Killeen Independent School District Oveta Culp Hobby Elementary School Campus Improvement Plan 2020-2021
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Killeen Independent School District
Oveta Culp Hobby Elementary School
Campus Improvement Plan
2020-2021
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 1 of 53 October 13, 2020 1:14 PMVision
At Oveta Culp Hobby Elementary, we are focused on doing what is best for students in order to create a
challenging, positive learning environment where every Patriot grows everyday.
Core Beliefs
Patriot Staff Members are committed to:
Ensuring all students are growing emotionally and academically at ALL times.
Considering every action, conversation, and decision through the question, "Would I want that for my own
child?"
Holding self and others accountable for the learning success for ALL Patriots.
Collaborating with open minds to help ALL Patriots improve learning.
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 2 of 53 October 13, 2020 1:14 PMTable of Contents
At Oveta Culp Hobby Elementary, we are focused on doing what is best for students in order to create a challenging, positive learning environment where every Patriot grows
everyday. 2
Comprehensive Needs Assessment 5
Needs Assessment Overview 5
Demographics 6
Student Learning 11
STAAR DATA OVERVIEW 11
Third Grade Yearly Growth Report STAAR Reading 11
Pass Rate & Growth Report for Demographics STAAR Reading 11
Third Grade Yearly Growth Report STAAR Math 11
Pass Rate & Growth Report for Demographics STAAR Math 12
MAP DATA OVERVIEW 12
K-3 Grade MAP Data 2018-2019 12
K-3 MAP Growth Data 13
beast mode 14
focus mode 14
focus mode 14
focus mode 15
beast mode 15
CIRCLE DATA OVERVIEW 15
CIRCLE Data 2018-2019 15
CIRCLE Data Yearly Growth Comparison 16
FOUNTAS & PINNELL READING LEVELS 16
F&P Levels 16
School Processes & Programs 19
Perceptions 21
Priority Problem Statements 23
Goals 26
Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting in future ready students.
26
Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize student achievement. 38
Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships and meaningful communication.
40
Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social, emotional, and behavioral distractors; thereby improving student
achievement. 43
Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students and staff. 46
State Compensatory 49
Personnel for Oveta Culp Hobby Elementary School 49
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 3 of 53 October 13, 2020 1:14 PMTitle I Schoolwide Elements 50 ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 50 1.1: Comprehensive Needs Assessment 50 ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 50 2.1: Campus Improvement Plan developed with appropriate stakeholders 50 2.2: Regular monitoring and revision 50 2.3: Available to parents and community in an understandable format and language 50 2.4: Opportunities for all children to meet State standards 51 2.5: Increased learning time and well-rounded education 51 2.6: Address needs of all students, particularly at-risk 51 ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 51 3.1: Develop and distribute Parent and Family Engagement Policy 51 3.2: Offer flexible number of parent involvement meetings 51 Title I Personnel 52 2020-2021 Site Based Decision Making Committee 53 Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 4 of 53 October 13, 2020 1:14 PM
Comprehensive Needs Assessment Needs Assessment Overview Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 5 of 53 October 13, 2020 1:14 PM
Demographics
Demographics Summary
Hobby Elementary, one of 32 elementary schools in Killeen ISD, is located on Fort Hood in the Comanche III military housing area of Fort Hood. Most of our families live in the
surrounding community and walk to school. The school has been open since 2004. Hobby is one of six elementary schools located on post and one of two Killeen ISD schools
that only serve students up to third grade. Hobby Elementary has prekindergarten 3 through third grade on our campus. Our fourth and fifth grade students attend Meadows
Elementary, another on post elementary school. At the end of the 2020 school year, the school served 728 students. Peak enrollment was 748.
We have a high number of military affiliated students at Hobby. Our active duty enrollment is 95%, and our "civilian on post" enrollment is 6%. Most Hobby students live in
family military housing with one or more parents on active duty. Deployments and TDY assignments frequently create single parent homes. Enrollment over the past three years
show our Hispanic population has increased by 4% where as our white population has decreased by 5%.
Student Ethnicity Demographics:
Ethnicity 2019-2020 2018-2019 2017-2018
Hispanic 29.26% 27.95% 25.91%
Indian 0.69% 1.01% 0.76%
Asian 1.92% 1.44% 1.83%
Black 21.84% 16.86% 20.27%
Pacific Islander 1.24% 2.02% 1.98%
White 36.81% 41.93% 41.77%
Two or more races 8.24% 8.79% 7.47%
Hobby Elementary is a Title I school. The percentage of students eligible for free/reduced meals has increased from 67% (2016-2017) to 75% (2019-2020). At-risk students make
up 32% of our total population, which is a 3% increase from last year. Our homeless rate has decreased from 0.30% 0.14%. There are a wide variety of federal programs and
services to support our students.
Our population of students receiving ESL services increased from 2% (2018-2019) to 6% (2019-2020). There are 13.6% of students receiving special education services, with
11.5% of our students recieving speech services. Students identified as GT continue to increased by approximately 0.5% each year. There were approximately 11 students who
receive dyslexia services during the 2019-2020 school year. Our dyslexia numbers have declined since Hobby became a PK3-3rd grade only campus.
Program Demographics:
Program 2019-2020 2018-2019 2017-2018
Sect.504 5.49% 6.77% 6.10%
Dyslexia 0% 2.16% 3.66%
ELL 6.87% 6.20% 8.08%
Bilingual 0.82% 1.01% 0.91%
Denial 0.14% 0.58% 0.61%
ESL 5.91% 4.61% 6.55%
GT 3.02% 2.59% 1.98%
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 6 of 53 October 13, 2020 1:14 PMProgram 2019-2020 2018-2019 2017-2018 SPED 13.60% 14.70% 12.35% No Setting 5.49% 5.76% 4.57% Main 2.2% 3.17% 3.20% Stream Resource 2.47% 2.31% 1.98% Self-Cont. 0.82% 1.15% 0.46% Speech 11.54% 12.97% 10.82% Homebound 0.00% 0.00% 0.15% The mobility rate at Hobby is consistently in the 33-36% range, which is likely due to the military community in which we serve. Our attendance percentage averaged 93.86% for the 2018-2019 school year. We are consistently in the fourth quartile each year on state assessment data for our attendance. Due to COVID 19, we do not have the total attendance percenetage for the 2019-2020 school year. Early checkouts are a chronic issue at Hobby. Attendance in our EE classification is for our two PPCD self-contained classrooms. Low attendance is often attributed to pull-outs for therapy or doctor appointments. Our two prekindergarten grade levels had improved attendance; however, the remaining grade levels all had declining attendance rates for the 2018-2019 school year. Attendance Summary: Attendance Data 2019-2020 2018-2019 2017-2018 Overall Attendance N/A 93.86% 95.24% EE N/A 85.84% 90.53% Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 7 of 53 October 13, 2020 1:14 PM
Attendance Data 2019-2020 2018-2019 2017-2018
PK3 N/A 91.47% 88.85%
PK4 N/A 92.81% 91.11%
Kindergarten N/A 92.97% 95.67%
First Grade N/A 95.16% 96.61%
Second Grade N/A 94.83% 97.45%
Third Grade N/A 95.88% 97.25%
Total discipline referral data is not available for the 2019-2020 school year due to COVID 19. There were 374 discipline incidents for the 2018-2019 school year, with 293
referrals being processed during the 2017-2018 school year. Most of the referrals were for minor offences or "other" serious. Hobby has a school behavioral specialist, who works
in conjunction with the two counselors and the Military Family Life Consultant to mitigate disruptive behaviors. The school behavioral health specialist position was vacant for
part of the year. Our overall behavior philosophy is that if we can figure out the antecedent before the behavior, we can help students with coping strategies and mechanisms to
use before acting out. All classrooms implented classroom circles, which is a restorative discipline.
Number of Students with Discipline Referral Data by Grade:
Grade Level 2019-2020 2018-2019 2017-2018
PPCD N/A 20 11
Prekindergarten 3 11 50 17
Prekindergarten 4 17 70 41
Kindergarten 15 56 51
First Grade 21 61 66
Second Grade 13 89 65
Third Grade 11 28 21
Totals 88 374 293
The staff for the 2020-2021 school year will consist of 41 classroom teachers, which is three more than the previous year. There were two self-contained SPED classes, PPCD 3
and PPCD 4; however, the classes are being restructured for the 2020-2021 school year. There will be a CASTLE 3/4 class and a PPCD 3/4 class. Hobby Elementary has one
principal and two assistant principals. There is also an instructional specialist and a technologist to support the curriculum and instructional needs of both students and staff. All
teachers meet Texas Education Agency certification requirements while all paraprofessional staff members meet the highly qualified requirements of Every Student Succeeds Act.
Our team at Hobby, which includes approximately 110 total professional and auxiliary staff, is retained through our mentoring program and through support from professional
learning communities. A reading and math interventionist/coach was added last year to help support student interventions and teacher growth. This year, we are adding a tutor to
help with remediation during the day due to the COVID 19 learning slide.
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 8 of 53 October 13, 2020 1:14 PMTeacher Data for the 2019-2020 School Year:
PPCD 2 Reading Intervention/Coach 1
Prekindergarten 3 7 Math Intervention/Coach 1
Prekindergarten 4 6 ESL Teacher 1
Kindergarten 6 SPED Teacher 1
First Grade 6 Dyslexia Teacher .5
Second Grade 5 Music Teachers 2
Third Grade 5 PE Coaches 2.5
Staff Allocation Projections for the 2020-2021 School Year:
PPCD/CASTLE 2 Reading Intervention/Coach 1
Prekindergarten 3 9 Math Intervention/Coach 1
Prekindergarten 4 7 ESL Teacher 1
Kindergarten 6 SPED Teacher 2
First Grade 6 Dyslexia Teacher .5
Second Grade 5 Music Teachers 2
Third Grade 6 PE Coaches 3
Diversity is an important part of being a Hobby Patriot. Our staff ethnicity data mirrors our student population.
Teachers by Ethnicity:
Ethnicity 2019-2020 2018-2019 2017-2018
Black 27% 26% 30%
Hispanic 23% 18% 25%
White 46% 55% 44%
Two or More Races 4% 2% 1%
The transfer rate at Hobby Elementary averages 26%. Many of our staff leave due to military moves or advancement in the district. The nature of our military community means
that each year new staff members are added. Additionally, teachers move into administrative or district positions, and instructional assistants move into the classroom. The
percentage of teachers with over 20 years of experience increased 7%. We also had fewer first year teachers as compared to years prior.
Teachers by Years of Experience:
Years Experience 2019-2020 2018-2019 2017-2018
Beginning Teachers 8% 21% 16%
1-5 Years’ Experience 46% 39% 45%
6-10 Years’ Experience 15% 14% 11%
11-20 Years’ Experience 12% 14% 16%
Over 20 Years’ Experience 19% 12% 16%
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 9 of 53 October 13, 2020 1:14 PMBecause Hobby is a great place to be, we frequently have former Patriots rejoin our team. This year, we have three staff members returning. At Hobby, we are focused on doing
what is best for students in order to create a challenging, positive learning environment where every Patriot grows every day. We all refer to ourselves as Patriots, and we believe
that being a Patriot is a special privilege. You will often here of staff members telling each other they "have your back," and being a part of a team is the norm. #PP4L is often
heard or written by students, parents, and staff.
Fort Hood provides our Military Family Life Consultant and a School Behavior Health Worker. Hobby also has a bilingual parent liaison who coordinates our volunteer program
and teaches a weekly Hobby Tots class. Hobby also partners with a military Adopt-a-School unit, 2/227th Aviation ACB. Our unit supports school-wide academic family nights,
they come read to students, help with book fairs, and assistance with community events.
Demographics Strengths
Data analysis revealed the following demographic strengths:
As a neighborhood school, Hobby has a student population that is ethnically diverse and reflects the community it serves.
Based on student and staff ethnicity data, our Patriot staff closely mirrors the diversity of our student population.
Our teachers are all highly qualified and 100% of our teachers hold a bachelor's degree or master's degree from an accredited college or university. Many are also ESL or
SPED certified.
Hobby has a reading interventionist/coach and math interventionist/coach.
Our parent liaison provides Hobby Tot classes for non-school aged students and coordinates our parent volunteers.
Fort Hood provides additional support in the way of a Military Family Life Consultant, a School Behavioral Health Worker, and an adopt-a-school military unit.
Problem Statements Identifying Demographics Needs
Problem Statement 1 (Prioritized): Attendance rates in kindergarten, first grade, second grade, and third grade have declined 3%, 1%, 3%, and 2% respectively from the
previous year, which negatively impacts our overall attendance rate. Root Cause: Based on attendance numbers, not enough awareness was made to parents regarding how
attendance impacts academic success.
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 10 of 53 October 13, 2020 1:14 PMStudent Learning
Student Learning Summary
As a result of COVID-19, KISD closed all campuses and district offices for the final nine-week grading period of the 19-20 school year. To support
students through this time, District Leadership and the Curriculum and Instruction Department developed procedures, processes, and platforms to provide
students with continued learning opportunities from home, particularly in the areas of math and reading. All continued learning was monitored and
supported by our classroom teachers. Approximately 68% of our students regularly participated in distance learning. There is a need to address the gaps in
learning and the social-emotional impact stemming from the extended school closure.
Due to COVID 19 and the lack of EOY data, the tables below are representative of 2018-2019 or prior data.
STAAR DATA OVERVIEW
Third Grade Yearly Growth Report STAAR Reading
Did Not Meet Approaches Meets Masters
2018-2019 14% 84% 48% 30%
Growth +11% +14% +18%
2017-2018 27% 73% 34% 12%
Growth +17% +4% -7%
2016-2017 44% 56% 30% 19%
Pass Rate & Growth Report for Demographics STAAR Reading
ALL Hisp AA White ED T1 LEP SPED GT At R
2018-2019 84% 85% 67% 85% 83% 84% ** 83% ** 65%
Growth +17% +17% 0% 4% 18% 11% ** 37% ** 23%
2017-2018 73% 68% 67% 81% 65% 73% 88% 46% ** 42%
Growth +17% +37% +11% +6% +18% +18% ** +29% ** +23%
2016-2017 56% 31% 56% 75% 47% 55% ** 17% ** 19%
**100% of LEP and GT students passed STAAR Reading.
Third Grade Yearly Growth Report STAAR Math
Did Not Meet Approaches Meets Masters
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 11 of 53 October 13, 2020 1:14 PMThird Grade Yearly Growth Report STAAR Math
2018-2019 16% 84% 41% 21%
Growth +6% -8% +2%
2017-2018 22% 78% 49% 19%
Growth +13% +14% +5%
2016-2017 35% 65% 35% 14%
Pass Rate & Growth Report for Demographics STAAR Math
ALL Hisp AA White ED T1 LEP SPED GT At R
2018-2019 84% 85% 87% 85% 88% 84% ** 50% ** 75%
Growth +7% -1% +20% -2% +14% +6% ** -12% ** +10%
2017-2018 78% 86% 67% 87% 74% 78% 88% 62% ** 65%
Growth +13% +48% +11% -3% +14% +14% ** +45% ** +27%
2016-2017 65% 38% 56% 90% 60% 64% ** 17% ** 38%
**100% of LEP and GT students passed STAAR Math.
MAP DATA OVERVIEW
K-3 Grade MAP Data 2018-2019
Low Low Average Average High Average High Combined % of
A, HA, H
Kinder
Math 20% 13% 17% 32% 18% 67%
Reading 19% 17% 26% 22% 16% 64%
1st Grade
Math 17% 26% 20% 19% 17% 56%
Reading 19% 20% 26% 18% 16% 63%
2nd Grade
Math 22% 25% 23% 23% 8% 54%
Reading 30% 22% 17% 16% 15% 48%
3rd Grade
Math 6% 21% 21% 46% 7% 74%
Reading 20% 8% 22% 33% 17% 72%
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 12 of 53 October 13, 2020 1:14 PMK-3 MAP Growth Data
Low Low Average Average High Average High Combined % of
A, HA, H
Kinder
Math 18-19 20% 13% 17% 32% 18% 67%
Growth -10%
Math 17-18 11% 13% 22% 28% 27% 77%
Growth 0%
Math 16-17 14% 9% 20% 31% 26% 77%
Reading 18-19 19% 17% 26% 22% 16% 64%
Growth -6%
Reading 17-18 10% 20% 22% 26% 22% 70%
Growth +7%
Reading 16-17 17% 20% 24% 23% 16% 63%
1st Grade
Math 18-19 17% 26% 20% 19% 17% 56%
Growth -11%
Math 17-18 16% 18% 27% 19% 21% 67%
Growth +2%
Math 16-17 18% 17% 26% 18% 21% 65%
Reading 18-19 19% 20% 26% 18% 16% 60%
Growth -2%
Reading 17-18 18% 19% 19% 24% 20% 63%
Growth +14%
Reading 16-17 24% 28% 13% 17% 19% 49%
2nd Grade
Math 18-19 22% 25% 23% 23% 8% 54%
Growth -15%
Math 17-18 18% 14% 21% 38% 10% 69%
Growth -2%
Math 16-17 17% 13% 21% 19% 31% 71%
Reading 18-19 30% 22% 17% 16% 15% 48%
Growth -17%
Reading 17-18 24% 10% 26% 28% 11% 65%
Growth +6%
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 13 of 53 October 13, 2020 1:14 PMK-3 MAP Growth Data
Reading 16-17 15% 27% 15% 27% 17% 59%
3rd Grade
Math 18-19 8% 18% 26% 26% 22% 74%
Growth 0%
Math 17-18 8% 18% 26% 26% 22% 74%
Growth +23%
Math 16-17 31% 18% 13% 29% 9% 51%
Reading 18-19 20% 8% 22% 33% 17% 72%
Growth +13
Reading 17-18 15% 26% 30% 19% 10% 59%
Growth +12%
Reading 16-17 27% 25% 13% 29% 5% 47%
Spring RIT Comparison Data 2018-2019
Spring RIT Growth Above/Below
Kinder
Math National Average 159.1 20.6 above
Math KISD Average 158.8 20.2 above
Math Hobby Average 159.7 19.3 beast mode
Reading National 158.1 16.8 above
Reading KISD 157 16.2 above
Reading Hobby 158.2 16.8 beast mode
1st Grade
Math National Average 180.8 20.0 below
Math KISD Average 180.3 19.2 below
Math Hobby Average 179.7 19.0 focus mode
Reading National 177.5 18.4 below
Reading KISD 175.7 16.1 above
Reading Hobby 176.8 17.9 focus mode
2nd Grade
Math National Average 192.1 16.5 below
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 14 of 53 October 13, 2020 1:14 PMSpring RIT Comparison Data 2018-2019
Math KISD Average 189 14.9 below
Math Hobby Average 188.7 15.8 focus mode
Reading National 188.7 15.4 below
Reading KISD 186.1 13.8 below
Reading Hobby 184.2 12.9 focus mode
3rd Grade
Math National Average 203.4 14.0 above
Math KISD Average 203.6 14.0 above
Math Hobby Average 205.6 16.5 beast mode
Reading National 198.6 11.5 above
Reading KISD 196.6 8.9 above
Reading Hobby 199.5 10.5 beast mode
CIRCLE DATA OVERVIEW
CIRCLE Data 2018-2019
2018-2019 BOY MOY EOY Growth
Proficient in
Rapid Letter 55% 76% 85% +30
Naming
Proficient in
Phonological 77% 84% 82% +5%
Awareness
Proficient in
45% 69% 81% +36%
Listening
Proficient in Rote
17% 59% 73% +56%
Counting
Proficient in
Number 61% 86% 89% +28%
Discrimination
Proficient in
9% 47% 56% +47%
Operations
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 15 of 53 October 13, 2020 1:14 PMCIRCLE Data Yearly Growth Comparison
Comparison Data 2016-2017 Growth 2017-2018 Growth 2019-2020
Proficient in Rapid
81% +4% 85% 0% 85%
Letter Naming
Proficient in
Phonological 68% +15% 83% -1% 82%
Awareness
Proficient in
68% +9% 77% +4% 81%
Listening
Proficient in Rote
72% +11% 83% -10% 73%
Counting
Proficient in
Number 90% 0% 90% -1% 89%
Discrimination
Proficient in
50% +1% 51% -5% 56%
Operations
FOUNTAS & PINNELL READING LEVELS
F&P Levels
2016-2017 Growth 2017-2018 Growth 2018-2019
Kindergarten 39% -7% 32% +15% 47%
1st Grade 78% -19% 59% +4% 63%
2nd Grade 54% +13% 67% +5% 72%
3rd Grade 79% -10% 69% +7% 76%
GT EOY Universal Screener Data
EOY Math RIT score EOY Math RIT score range EOY Reading RIT score EOY Reading RIT score
average average range
77.86% 45%-93% 84.86% 68%-97%
Student Learning Strengths
Data analysis revealed the following academic strengths in Reading:
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 16 of 53 October 13, 2020 1:14 PMSTAAR Reading Approaches, Meets, and Masters increased 11%, 14%, and 18% respectively.
All demographics reported positive growth when comparing the 2016-2017 and the 2017-2018 percentages.
Spring RIT Reading score averages show students in kindergarten and third grade outperformed KISD and national averages.
Spring RIT Reading score averages show students in kindergarten, first grade, and third grade outperformed KISD averages.
EOY MAP Reading data compared from 2017-2018 show growth in third grade (+13%).
CIRCLE Reading data shows BOY to EOY growth in Rapid Letter Naming (+30), Phonological Awareness (+5%), and Listening (+36%).
A comparison of 2017-2018 CIRCLE Reading data show a growth in Listening (+4%) from last year to this year.
F&P levels from the 2017-2018 school year increased for all grade levels: kindergarten (+15%), first grade (+4%), second grade (+5%), and third grade (7%).
Data analysis revealed the following academic strengths in Math:
STAAR Math Approaches and Masters increased 6% and 2% respectively.
Spring RIT Math score averages show kindergarten and third grade outperformed KISD and national averages.
CIRCLE Math data shows BOY to EOY growth in Rote Counting (+56%), Number Discrimination (+28%), and Operations (+47%).
A comparison of 2017-2018 CIRCLE Math data show a growth in Operations (+5).
Problem Statements Identifying Student Learning Needs
Problem Statement 1 (Prioritized): All students have experienced gaps in learning as a result of COVID 19 and the extended school closure. Root Cause: The social-emotional
well being of staff, students, and families has been negatively impacted as a result of COVID 19 and extended periods of social distancing.
Problem Statement 2 (Prioritized): The percentage of third grade students met Approached for the STAAR Reading was 84%, which is less than the projected target (85%) for
the 2018-2019 school year. Root Cause: Continued work needed on implementation of the GRR components and inconsistency of DOK 2, DOK3, and DOK 4 tasks.
Problem Statement 3 (Prioritized): Students in first grade averaged a 176.8 Spring Reading RIT score, which is below national averages, and students in second grade averaged
a 184.2 Spring Reading RIT score, which is below national and district averages. Root Cause: Inconsistent implementation of balanced literacy, close reading/listening strategies,
and instructional lessons at high levels of rigor (DOK & collaborative productive work routines).
Problem Statement 4 (Prioritized): The percentage of third grade students met Approached for the STAAR Math was 84%, which is less than the projected target (88%) for the
2018-2019 school year. Root Cause: Continued work needed on best practice strategies for teaching the core curriculum to include tasks at the depth and complexity required by
the math standards and consistent guided math/math station implementation.
Problem Statement 5 (Prioritized): STAAR Math scores for Hispanics (-1), White (-2%), and SPED (-12%) students decreased from the 2017-2018 school year. SPED students
(50%) and At Risk students (75%) scored below the Third Grade All Approaches level (84%). Root Cause: Disconnect between TRS implementation, inconsistency in guided
math small group instruction during guided math/math stations block, and implementation of collaborative productive work routines.
Problem Statement 6 (Prioritized): Students in first grade averaged a 179.7 Spring Math RIT score, which is below national and district averages, and students in second grade
averaged a 188.7 Spring Math RIT score, which is below national and district averages. Root Cause: Inconsistency in the GRR and target/task alignment.
Problem Statement 7 (Prioritized): Comparing CIRCLE data from the 2017-2018 school year, EOY Rapid Letter Naming showed no growth; phonological awareness
decreased 1% from 83% to 82%; Rote Counting decreased from 83% to 73%; and Number Discrimination decreased from 90% to 89%. Root Cause: Inconsistency in the GRR
and targets/tasks that are aligned with high levels of rigor in centers.
Problem Statement 8 (Prioritized): 100% of students in the ESL program passed both STAAR reading and STAAR math. We need to maintain fidelity of this program to
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 17 of 53 October 13, 2020 1:14 PMcontinue this level of success. Root Cause: STAAR results can be attributed to the ESL teacher and the connections she makes for students in the ESL program. Problem Statement 9 (Prioritized): 100% of GT studens passed both STAAR reading and STAAR math. We need to maintain fidelity of this program to continue this level of success. Root Cause: STAAR results can be attributed to the GT interventions and the TPSP projects. Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 18 of 53 October 13, 2020 1:14 PM
School Processes & Programs School Processes & Programs Summary Hobby Elementary has the following instructional programs and processes in place: Response to Intervention (RtI), Special Education, English as a Second Language (ESL), Section 504/Dyslexia, Gifted & Talented (GT), and during school interventions (PRIDE Time). Hobby is one of six elementary schools in Killeen ISD that offer a prekindergarten 3 program. We are the only school in the district to have a bilingual prekindergarten 3 class. Hobby follows the Killeen ISD scope and sequence, which is created from the curriculum and assessments from the TEKS Resource System. Additionally, English Language Proficiency Standards (ELPS) are embedded within lessons for ELLs; and IEP goals are embedded within lessons for SPED students. Hobby was one of the first schools in Killeen ISD to utilize the co-teach model of instruction between inclusion and SPED teachers. Students with learning gaps receive small group intervention from the accelerated reading and/or math instructional specialist. Additionally, the reading and math specialist provide coaching support for new teachers and teachers in need of assistance. Teachers have a weekly common planning time, and full-day planning is scheduled each nine-weeks for a more in depth instructional planning. Teachers plan collaboratively and utilize common formative and summative assessments, in addition to the district Common Unit Assessents, to gather data to drive instruction. Math problem solving occurs daily during math circle, guided math, or math stations; however, guided math is still a work in progress. Teachers need an additional year of training on guilded math concepts and on the implementation of the FATES (fluency, application, technology, exploration, small group) model. Hobby will continue to focus on a balanced literacy model for reading/language arts/writing instruction, with a strong emphasis on phonics instruction. Balanced literacy was not implemented with fidelity in all classrooms. Additionally, there are new teachers on each grade level for the 2019-2020 school year that have not had training on balanced literacy concepts. Killeen ISD has provided some professional developement to support the new ELAR TEKS; however, more professional development and planning time will be needed to ensure the curriculum is implemented and instruction is aligned. Instructional Rounds occur twice per year to gather data to improve our instructional practices. Weekly professional learning communities occur for all classroom teachers to support district initiative and campus instructional goals, and for data driven action planning. Teachers frequently ask to observe other master teachers on campus, and professional development is often provided “in house” by one of our own staff members. Teachers attend additional professional development, such as iLearn, Collaborative Co- teach, Empowering Writers, Comprehension at the Core, the balanced literacy academy, the math academy, and quarterly curriculum study sessions. Our goal is to hire highly qualified, certified teachers who are a great fit to our positive culture. In the area of recruiting, supporting, and retaining personnel, the following supports are in place: mentor program for first year teachers, curriculum instructional specialist (CIS), campus technologist (CIT), reading interventionist/coach (ARI), math interventionist/coach (AMI), and grade level leaders. Furthermore, through classroom walkthroughs, teachers are provided feedback regarding areas of growth. Administrative support is provided by the principal and two assistant principals. The leadership team works together to support instruction, discipline, special programs, and professional growth. The leadership team is comprised of the principals, counselors, librarian, and technologist. The team meets weekly to plan. An additional instruction-focused meeting occurs between the principals and the curriculum instructional specialist. Hobby has processes in place for school safety and security, including staff and student ID Badges, utilizing Smart Check for visitors, monthly RAMP checks, campus discipline (ISS/OSS/DAEP), attendance/truancy, conducting safety drills, and parent and community communication. There is also a transition plan in place for school arrival and dismissal in regards to walkers, car riders, and bus riders, as well as breakfast and lunch. To provide behavior support, a behavior continuum was created. The counselors, school behavioral health, and Military Family Life Consultant support behavior initiatives at Hobby. The total number of discipline incidents increased from 293 in 2017-2018 to 374 in 2018-2019. The number of partial/full-day ISS assignments from 2016-2017 to 2017-2018 increased from 100 to 105. ISS assignments for the 2018-2019 school year were 187. During the 2019-2020 school year, the total number of discipline referrals from August to March was 88 total distinct students per incident with a total of 245 incidents. No EOY data exists due to COVID-19 school closure. Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 19 of 53 October 13, 2020 1:14 PM
School Processes & Programs Strengths
Data analysis revealed the following school processes and program strengths:
Hobby is one of six elementary schools in KISD with a prekindergarten 3 program.
Hobby is the only school in KISD with a bilingual prekindergarten 3 program.
All class sizes are below state averages.
There is strong support though the ARI and AMI teachers, the CIS and CIT, mentor program, and grade level leaders.
There are plentiful professional development opportunities through the campus and district.
Teachers plan collaboratively and utilize common formative and summative assessments to gather data to drive instruction.
Math problem solving occurs in most classrooms using the FATES model for guided math.
PRIDE intervention time takes place with fidelity.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1 (Prioritized): Discipline incidents increased by 81 from 2017-2018 (293 referrals) to 2018-2019 (374 referrals). The number of partial/full-day ISS
assignments from 2016-2017 to 2017-2018 increased from 100 to 105. The total number of ISS assignments for the 2018-2019 school year was 187. The total number of
discipline incidents during the 2019-2020 from August to March (prior to the EOY COVID-19 school closure) was 245 total incidents. Since EOY data regarding discipline
referrals does not exist due to the COVID-19 school closure, the effectiveness of the strategy is undetermined. Root Cause: Behavior supports and training is needed to help
teachers build relationships and manage behaviors at the classroom level.
Problem Statement 2 (Prioritized): Balanced literacy instruction was inconsistently provided across grade levels. Most, but not all teachers implemented guided reading/stations
with fidelity. Root Cause: Continued professional development is needed regarding guided reading groups and purposeful station implementation during small group guided
reading instruction.
Problem Statement 3 (Prioritized): Guided math instruction was inconsistently provided across grade levels. Some, but not all teachers implemented guided math/stations with
fidelity. Root Cause: Continued professional development is needed regarding guided math groups and purposeful station implementation during small group guided math
instruction.
Problem Statement 4 (Prioritized): Teachers require additional planning opportunities and materials to support effective and purposeful integration of ELAR TEKS. Root
Cause: ELAR TEKS are new for the 2019-2020 school year.
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 20 of 53 October 13, 2020 1:14 PMPerceptions
Perceptions Summary
We are focused on doing what is best for students in order to create a positive, challenging learning environment where every Patriot grows every day. This is our shared vision,
which drives how we do our work at Hobby.
We strive to meet the needs of the whole child. All students are engaged in goal-setting and students monitor and track their own success. Staff regularly send students up to brag
in the office, and students enjoy ringing our "goal bell" when they meet a goal. Our office staff is friendly and welcomes each visitor, student, and staff member that enters our
building. A hugs and kisses station is set up at both entrances, door greeters welcome students each morning, and the principal greets all students, parents, and visitors at the front
door. We strive to be “visible and accessible” to our community.
Hobby has a full-time bilingual parent liaison that supports parent/community involvement, the Hobby Tot Program for 2-3 year olds who are not enrolled in school, and parent
volunteers. The position was vacant approximately two months, which created some gaps in the consistency of our Hobby Tot classes and volunteer hours. Consistent with last
year, we have parent volunteers every day. However, most of the volunteer hours were completed by only eight parents. Two events were cancelled this year due to a vacancy
with the parent liaison position. Additionally, there were no parent classes offered for the 2018-2019 school year. During the 2019-2020 SY the parent liason position was filled
one week prior to Spring Break and due to COVID-19 school did not resume Face to Face, therefore no parent classes or meetings were offered at the end of the year.
Hobby is known as a great, positive school by people in the community. Our family nights and events are well attended, but our active Facebook page helps family members and
friends stay connected throughout the year. Our Facebook reviews average a 4.9 out of 5 stars with approximately 49 reviews. Many people who move off post still want their
students to attend Hobby and will ask for a transfer. Students state that they like to come to school and enjoy being with their teacher. It is always a great day to be a Patriot!
Perceptions Strengths
Data analysis revealed the following demographic strengths:
Hobby has an active Facebook page with 49 reviews and a 4.9 out of 5 stars rating.
Our location in post housing makes us the "hub" of our community.
There are a variety of community activities throughout the year. We added other activities to our community calendar besides the typical academic nights. We had a
cultural night, fall carnival, and a color run.
Administrators are visible and accessible to parents and the community.
Students in all grade levels are engaged in goal setting and tracking their progress. Students regularly come see the principal to brag or receive a shout out.
Hobby receives many transfer requests throughout the district.
There is a strong campus culture where all staff are identified at Patriots, with common supportive language, such as "I have your back" and "PP4L."
Problem Statements Identifying Perceptions Needs
Problem Statement 1 (Prioritized): Less than 10 parents consistently volunteered during the 2018-2019 and during the 2019-2020 school year prior to COVID-19 school
closure. Root Cause: Lack of community outreach about volunteer opportunities and COVID-19 school closure.
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 21 of 53 October 13, 2020 1:14 PMProblem Statement 2 (Prioritized): There was an absence of parenting classes and/or remote engagement (academic, child behavior, support resources) during the 2018-2019 and 2019-2020 school year. Root Cause: Lack of coordination between the parent liaison and the military family life consultant regarding parent outreach and training opportunities during the 2018-2019 and 2019-2020 SY. Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 22 of 53 October 13, 2020 1:14 PM
Priority Problem Statements Problem Statement 1: Balanced literacy instruction was inconsistently provided across grade levels. Most, but not all teachers implemented guided reading/stations with fidelity. Root Cause 1: Continued professional development is needed regarding guided reading groups and purposeful station implementation during small group guided reading instruction. Problem Statement 1 Areas: School Processes & Programs Problem Statement 2: The percentage of third grade students met Approached for the STAAR Reading was 84%, which is less than the projected target (85%) for the 2018-2019 school year. Root Cause 2: Continued work needed on implementation of the GRR components and inconsistency of DOK 2, DOK3, and DOK 4 tasks. Problem Statement 2 Areas: Student Learning Problem Statement 3: STAAR Math scores for Hispanics (-1), White (-2%), and SPED (-12%) students decreased from the 2017-2018 school year. SPED students (50%) and At Risk students (75%) scored below the Third Grade All Approaches level (84%). Root Cause 3: Disconnect between TRS implementation, inconsistency in guided math small group instruction during guided math/math stations block, and implementation of collaborative productive work routines. Problem Statement 3 Areas: Student Learning Problem Statement 4: Guided math instruction was inconsistently provided across grade levels. Some, but not all teachers implemented guided math/stations with fidelity. Root Cause 4: Continued professional development is needed regarding guided math groups and purposeful station implementation during small group guided math instruction. Problem Statement 4 Areas: School Processes & Programs Problem Statement 5: Less than 10 parents consistently volunteered during the 2018-2019 and during the 2019-2020 school year prior to COVID-19 school closure. Root Cause 5: Lack of community outreach about volunteer opportunities and COVID-19 school closure. Problem Statement 5 Areas: Perceptions Problem Statement 6: 100% of students in the ESL program passed both STAAR reading and STAAR math. We need to maintain fidelity of this program to continue this level of success. Root Cause 6: STAAR results can be attributed to the ESL teacher and the connections she makes for students in the ESL program. Problem Statement 6 Areas: Student Learning Problem Statement 7: Discipline incidents increased by 81 from 2017-2018 (293 referrals) to 2018-2019 (374 referrals). The number of partial/full-day ISS assignments from 2016-2017 to 2017-2018 increased from 100 to 105. The total number of ISS assignments for the 2018-2019 school year was 187. The total number of discipline incidents during the 2019-2020 from August to March (prior to the EOY COVID-19 school closure) was 245 total incidents. Since EOY data regarding discipline referrals does not exist due to the Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 23 of 53 October 13, 2020 1:14 PM
COVID-19 school closure, the effectiveness of the strategy is undetermined. Root Cause 7: Behavior supports and training is needed to help teachers build relationships and manage behaviors at the classroom level. Problem Statement 7 Areas: School Processes & Programs Problem Statement 8: Students in first grade averaged a 176.8 Spring Reading RIT score, which is below national averages, and students in second grade averaged a 184.2 Spring Reading RIT score, which is below national and district averages. Root Cause 8: Inconsistent implementation of balanced literacy, close reading/listening strategies, and instructional lessons at high levels of rigor (DOK & collaborative productive work routines). Problem Statement 8 Areas: Student Learning Problem Statement 9: The percentage of third grade students met Approached for the STAAR Math was 84%, which is less than the projected target (88%) for the 2018-2019 school year. Root Cause 9: Continued work needed on best practice strategies for teaching the core curriculum to include tasks at the depth and complexity required by the math standards and consistent guided math/math station implementation. Problem Statement 9 Areas: Student Learning Problem Statement 10: Students in first grade averaged a 179.7 Spring Math RIT score, which is below national and district averages, and students in second grade averaged a 188.7 Spring Math RIT score, which is below national and district averages. Root Cause 10: Inconsistency in the GRR and target/task alignment. Problem Statement 10 Areas: Student Learning Problem Statement 11: Comparing CIRCLE data from the 2017-2018 school year, EOY Rapid Letter Naming showed no growth; phonological awareness decreased 1% from 83% to 82%; Rote Counting decreased from 83% to 73%; and Number Discrimination decreased from 90% to 89%. Root Cause 11: Inconsistency in the GRR and targets/tasks that are aligned with high levels of rigor in centers. Problem Statement 11 Areas: Student Learning Problem Statement 12: 100% of GT studens passed both STAAR reading and STAAR math. We need to maintain fidelity of this program to continue this level of success. Root Cause 12: STAAR results can be attributed to the GT interventions and the TPSP projects. Problem Statement 12 Areas: Student Learning Problem Statement 13: All students have experienced gaps in learning as a result of COVID 19 and the extended school closure. Root Cause 13: The social-emotional well being of staff, students, and families has been negatively impacted as a result of COVID 19 and extended periods of social distancing. Problem Statement 13 Areas: Student Learning Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 24 of 53 October 13, 2020 1:14 PM
Problem Statement 14: Teachers require additional planning opportunities and materials to support effective and purposeful integration of ELAR TEKS. Root Cause 14: ELAR TEKS are new for the 2019-2020 school year. Problem Statement 14 Areas: School Processes & Programs Problem Statement 15: There was an absence of parenting classes and/or remote engagement (academic, child behavior, support resources) during the 2018-2019 and 2019-2020 school year. Root Cause 15: Lack of coordination between the parent liaison and the military family life consultant regarding parent outreach and training opportunities during the 2018-2019 and 2019-2020 SY. Problem Statement 15 Areas: Perceptions Problem Statement 16: Attendance rates in kindergarten, first grade, second grade, and third grade have declined 3%, 1%, 3%, and 2% respectively from the previous year, which negatively impacts our overall attendance rate. Root Cause 16: Based on attendance numbers, not enough awareness was made to parents regarding how attendance impacts academic success. Problem Statement 16 Areas: Demographics Oveta Culp Hobby Elementary School Campus #132 Generated by Plan4Learning.com 25 of 53 October 13, 2020 1:14 PM
Goals
Revised/Approved: September 28, 2020
Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting in future
ready students.
Performance Objective 1: If standards-based, aligned instruction is implemented and delivered through the gradual release of responsibility instructional
model with progress monitoring, then students will achieve adequate academic progress in READING. STAAR performance will demonstrate a 3% growth
for reading (87% approaches) for reading, MAP reading data for kindergarten through third grade will be above national and district averages, and
CIRCLE reading data will show improvement in all categories from the 2018-2019 school year. (no EOY data for COVID 19)
Targeted or ESF High Priority
Evaluation Data Sources: STAAR Reading Data
MAPS Reading Data
Circle Reading Data
District CUA Reading Data
Summative Evaluation: None
Strategy 1: The campus will provide ELAR professional development throughout the school year to include best practice Reviews
strategies for
Formative Summative
teaching the core curriculum, incorporating all components of balanced literacy.
Classroom teachers, special education teachers and teachers of ELLs will develop strategies to teach literacy concepts and skills Nov Jan Mar June
through the
Gradual Release of Responsibility framework.
Strategy's Expected Result/Impact: Increased teacher clarity and student achievement
Staff Responsible for Monitoring: Principal
Assistant Principals
Campus Instructional Specialist
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Problem Statements: Student Learning 2, 3
Funding Sources: Materials for ELAR professional development - 211 - ESEA, Title I Part A -
211.13.6399.00.132.30.000 - $500
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 26 of 53 October 13, 2020 1:14 PMStrategy 2: The campus will monitor the use of student online reading practice on computers and mobile devices with Reviews
hundreds of leveled books to encourage close reading skills and reading comprehension through Raz Kids.
Formative Summative
Strategy's Expected Result/Impact: Increased student achievement
Staff Responsible for Monitoring: Principal Nov Jan Mar June
Campus Instructional Specialist
Librarian
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Problem Statements: Student Learning 2, 3
Strategy 3: The campus will monitor data from teacher-created common assessments and district CUAs as well as progress Reviews
monitoring to identify specific areas of improvement in reading. These areas will be addressed using phonics instruction,
Formative Summative
balanced literacy, guided reading, academic vocabulary for all students. Materials purchased with bilingual or ESL funds will
be used for bilingual and ESL students only. Nov Jan Mar June
Strategy's Expected Result/Impact: Increased student achievement in all core areas
Staff Responsible for Monitoring: Principal
Campus Instructional Specialist
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Problem Statements: Student Learning 2, 3
Funding Sources: Books to support and improve reading comprehension - 211 - ESEA, Title I Part A -
211.11.6329.00.132.30.000 - $5,000, Books to support prekindergarten reading for bilingual students - 165/BI0 -
Bilingual - 165.11.6329.00.132.25.BI0 - $27.50, Books to support vocabulary and language immersion for ELL students
- 165/ES0 - ELL - 165.11.6329.00.132.25.ES0 - $1,107.50, Instructional materials to support and improve reading
comprehension - 211 - ESEA, Title I Part A - 211.11.6399.00.132.30.000 - $5,000
Strategy 4: The campus will provide ELAR academic support for students, coaching for teachers, and strengthen the RtI and Reviews
intervention process through the use of an Accelerated Reading Interventionist/ Reading Coach.
Formative Summative
Strategy's Expected Result/Impact: Increased READING student achievement
Staff Responsible for Monitoring: Principal Nov Jan Mar June
Campus Instructional Specialist
Assistant Principals
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Problem Statements: Student Learning 2, 3
Funding Sources: Salary for ARI Teacher/Reading Coach - 211 - ESEA, Title I Part A - 211.11.6119.00.132.30.000 -
$73,445.26
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 27 of 53 October 13, 2020 1:14 PMStrategy 5: The campus will provide small-group intensive reading instruction through a reading tutor. Reviews
Strategy's Expected Result/Impact: Improved Reading Comprehension Skills Formative Summative
Staff Responsible for Monitoring: Prinicpal
Nov Jan Mar June
Title I Schoolwide Elements: 2.4
Problem Statements: Student Learning 2, 3
Funding Sources: Hourly Wage for Reading Tutor - 166 - State Comp Ed - 166.11.6125.CA.132.30.AR0 - $15,000,
Instructional Supplies for Reading Tutoring - 166 - State Comp Ed - 166.11.6399.00.132.30.AR0 - $500
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Student Learning
Problem Statement 2: The percentage of third grade students met Approached for the STAAR Reading was 84%, which is less than the projected target (85%) for the
2018-2019 school year. Root Cause: Continued work needed on implementation of the GRR components and inconsistency of DOK 2, DOK3, and DOK 4 tasks.
Problem Statement 3: Students in first grade averaged a 176.8 Spring Reading RIT score, which is below national averages, and students in second grade averaged a 184.2
Spring Reading RIT score, which is below national and district averages. Root Cause: Inconsistent implementation of balanced literacy, close reading/listening strategies, and
instructional lessons at high levels of rigor (DOK & collaborative productive work routines).
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 28 of 53 October 13, 2020 1:14 PMGoal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting in future
ready students.
Performance Objective 2: If standards-based, aligned instruction is implemented and delivered through the gradual release of responsibility instructional
model with progress monitoring, then students will achieve adequate academic progress in MATH. STAAR performance will demonstrate a 7% growth in
mathematics (90% approaches) for students achieving Approaching Grade Level Standard, MAP Data for Kindergarten through Third Grade will be above
National and District Averages, and CIRCLE Data will show improvement in all categories from the 2020-2021 school year.
Evaluation Data Sources: STAAR Math Data
MAPS Math Data
Circle Math Data
District CUA Math Data
Summative Evaluation: None
Strategy 1: The campus will provide MATH professional development throughout the school year to include best practice Reviews
strategies for teaching the core curriculum, deepening understanding of mathematical concepts necessary to teach to the depth
Formative Summative
and complexity required by the standards. Classroom teachers, special education teachers and teachers of ELLs will develop
strategies to teach mathematical concepts and skills through the Gradual Release of Responsibility framework. Nov Jan Mar June
Strategy's Expected Result/Impact: Increased teacher clarity and student achievement
Staff Responsible for Monitoring: Principal
Assistant Principals
Campus Instructional Specialist
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Problem Statements: Student Learning 4, 6
Funding Sources: Materials for MATH professional development - 211 - ESEA, Title I Part A -
211.13.6399.00.132.30.000 - $500
Strategy 2: The campus will provide PD to help improve math problem-solving skills, math fluency, and support the Reviews
implementation of math small group instruction and collaborative groups through the use of hands-on learning materials to
Formative Summative
include those that support the Box Cars and One-Eyed Jacks training.
Strategy's Expected Result/Impact: Increased student achievement Nov Jan Mar June
Staff Responsible for Monitoring: Principal
Campus Instructional Specialist
AMI Teacher/Coach
Funding Sources: Math Instructional Materials for Supporting and Implementing PD - 211 - ESEA, Title I Part A -
211.11.6399.00.132.30.000 - $5,000
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 29 of 53 October 13, 2020 1:14 PMStrategy 3: The campus will monitor data from teacher-created common assessments and district CUAs as well as progress Reviews
monitoring to identify specific areas of improvement in math. These areas will be addressed using guided math, academic
Formative Summative
vocabulary, and model math for all students. Materials purchased with bilingual or ESL funds will be used for bilingual and
ESL students only. Nov Jan Mar June
Strategy's Expected Result/Impact: Increased student achievement
Staff Responsible for Monitoring: Principal
Campus Instructional Specialist
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Funding Sources: Instructional materials to support math vocabulary and problem solving for ELL students - 165/ES0 -
ELL - 165.11.6399.00.132.25.ES0 - $800, Instructional materials to support guided math instruction and improve
academic vocabulary - 211 - ESEA, Title I Part A - 211.11.6399.00.132.30.000 - $8,000, Instructional materials to
support prekindergarten math for bilingual students - 165/BI0 - Bilingual - 165.11.6399.00.132.25.BI0 - $50
Strategy 4: The campus will provide MATH academic support for general education students, coaching for teachers, and Reviews
strengthen the RtI and intervention process through the use of an Accelerated Math Interventionist/ Math Coach.
Formative Summative
Strategy's Expected Result/Impact: Increased MATH student achievement
Staff Responsible for Monitoring: Principal Nov Jan Mar June
Campus Instructional Specialist
Assistant Principals
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Funding Sources: Materials for Math intervention support - 166 - State Comp Ed - 166.11.6399.00.132.30.AR0 - $1,500
, Salary for AMI Teacher/Math Coach - 211 - ESEA, Title I Part A - 211.11.6119.00.132.30.000 - $74,913.74
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 2 Problem Statements:
Student Learning
Problem Statement 4: The percentage of third grade students met Approached for the STAAR Math was 84%, which is less than the projected target (88%) for the 2018-2019
school year. Root Cause: Continued work needed on best practice strategies for teaching the core curriculum to include tasks at the depth and complexity required by the math
standards and consistent guided math/math station implementation.
Problem Statement 6: Students in first grade averaged a 179.7 Spring Math RIT score, which is below national and district averages, and students in second grade averaged a
188.7 Spring Math RIT score, which is below national and district averages. Root Cause: Inconsistency in the GRR and target/task alignment.
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 30 of 53 October 13, 2020 1:14 PMGoal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting in future
ready students.
Performance Objective 3: As part of the daily ELAR block, teachers will provide revising and editing instruction in grades K-3. If standards-based,
aligned instruction is implemented and delivered through the gradual release of responsibility instructional model with progress monitoring, then students
will achieve adequate academic progress in WRITING.
Targeted or ESF High Priority
Evaluation Data Sources: Campus CUA Writing Data
Summative Evaluation: None
Strategy 1: Campus leadership will review writing lesson plans weekly for alignment of KISD Unit Maps and Pacing. Reviews
Teachers will utilize CFA 2.0 documents and the KISD PLC Unit Planning Process to plan and deliver standards-based, aligned
Formative Summative
writing instruction
Strategy's Expected Result/Impact: Improved Writing Skills Nov Jan Mar June
Staff Responsible for Monitoring: Principal
Curriculum Instructional Specialist
Assistant Principals
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Problem Statements: Student Learning 2, 3 - School Processes & Programs 2
Strategy 2: Each grade level team will agree on a monthly prompt that all students on the grade will write about. Teachers will Reviews
collaborate monthly to use a team-developed rubric to analyze students' writing to this prompt and develop future writing tasks
Formative Summative
to address specific areas of need. Each teacher will select students' work to be highlighted in an "Author's Alley."
Strategy's Expected Result/Impact: Improved Writing Skills Nov Jan Mar June
Staff Responsible for Monitoring: Curriculum Instructional Specialist
Title I Schoolwide Elements: 2.4, 2.5, 2.6
Problem Statements: Student Learning 1, 2, 3
Funding Sources: Writing Instructional Supplies - 166 - State Comp Ed - 166.11.6399.00.132.30.AR0 - $1,000
Oveta Culp Hobby Elementary School Campus #132
Generated by Plan4Learning.com 31 of 53 October 13, 2020 1:14 PMYou can also read
