Texas Essential Knowledge and Skills (TEKS) and ensures that all students, no matter
which campus they attend, receive the same curriculum.
• The District curriculum staff updates and revises the curriculum regularly considering teacher input, state and
district assessment data, and current research and best practices. The curriculum includes scope and sequence,
pacing guides, instructional resources, model lessons, and assessment items that support the content area while
addressing the needs of a diverse student population.
• The District curriculum resides in Schoology, the learning management system. Schoology is used to its fullest
capacity: lesson planning, resource selection, assessments, data digging, and data interpretations for
instructional decisions.
• Teacher teams meet weekly (the appropriate number of times using Schoology) to plan collaboratively and
develop effective, relevant lessons that focus on creating classroom experiences that meet students’ needs while
maximizing first-time instruction and learning. These classroom experiences provide opportunities in which
students
o use technology (including but is not limited to online textbooks, animations/videos, simulations, reports,
assessments, information graphics, probe ware, graphing calculators, programs, etc.) to support the
learning of the TEKS;
o generate and translate between multiple representations (graphs, diagrams, pictures, equations, tables,
poems, advertisements, etc.);
o develop academic language proficiency through speaking, reading, writing, and listening;
o develop stamina to solve complex problems, read long passages and questions, and transfer knowledge
to other situations and/or disciplines; and
o have time to make sense of their learning (reflective journaling, student discourse, collaborative group
work, Socratic seminars, etc.).
• The District provides and campuses follow student placement guidelines and scheduling protocols (Blue Book,
Elementary Administrative Handbook, Master’s Scheduler Handbook, etc.) ensuring that students are placed in
the appropriate classrooms/programs and are ready and able to achieve at high levels.
Monitoring
• Campus leaders use various strategies, processes, and/or procedures to monitor the standard expectations to
ensure fidelity. Examples include but are not limited to
o review of lesson plans;
o participation in team planning by administrators;
o participation in data review/data dig sessions; and
o monitor Schoology use.
• Campus leaders gather data, and coach teams and individual teachers in order to improve the impact of first-time
instruction and learning.
Assessment and Data Analysis
• The District develops and campuses administer assessments (District Progress Monitors, benchmark
assessments, unit tests, check points, etc.) based on the established assessment calendars.
• Teacher teams review student data from multiple sources (DPMs, benchmark assessments, unit tests, check
points, etc.) and develop a response that supports and defines methods for re-teaching and re-evaluating to
ensure all students learn the content.
• Each teacher reviews data at the individual student level in an effort to adjust instruction and provide support so
that every student has opportunity to master the content.
Updated July 2020 / HBElementary Content Area
Standard Expectations
Literacy (Reading and Writing)
• Maximize instructional time by developing, posting, and consistently following a balanced literacy schedule that
contains all components.
• Teach/re-teach the reading and writing process throughout the school year and ensure that students read and
write each day.
• Utilize reading and writing workshop strategies to teach and reinforce critical TEKS (think aloud, modeling reading
and writing processes in mini-lessons, interactive read aloud with accountable talk, independent reading and
writing, small group instruction, conferring, and whole group share time).
• Use varied, authentic literature as mentor texts in reading and writing.
• Allow student choice from among varied genres and reading levels during independent reading time from
classroom and digital libraries.
• Post and use anchor charts, created with students, in literacy classrooms.
• Maintain a monitoring notebook as documentation of individual student’s progress observed during small group
instruction and/or reading/writing conferences.
• Use varied, research-based strategies to teach revising and editing skills and apply language conventions within
the context of writing.
• Use the Continuum of Literacy Learning and District and campus data to differentiate literacy instruction using
individual conferences, small group instruction, and/or strategy group instruction.
• Integrate social studies and theater arts TEKS in literacy classes through read aloud and reading and writing
workshop.
Mathematics
• Model and expect students to use a problem-solving process.
• Post and use classroom-created anchor charts in math classrooms.
• Facilitate fact fluency for 10-15 minutes daily during math instruction to develop automaticity. This can be
accomplished using Number Talks, Math Talks, CFISD Fact Fluency Plan, and other content conversation
routines.
o “Procedural fluency refers to knowledge of procedures, knowledge or when and how to use them
appropriately, and skill in performing them flexibly, accurately, and efficiently.” NRC (2001)
o Automaticity is fast recall of facts which seemingly appear instant.
• Use math manipulatives to help students develop concept understandings.
• Include teaching strategies and questions designed to promote higher-level thinking in lesson plans to improve
first-time learning, which includes time for productive struggle.
• Use and encourage students to use precise mathematical vocabulary.
• Use Interactive Math Notebooks in 2nd-5th grade.
• Encourage student discourse/discussion including “what do you notice/wonder” and justifications.
• On a regular basis, integrate classroom Chromebooks and other student devices into the learning environment.
Use the devices so that students can create, collaborate, and share their thinking.
Science
Teachers will develop science literate students by creating learning opportunities using the 5E Instructional Model (grades
2-5) that engage students in scientific practices that require them to
• ask questions, identify problems, plan and conduct classroom and field investigations to answer questions
according to grade level TEKS expectations (K-1 = 80% of time, 2nd-3rd = 60% of time, 4th-5th = 50% of time).
• use a science notebook (grades 2-5) to collect and organize data in simple graphs, tables, maps, and charts.
• analyze data using math to derive meaning, identify patterns, and discover relationships.
• engage in a common inquiry experience to make sense of and develop scientific concepts and vocabulary.
• develop evidence-based explanations and communicate findings, conclusions, and proposed solutions.
• engage respectfully in scientific discussion by listening, speaking, reading and scientific writing.
• incorporate the use of technology when it is the most effective tool for the task.You can also read
