CARROLLTON-FARMERS BRANCH ISD

 SCHOOL:  Furneaux Elementary

CAMPUS IMPROVEMENT PLAN

2005-2006

PRINCIPAL:   Jim H. Cunningham

Assistant Principal: Marina Sakran

District Mission Statement

Student achievement at the highest level is our number one priority

Campus Mission Statement

Children First at Furneaux Elementary

Campus Mission Statement

Children First at Furneaux Elementary

Campus Vision

The vision of Furneaux Elementary is to create an environment that:

·       Stimulates a love for learning

·       Nurtures positive self-esteem

·       Promotes higher achievement

·       Supports cooperative interaction with family and community

·       Produces independent, active and responsible thinkers for life

Statements of Belief

1.   Promote every child's passion for continuous knowledge, human understanding, and academic success.

2.   Challenge everyone by inspiring pride, responsibility, commitment, service, and enthusiasm.

3.   Value the dignity and worth of individuals, nurture them and provide for their safety.

CIC MEMBERS

NEEDS ASSESSMENT AND PLANNING PROCESS

·        Evaluation of 2005 TAKS/SDAA data using TAKS Summary Reports and PIPE

·        Evaluation of AYP Report

·        Retention Data

·        Parent Surveys and PTA Recommendations (April, 2005)

·        Review of CFB board-adopted Long-Range Goals and DIC

·        Classroom Teacher Observations

·        Below Level Reading and Math end-of-last-year and current data

·        Student discipline records

·        Administrative feedback and recommendations

·        Analyzing campus demographic changes

·        Responses from Grade Level Representative meetings throughout the year (2005-2006)

·        Campus Improvement Committee and Action Team feedback and recommendations

·        TELPAS, SSI and standardized test results

·        TEA audits and district analysis information

·        Attendance trends for past 3 years

·        Campus Needs Assessment

Data Analysis 

·        Hispanic, Economically Disadvantaged and ELL students currently in 4^th grade show an achievement gap in Math according to TAKS scores.

·        Hispanic, ELL, Economically Disadvantaged, African American and Asian students currently in 5^th grade show an achievement gap in Reading according to TAKS scores.

·        Hispanic, ELL, Asian, and white students currently in 5^th show an achievement gap in math, according to TAKS scores.

·        Hispanic and ELL students currently in 4^th show an achievement gap in Writing skills according to Benchmark Data.

·        All Students show limitations in the area of science, which must be aggressively addressed.

·        Special Ed students need to meet higher achievement levels on SDAA, TAKS I and LDAA.

·        High percentage of retentions in 1st grade (these students must be monitored closely)

·        2 Students retained in 2^nd (these students will be monitored closely)

·        High percentage of Below Level Readers in 1^st and 2^nd Grade (50% in 1^st, 40% in 2^nd), which will require intensive interventions and Title 1 Support.

·        Number of Parent Volunteers is not at the level we desire.

·        ELL students consistently show an achievement gap in math performance in 3^rd, 4^th and 5^th, according to TAKS scores.

·        Significant number of ELL (many Hispanic) students currently in 5^th failed Reading TAKS prior year (45%)

·        ELL students currently in 4^th, met standards on Reading TAKS during prior year, however many just barely passed.

Demographic Data

American Indian – 1.5% (7 students)

Asian- 9.6% (44 students)

African American- 11.8% (54 students)

White – 38% (175 students)

Hispanic – 38% (176 students)

LEP – 22.7%

Low SES – 46.3%

White – 38.4%

Minority Groups- 61.6%

Summative Measures

TAKS Release Results (December and January)

Benchmark Results

TAKS / SDAA Results for 2006

Title 1 Ten Components will be included in CIP (See Target Area Column)

1. Comprehensive Needs Assessment
2.   School wide strategies that are research-based
3.   Instruction provided by highly qualified staff
4.   High quality on-going professional development
5. Highly qualified teachers work with high need students
6. Increase parental involvement
7. Ensure a smooth transition (organization & alignment)
8. Teacher included in decisions regarding assessment
9. Ensure ALL students master state assessments and state curriculum
10. Coordination of Federal, State and Local Programs

2005-2006
FURNEAUX ELEMENTARY SCHOOL CHART OF EXPECTATIONS
Grades K-5