Grapevine-Colleyville ISD Dove Elementary 2020-2021 Campus Improvement Plan - GCISD

 
Grapevine-Colleyville ISD
                                                 Dove Elementary
                                 2020-2021 Campus Improvement Plan
                                    Accountability Rating: Not Rated: Declared State of Disaster

                                                    Distinction Designations:
                                           Top 25 Percent: Comparative Academic Growth

Dove Elementary                                                                                       Campus #220906103
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Mission Statement
                                                                Dove Elementary Mission Statement

   In a partnership with parents, students, teachers, and community, Dove
  Elementary provides a safe and supportive environment in which students
    develop an understanding and respect for self and others. We cultivate
 learning through encouragement of inquiry and empower students to make
                   a difference in our ever-changing world.

                                                                                Vision
     Dove Elementary will inspire a safe, supportive, and rigorous learning environment in order to increase student growth and success to positively impact the community.

                                                                         Core Beliefs
                                     Building positive relationships leads to supportive learning environments.
                                                  Students are active participants in their learning.
                                Engaging students through work that is meaningful to them will encourage inquiry.
                        Students are effective communicators and take action within their school, community, and the world.

Dove Elementary                                                                                                                                               Campus #220906103
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Table of Contents

Comprehensive Needs Assessment                                                                                                                                4
   Demographics                                                                                                                                               4
   Student Achievement                                                                                                                                        6
   School Culture and Climate                                                                                                                                 9
   Staff Quality, Recruitment, and Retention                                                                                                                 10
   Curriculum, Instruction, and Assessment                                                                                                                   11
   Parent and Community Engagement                                                                                                                           13
   School Context and Organization                                                                                                                           14
   Technology                                                                                                                                                15
Priority Problem Statements                                                                                                                                  16
Comprehensive Needs Assessment Data Documentation                                                                                                            19
Goals                                                                                                                                                        20
   Goal 1: Dove Elementary will utilize school improvement efforts to increase teacher effectiveness and student outcomes of learning.                       20
   Goal 2: Actively identify and remove barriers that limit access to and opportunity for learning.                                                          30
   Goal 3: Design learning environments that support social and emotional well-being.                                                                        35
   Goal 4: Create a culture that fosters learning environments that reflect student voice and promote student engagement.                                    39
   Goal 5: Effectively communicate with targeted audiences.                                                                                                  42
Comprehensive Support Strategies                                                                                                                             44
Campus Funding Summary                                                                                                                                       45
Addendums                                                                                                                                                    46

Dove Elementary                                                                                                                             Campus #220906103
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Comprehensive Needs Assessment
Demographics
Demographics Summary

Dove Elementary is a Title I campus in Grapevine-Colleyville ISD with a current enrollment of approximately 350 students enrolled in grades Pre-Kindergarten to Fifth Grade.
The enrollment decreased by approximately 60 students this year.

The economically disadvantaged population increased about 6% from the previous school year and is approximately 39% of the total campus population. The Race/Ethnicity
demographics are as follows:

       October 2019 Snapshot

               Eco Dis: 39.13%

               GT: 7.67%

               SPED: 13.81%

               ELL: 4.86%

African American-9%

Native American- 0.4%

Asian-5%

Hispanic-23%

Native Islander-0%

Two or More Races-10%

White- 53%

October 2018 Snapshot data: 6.1% are Limited English Proficient, 7.9% are identified with dyslexia, 7.2% qualified GT, and 9.9% are SPED. The mobility rate at Dove
Elementary is 15.1%.

Demographics Strengths
Dove Elementary                                                                                                                                              Campus #220906103
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Over the past three years, ethnicity demographic trends have been fairly consistent.

Teachers are certified to work with English Language Learners.

Counselor has reached out to apartment complexes in order to connect them to our school.

Special Education FTE numbers have increased so as to accommodate the increase in special education students.

Dove Elementary                                                                                                    Campus #220906103
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Student Achievement
Student Achievement Summary

Due to COVID 19, the 2020 STAAR test was cancelled for all students.

In the fall of 2019, Cycle 1 data was reviewed:

       Goals were created by our Campus Improvement Leadership Team

       Use of AIMSWeb BOY performance data and 2019 STAAR data

       Cycle 1 (Sept.-Nov.) Data Points:

               K/1 Math: Unit Assessments (Kinder- Unit 2/ 1st- Avg. of Units 2, 3, and 4)

                       Kinder: (60) 91% on Target (Level 2 or 3 according to SBRC)

                       1st grade: (60) 96% on Target (Level 2 or 3 according to SBRC)

               2nd Math: 1st Nine Wks Assessment (written by Math Dept)

                       2nd grade: (60) 83% Me/Ma (70% or above)

               3rd-5th Math: Interim Assessment given on Nov. 6 (Scale score used in relation to 2019 STAAR Conversion Table)

                       Scale score is weighted differently for each student after the first 15 questions

                       3rd Goal: (51/31/9) Cycle 1: 51 App/ 20 Me/ 10 Ma

                       4th Goal: (67/ 32/ 19) Cycle 1: 53 App/ 19 Me/ 5 Ma

                       5th Goal: (62/ 35/ 11) Cycle 1: 58 App/ 21 Me/ 15 Ma

               Kinder Reading: Sight Word fluency (Letter Recognition 79%)

                       Kinder: (60) Sight Word fluency 55% on Target

               1st-2nd grade Reading: Reading level (according to Running Record) as set w/ assistance from Amy M. with progress points to EOY Reading Level goal.

                       1st grade: (60) 57%

                       2nd grade: (60) 65%

               3rd-5th grade Reading: 1st Nine Wks Assessment (written by Humanities department and LL due to new ELAR TEKS this year; 13 question test)

Dove Elementary                                                                                                                                           Campus #220906103
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3rd Goal: (64/ 32/ 9) Cycle 1: 55 App/ 14 Me/ 10 Ma

                       4th Goal: (65/ 36/ 21) Cycle 1: 55 App/ 34 Me/ 5 Ma

                       5th Goal: (67/ 40/ 7) Cycle 1: 59 App/ 44 Me/ 22 Ma

       Math Summary

               Kinder-2nd met Math Target

               3rd grade met App/Ma Math Target

               5th grade met Ma Math Target

       Math Concerns

               Approaches level 3rd-5th

               4th grade not on Target

               Assessments used K-5

       Reading Summary

               Kinder and 2nd met Reading Target

               3rd grade met Ma Reading Target

               1st and 4th grade not on Target

               5th grade met Me/ Ma Reading Target

       Reading Concerns

               Approaches level 3rd-5th

               1st and 4th grade not on Target

               Assessments used 3rd-5th

The student achievement data below is from the 2018-2019 school year.

Overall, Dove Elementary was rated a "B" with a score of 86.

Dove Elementary received a score of 75 and a C rating under Domain I of the new state accountability system. Domain I focuses on students' performance in grades 3-5 on the
STAAR test in Reading, Math, Writing, and Science.
Dove Elementary                                                                                                                                             Campus #220906103
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Dove Elementary received a score of an 89 and B rating under Domain II of the state accountability system. Domain II focuses on the growth students currently in grades 4 and 5
made from the previous year's STAAR test results in reading and math compared to the current year. Compared to the relative performance in Dove's comparability group of
schools, Dove received a score of 58 and an F rating. The higher of the two ratings is able to count as the overall domain rating.

Dove Elementary received a score of 79 and a rating of a C under Domain III of the state accountability system. Domain III uses the federal standard of "Met or Masters"
standards and measures school's scores compared to a Target score set by the state.

Dove Elementary was identified as a comprehensive support school for the 2018-2019 school year, and that label stays with the school for two years. For the 2019, 2020 school
year, Dove Elementary received the identification of Comprehensive Support Progress for its progress towards improvement and student growth.

Dove Elementary received one Distinction Designation for Comparative Academic Growth.

Student Achievement Strengths

Student Academic Growth went from a score of 62 to 89.

Gains in Kinder-2 grade reading.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1 (Prioritized): Performance in the Meets and Masters category for All Students in all subjects fell below the 50% level. Root Cause: We are not looking at
our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration groups.

Problem Statement 2 (Prioritized): Three year trends in 3rd grade performance data show an App/Me/Ma level below 70/40/30 percent. Root Cause: We are not looking at our
data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration groups.

Problem Statement 3 (Prioritized): Trends in reading performance across grades K-5 shows a need for improved instruction and reading intervention. Root Cause: We are not
looking at our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration
groups.

Problem Statement 4 (Prioritized): Math performance across grades K-5 shows a need for intentional planning and designed instruction to support mastery of taught concepts.
Root Cause: Teachers' lesson plans do not reflect clear learning objectives, intentional learning, or assessment of learning.

Problem Statement 5 (Prioritized): Writing STAAR Performance fell below 60% approaches. Root Cause: We are not looking at our data the way we need to in order to select
appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration groups.

Problem Statement 6 (Prioritized): Current SPED students are not performing at a grade level standard.

Dove Elementary                                                                                                                                               Campus #220906103
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School Culture and Climate
School Culture and Climate Summary

Dove Elementary enjoys celebrating all of our students. Attendance rates at Dove are high (96% in 2018-19).

Disciplinary data indicates that student discipline referrals are congruent with the ratio of student ethnicities at Dove.

Parent surveys indicate that most parents feel that their students are safe while at school. While significant strides have been made in the reporting and intervention for bullying,
continued efforts are needed in order to educate students regarding kindness and sensitivity toward others. Rachel's Challenge has been very successful at Dove, creating
processes for teaching children the importance of being kind and compassionate toward others. The Learner Profile Traits that are integrated through learning in the Primary
Years' Program also reinforce students growth as participants in a community of learners.

The PTA at Dove has seen an resurgence of participation and an increase in volunteering. Dove Elementary PTA earned an award this year for increase in membership.

Dove Elementary was identified as a PTA School of Excellence through the 2020-2021 school year.

School Culture and Climate Strengths

Students are celebrated.

Attendance rates are high.

PTA is showing an increase in membership.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1 (Prioritized): Extreme behaviors are a disruption to the learning environment in classrooms across the campus. Root Cause: There is a need for staff to
have access to more interventions and strategies to support students social emotional regulation.

Dove Elementary                                                                                                                                                     Campus #220906103
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary

At the campus level, it is important that we:

       recruit and select highly qualified candidates available for each vacancy at Dove.
       utilize Dove's personnel in a manner that will have the greatest positive impact on the instructional program.
       give considerable attention to the alignment of district and department goals. A clear and consistent focus on the district's LEAD 2021 strategic plan is evident throughout
       the campus organization.
       review the data gathered through the employee satisfaction survey to determine areas of need.

Staff Quality, Recruitment, and Retention Strengths

100% of Dove's teachers are highly qualified

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1 (Prioritized): Student data for 3rd grade for 4 years shows a significant drop for the 18-19 school year. Root Cause: Continued induction support is
needed for teachers new to grade levels and when moving from departmentalized to self-contained classrooms.

Dove Elementary                                                                                                                                                  Campus #220906103
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary

Curricular objectives are aligned with national content standards, Texas Essential Knowledge and Skills and state-mandated tests. The overriding goal is to deliver a curriculum
that is academically rich, holistic, student-centered, and culturally diverse, honoring input and contributions from all.

 Dove Elementary is committed to utilizing a curriculum that promotes high expectations for its teachers and students that result in meaningful student learning. The campus-wide
curriculum can best be described as a thinking curriculum, one that integrates content, process, and product; typifying real world situations. The decisions, strategies, and
practices supporting the alignment of the written, taught, and tested curriculum will be rooted in internal and external research critical to providing optimum learning
opportunities for all students.

Teachers at Dove Elementary create learning experience for students using student voice as a mechanism for feedback.

Curriculum, Instruction, and Assessment Strengths

Inquiry approach to learning.

Focus on assessment and differentiation

TEKS-driven

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1 (Prioritized): 3rd and 4th graders fell below federal and state standards in the meets and masters category in STAAR reading. Root Cause: Teachers'
lesson planning reflects clear objective, multiple paths of instruction geared toward clearly defined goals and formative assessments.

Problem Statement 2 (Prioritized): 3rd and 4th graders fell below federal and state standards in the meets and masters category in STAAR math. Root Cause: We are not
looking at our data the way we need to.

Problem Statement 3 (Prioritized): 3rd and 4th graders fell below federal and state standards in the meets and masters category in STAAR math. Root Cause: We are not
looking at our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration
groups.

Problem Statement 4 (Prioritized): 3rd and 4th graders fell below federal state standards in the meets and masters category in STAAR reading, so there is a need to support
reading fluency and comprehension at all grade levels. Root Cause: Teachers' lesson planning reflects clear objectives, multiple paths of instruction geared toward clearly
defined goals and formative assessments.
Dove Elementary                                                                                                                                                   Campus #220906103
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Problem Statement 5 (Prioritized): 3rd and 4th graders fell below federal state standards in the meets and masters category in STAAR math, so there is a need to support math
skills and concepts through spiral review daily at all grade levels. Root Cause: Teachers' lesson planning reflects clear objectives, multiple paths of instruction geared toward
clearly defined goals, and formative assessments.

Problem Statement 6 (Prioritized): A gap exists between the academic performance of our Economically Disadvantaged and non-Economically Disadvantaged students as
measured by the STAAR assessment. Root Cause: Teachers need additional support in analyzing student formative data, as well as, in designing and implementing personalized
learning experiences in order to accelerate learning for our Economically Disadvantaged students.

Dove Elementary                                                                                                                                                 Campus #220906103
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Parent and Community Engagement
Parent and Community Engagement Summary

At Dove, our parents and community have an overall belief that our school is safe and effective. Parents are involved at the campus in PTA and its many events and site based
decision making. Dove has an active Dad's club, as well as parent volunteer program.

Dove partners with PTA to offer parent education programs on relevant topics. CONNECT offers assistance to families in need, as well as access to outside resources. A local
church provides weekend food for identified families, as well supports literacy development through volunteers that come to Dove to read to students..

The parents have stated that school newsletters provide adequate information about learning opportunities and activities at their respective schools. Family access has proved to
be a useful tool for parents to monitor grades, absences and discipline. Additionally, Dove uses the school web site, Facebook, Twitter, Skyward Email News, and grade level
newsletters to offer information about learning opportunities and activities.

Parent and Community Engagement Strengths

Parents have said they feel welcome at Dove.

PTA membership has increased.

On average, 350 families are reading the Dolphin Tales newsletter each week.

Dove Elementary                                                                                                                                                  Campus #220906103
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School Context and Organization
School Context and Organization Summary

With the implementation of LEAD 2021, and a focus on becoming an International Baccalaureate Primary Years World School the need for collaborative time working as a
Professional Learning Community (PLC) has become a necessity at Dove. The shift from a "teaching platform" to a "learning platform" is one that requires a focus on the
implementation of instructional best practices and the use of assessment to determine what our students know. Assessment is essential prior to, during, and subsequent to
instruction. The use of assessment provides data that must be regularly and effectively analyzed in order to provide insight that impacts how instruction is designed.

Considerable attention is given to the alignment of district and campus goals. A clear and consistent focus on the district's LEAD 2021 strategic plan is evident throughout the
campus.

Dove Elementary is an International Baccalaureate Primary Years Program World School.

School Context and Organization Strengths

Clear alignment of district and campus goals.

Dove Elementary                                                                                                                                                  Campus #220906103
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Technology
Technology Summary

Campus technology is supported by a campus tech and by teacher leaders in technology.

A major initiative is our 1:1 iPad initiative in K-3 and the 1:1 laptop initiative in 4th and 5th grade. All students are issued their own device that is used at school and home.
 Students also keep their devices over the summer break, in order to continue to have access to digital learning 24/7 throughout the summer. Each teacher at Dove is considered to
have a digital classroom. In addition to student-issued devices, there are also 6 - 8 laptops available in each classroom. An essential component to this initiative is the participation
in technology PLCs every six weeks.

Technology Strengths

Focus on higher levels of SAMR.

Meaningful use.

Problem Statements Identifying Technology Needs

Problem Statement 1 (Prioritized): Teachers and students are lacking experience with remote and blended learning modules. Root Cause: COVID 19 forced school buildings
to close in the spring of 2020, and remote learning was new to everyone. Due to health guidelines, some students are learning remotely this school year.

Dove Elementary                                                                                                                                                       Campus #220906103
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Priority Problem Statements
Problem Statement 1: A gap exists between the academic performance of our Economically Disadvantaged and non-Economically Disadvantaged students as measured by the
STAAR assessment.
Root Cause 1: Teachers need additional support in analyzing student formative data, as well as, in designing and implementing personalized learning experiences in order to
accelerate learning for our Economically Disadvantaged students.
Problem Statement 1 Areas: Curriculum, Instruction, and Assessment

Problem Statement 2: Student data for 3rd grade for 4 years shows a significant drop for the 18-19 school year.
Root Cause 2: Continued induction support is needed for teachers new to grade levels and when moving from departmentalized to self-contained classrooms.
Problem Statement 2 Areas: Staff Quality, Recruitment, and Retention

Problem Statement 3: 3rd and 4th graders fell below federal and state standards in the meets and masters category in STAAR reading.
Root Cause 3: Teachers' lesson planning reflects clear objective, multiple paths of instruction geared toward clearly defined goals and formative assessments.
Problem Statement 3 Areas: Curriculum, Instruction, and Assessment

Problem Statement 4: 3rd and 4th graders fell below federal and state standards in the meets and masters category in STAAR math.
Root Cause 4: We are not looking at our data the way we need to.
Problem Statement 4 Areas: Curriculum, Instruction, and Assessment

Problem Statement 5: 3rd and 4th graders fell below federal and state standards in the meets and masters category in STAAR math.
Root Cause 5: We are not looking at our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development,
or create acceleration groups.
Problem Statement 5 Areas: Curriculum, Instruction, and Assessment

Problem Statement 6: 3rd and 4th graders fell below federal state standards in the meets and masters category in STAAR reading, so there is a need to support reading fluency
and comprehension at all grade levels.
Root Cause 6: Teachers' lesson planning reflects clear objectives, multiple paths of instruction geared toward clearly defined goals and formative assessments.
Problem Statement 6 Areas: Curriculum, Instruction, and Assessment

Problem Statement 7: Extreme behaviors are a disruption to the learning environment in classrooms across the campus.
Root Cause 7: There is a need for staff to have access to more interventions and strategies to support students social emotional regulation.

Dove Elementary                                                                                                                                                 Campus #220906103
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Problem Statement 7 Areas: School Culture and Climate

Problem Statement 8: 3rd and 4th graders fell below federal state standards in the meets and masters category in STAAR math, so there is a need to support math skills and
concepts through spiral review daily at all grade levels.
Root Cause 8: Teachers' lesson planning reflects clear objectives, multiple paths of instruction geared toward clearly defined goals, and formative assessments.
Problem Statement 8 Areas: Curriculum, Instruction, and Assessment

Problem Statement 9: Performance in the Meets and Masters category for All Students in all subjects fell below the 50% level.
Root Cause 9: We are not looking at our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development,
or create acceleration groups.
Problem Statement 9 Areas: Student Achievement

Problem Statement 10: Three year trends in 3rd grade performance data show an App/Me/Ma level below 70/40/30 percent.
Root Cause 10: We are not looking at our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional
development, or create acceleration groups.
Problem Statement 10 Areas: Student Achievement

Problem Statement 11: Trends in reading performance across grades K-5 shows a need for improved instruction and reading intervention.
Root Cause 11: We are not looking at our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional
development, or create acceleration groups.
Problem Statement 11 Areas: Student Achievement

Problem Statement 12: Math performance across grades K-5 shows a need for intentional planning and designed instruction to support mastery of taught concepts.
Root Cause 12: Teachers' lesson plans do not reflect clear learning objectives, intentional learning, or assessment of learning.
Problem Statement 12 Areas: Student Achievement

Problem Statement 13: Writing STAAR Performance fell below 60% approaches.
Root Cause 13: We are not looking at our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional
development, or create acceleration groups.
Problem Statement 13 Areas: Student Achievement

Problem Statement 14: Current SPED students are not performing at a grade level standard.
Root Cause 14:
Problem Statement 14 Areas: Student Achievement

Dove Elementary                                                                                                                                                 Campus #220906103
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Problem Statement 15: Teachers and students are lacking experience with remote and blended learning modules.
Root Cause 15: COVID 19 forced school buildings to close in the spring of 2020, and remote learning was new to everyone. Due to health guidelines, some students are learning
remotely this school year.
Problem Statement 15 Areas: Technology

Dove Elementary                                                                                                                                            Campus #220906103
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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
       District goals
Accountability Data
       Student Achievement Domain
       Student Progress Domain
       Closing the Gaps Domain
       Effective Schools Framework data
       Comprehensive, Targeted, and/or Additional Targeted Support Identification data
       Accountability Distinction Designations
Student Data: Assessments
       Student Success Initiative (SSI) data for Grades 5 and 8
       SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)
       Running Records results
       Observation Survey results
       Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Dove Elementary                                                                                                                             Campus #220906103
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Goals
Goal 1: Dove Elementary will utilize school improvement efforts to increase teacher effectiveness and student outcomes of learning.

Performance Objective 1: Based on specific measurable content area goals identified in the Targeted Improvement Plan, Dove Elementary will move from
the 4th quartile to the 3rd quartile in student achievement (Domain 1) according to our TEA comparability group.
     Targeted or ESF High Priority
     Evaluation Data Sources: TEA Student Achievement Comparability Report

Strategy 1: An instructional specials rotation will be incorporated into the schedule in order to provide enrichment around                Reviews
science concepts and vocabulary in grade K-5.                                                                                       Formative              Summative
     Strategy's Expected Result/Impact: Increased science performance on district (TEKS Checks) and state                     Nov      Jan        Mar        June
     assessments K-5; increase in science vocabulary knowledge K-5.
     Staff Responsible for Monitoring: campus principal; science specials teacher
     Comprehensive Support Strategy
     Funding Sources: Instructional Specials Teacher (Sherry Burkett) - 211 - ESEA Title I, Part A
Strategy 2: Selected staff members will extend the learning day for students in grades 3-5 by offering tutorials that are                  Reviews
focused on needed instructional areas and enrich and extend classroom learning.                                                     Formative              Summative
                                                                                                                              Nov      Jan        Mar        June

      Strategy's Expected Result/Impact: Increased student achievement in reading and math in grades 3-5.
      Improvement in district and state assessment scores.
      Staff Responsible for Monitoring: Learning Liaison; campus principal, instructional staff
      TEA Priorities: Improve low-performing schools - Comprehensive Support Strategy
      Funding Sources: Measuring Up Tutoring Materials - 211 - School Improvement Grant (SIG)
Strategy 3: Response to Intervention meetings will focus on the effectiveness of interventions and monitor the progress of                 Reviews
struggling learners                                                                                                                 Formative              Summative
     Strategy's Expected Result/Impact: Increased % of students in Tier 1; increase of Tier movement from 3 to 2 to 1.        Nov      Jan        Mar        June
     Staff Responsible for Monitoring: Campus principal and assistant principal; learning liaison; K-5 teachers
     TEA Priorities: Improve low-performing schools - Comprehensive Support Strategy

Dove Elementary                                                                                                                                      Campus #220906103
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Strategy 4: Grades 3-5 teachers will focus planning and teaching in departmentalized content areas (i.e. math/science and                       Reviews
humanities).                                                                                                                             Formative                  Summative
     Strategy's Expected Result/Impact: Increased depth to departmentalized lesson plans and instruction.                      Nov          Jan        Mar            June
     Staff Responsible for Monitoring: campus principal, assistant principal, and learning liaison; district instructional
     coaches
     TEA Priorities: Improve low-performing schools - Comprehensive Support Strategy
     Funding Sources: Countdown to math STAAR plus Gauntlet homework materials - 211 - School Improvement
     Grant (SIG)
Strategy 5: Teacher performance data will be reviewed and used to identify areas of strength when making teacher                                Reviews
assignments and placing students.                                                                                                        Formative                  Summative
     Strategy's Expected Result/Impact: Increased teacher efficacy and student achievement                                     Nov          Jan        Mar            June
     Staff Responsible for Monitoring: campus principal; assistant principal; learning liaison
     TEA Priorities: Recruit, support, retain teachers and principals, Improve low-performing schools - Comprehensive
     Support Strategy

Strategy 6: An instructional para will support student growth and achievement by working with the learning liaisons and                         Reviews
classroom teachers to analyze data, create groups, and work with students.                                                               Formative                  Summative
      Strategy's Expected Result/Impact: Growth in student performance levels on STAAR.                                        Nov          Jan        Mar            June
      Staff Responsible for Monitoring: learning liaisons
      Funding Sources: Full Time Instructional Para - 211 - School Improvement Grant (SIG)

Strategy 7: Supplemental materials will be used to provide reteach and extension resources and an additional formative                          Reviews
assessment around hard-to-teach concepts in 2nd-5th grade reading and math.                                                              Formative                  Summative
     Strategy's Expected Result/Impact: Increased mastery of concepts in reading and math.                                     Nov          Jan        Mar            June
     Staff Responsible for Monitoring: Classroom teachers; learning liaison
     Problem Statements: Student Achievement 3, 4
     Funding Sources: Mentoring Minds Critical Thinking Math and Reading grades 2-5 - 211 - School Improvement
     Grant (SIG) - $7,236.46, Education Galaxy and Liftoff - 211 - School Improvement Grant (SIG) - $4,400

                                         No Progress                Accomplished                 Continue/Modify                Discontinue

Performance Objective 1 Problem Statements:

                                                                           Student Achievement
Problem Statement 3: Trends in reading performance across grades K-5 shows a need for improved instruction and reading intervention. Root Cause: We are not looking at
our data the way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration groups.
Problem Statement 4: Math performance across grades K-5 shows a need for intentional planning and designed instruction to support mastery of taught concepts. Root Cause:
Teachers' lesson plans do not reflect clear learning objectives, intentional learning, or assessment of learning.

Dove Elementary                                                                                                                                               Campus #220906103
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Goal 1: Dove Elementary will utilize school improvement efforts to increase teacher effectiveness and student outcomes of learning.

Performance Objective 2: Early Childhood Reading Board Goal [TEA Requirement]: The percent of 3rd grade students that score meets grade level or
above on STAAR Reading will increase from 36% to 66% by June 2024.
     HB3 Goal
     Evaluation Data Sources: 3rd Grade STAAR Reading
     Pre-K CIRCLE PM Reading Syllabication
     Kinder AimsWebPlus Letter Word Sound Fluency (LWSF)
     1st - 3rd Grade AimsWebPlus Oral Reading Fluency (ORF)
     Kinder - 2nd Grade Tejas Lee/Tango Band

Strategy 1: Teachers will use a guided reading model to support literacy instruction and skill development at each                     Reviews
student's individual reading level.                                                                                             Formative              Summative
     Strategy's Expected Result/Impact: Students' increased reading level and accelerated reading growth, per district    Nov      Jan        Mar        June
     BOY, MOY, and EOY criteria. 90% of students in grades K-2 are on grade level based on district EOY criteria for
     reading.
     Staff Responsible for Monitoring: classroom teachers; learning liaison

Strategy 2: Fundations will be used in grades K-2 in order to develop a solid foundation of early literacy in students.                Reviews
     Strategy's Expected Result/Impact: Students meet progress monitoring checkpoints throughout the year based on              Formative              Summative
     district BOY, MOY, and EOY criteria.                                                                                 Nov      Jan        Mar        June
     Staff Responsible for Monitoring: classroom teachers; learning liaison

Strategy 3: Students in grades 3, 4, 5 that are below grade level in reading will receive foundational reading support                 Reviews
through use of Levelled Literacy Intervention and Close Reading strategies.                                                     Formative              Summative
     Strategy's Expected Result/Impact: Increased number of students reading on grade level; accelerated growth from      Nov      Jan        Mar        June
     students not reading on grade level.
     Staff Responsible for Monitoring: learning liaison; campus instructional paraprofessional

Strategy 4: Continue to strengthen Dyslexia programming in GCISD to ensure appropriate and consistent levels of service                Reviews
for students across the district [Superintendent Objective 5 ].                                                                 Formative              Summative
      Strategy's Expected Result/Impact: Improved student performance in reading                                          Nov      Jan        Mar        June
      Staff Responsible for Monitoring: Literacy Interventionists

Dove Elementary                                                                                                                                  Campus #220906103
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Strategy 5: Preschool students will be assisted to ensure successful transition from early childhood programs to local                     Reviews
elementary schoolwide programs [Title I Requirement].                                                                               Formative              Summative
     Strategy's Expected Result/Impact: Impact on kindergarten readiness and preparedness for school                        Nov        Jan        Mar        June
     Staff Responsible for Monitoring: PreK teacher; campus liaison; Director of Early Childhood; campus principal

Strategy 6: Kindergarten and 1st grade teachers will use the Heggerty resource and lessons to provide additional phonemic                  Reviews
awareness support to students.                                                                                                      Formative              Summative
     Strategy's Expected Result/Impact: Increased phonemic awareness; increased number of students reading                  Nov        Jan        Mar        June
     Staff Responsible for Monitoring: Kinder and 1st grade teachers; learning liaison

                                        No Progress                Accomplished                 Continue/Modify             Discontinue

Dove Elementary                                                                                                                                      Campus #220906103
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Goal 1: Dove Elementary will utilize school improvement efforts to increase teacher effectiveness and student outcomes of learning.

Performance Objective 3: Early Childhood Math Board Goal [TEA Requirement] The percent of 3rd grade students that score meets grade level or above
on STAAR Math will increase from 36% to 60% by June 2024.
     HB3 Goal
     Evaluation Data Sources: 3rd Grade STAAR Mathematics
     Pre-K CIRCLE PM Math Counting Sets
     Kinder - 1st AimsWebPlus Early Numeracy (ENB)
     2nd - 3rd Grade AimsWebPlus Mathematics (MATHB)

Strategy 1: Math instructional blocks will utilize TEKSas Target Boards to spiral math concepts daily.                                       Reviews
     Strategy's Expected Result/Impact: Increased math achievement; students show proficiency growth on math                          Formative                  Summative
     standards                                                                                                               Nov         Jan        Mar            June
     Staff Responsible for Monitoring: classroom teachers; learning liaison
     Comprehensive Support Strategy
     Problem Statements: Student Achievement 1
     Funding Sources: TEKSas Target Board- Online Edition - 211 - ESEA Title I, Part A - $569.94
Strategy 2: Increase math instructional block on master schedule to allow for increased instructional time in math in                        Reviews
grades K-5                                                                                                                            Formative                  Summative
     Strategy's Expected Result/Impact: Improved student achievement and growth in math. 90% of students in grades           Nov         Jan        Mar            June
     K-2 are on grade level in math, based on district EOY criteria.
     Staff Responsible for Monitoring: Instructional staff; learning liaison; campus principal.

                                        No Progress               Accomplished                Continue/Modify                Discontinue

Performance Objective 3 Problem Statements:

                                                                         Student Achievement
Problem Statement 1: Performance in the Meets and Masters category for All Students in all subjects fell below the 50% level. Root Cause: We are not looking at our data the
way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration groups.

Dove Elementary                                                                                                                                            Campus #220906103
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Goal 1: Dove Elementary will utilize school improvement efforts to increase teacher effectiveness and student outcomes of learning.

Performance Objective 4: Job-embedded professional learning for PreK-5 staff will include learning needed to increase percent of students at a 70%
mastery of grade level standards.
     Evaluation Data Sources: Training agendas; PLC agendas; EOY student data

Strategy 1: Professional learning around TEKS and process standards will be provided for all instructional staff.                         Reviews
     Strategy's Expected Result/Impact: Teacher clarity around TEKS and increase in effective instruction.                         Formative              Summative
     Staff Responsible for Monitoring: learning liaison; campus principal and assistant principal; instructional staff       Nov      Jan        Mar        June
     members
     TEA Priorities: Recruit, support, retain teachers and principals
     Problem Statements: Student Achievement 1
     Funding Sources: LEAD4Ward Training- November 2 and another date in the spring. - 211 - School Improvement
     Grant (SIG) - $5,900
Strategy 2: Weekly professional learning around written lesson plans will prepare teachers for deep levels of instruction.                Reviews
     Strategy's Expected Result/Impact: Depth of lesson planning will translate into rigorous instruction and increased            Formative              Summative
     student achievement.                                                                                                    Nov      Jan        Mar        June
     Staff Responsible for Monitoring: learning liaisons

Strategy 3: Vertical teams will meet four times during the year to deepen understanding around data trends as related to                  Reviews
their content area.                                                                                                                Formative              Summative
      Strategy's Expected Result/Impact: Increased understanding of TEKS; vertical conversations around content;             Nov      Jan        Mar        June
      improved instruction; increased student achievement
      Staff Responsible for Monitoring: Vertical Team leaders; learning liaison; campus principal; assistant principal

Strategy 4: Instructional staff will receive training and support for a Blended Learning model to enrich the learning                     Reviews
experience for all students, whether learning remotely or in person.                                                               Formative              Summative
     Strategy's Expected Result/Impact: Increased student performance for all students.                                      Nov      Jan        Mar        June
     Staff Responsible for Monitoring: Instructional staff; learning liaison; district coaches; campus principal and
     assistant principal

Dove Elementary                                                                                                                                     Campus #220906103
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Strategy 5: Instructional staff will continue to receive training in and deepen their understanding of using Seesaw as the                   Reviews
Learning Management System.                                                                                                           Formative                  Summative
     Strategy's Expected Result/Impact: Activities are designed in Seesaw for remote and in person learners.                 Nov         Jan        Mar            June
     Staff Responsible for Monitoring: Instructional staff; learning liaison; district coaches

                                         No Progress                 Accomplished                 Continue/Modify            Discontinue

Performance Objective 4 Problem Statements:

                                                                            Student Achievement
Problem Statement 1: Performance in the Meets and Masters category for All Students in all subjects fell below the 50% level. Root Cause: We are not looking at our data the
way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration groups.

Dove Elementary                                                                                                                                            Campus #220906103
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Goal 1: Dove Elementary will utilize school improvement efforts to increase teacher effectiveness and student outcomes of learning.

Performance Objective 5: Instructional strategies and initiatives, which must be research-based, strengthen the core academic program, increase the
quality and quantity of learning time, and address the learning needs of all students on each campus. Federal, state, and local services and programs are
coordinated and integrated with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of
achievement [Title I Requirement ].

Strategy 1: An Instructional Playbook, consisting of Think-Pair-Share, will be utilized by all teachers in order to provide                Reviews
structure and accountability for student collaboration.                                                                             Formative              Summative
      Strategy's Expected Result/Impact: Increased student achievement.                                                       Nov      Jan        Mar        June
      Staff Responsible for Monitoring: principal; assistant principal; classroom teachers; learning liaisons

Strategy 2: An Instructional Playbook, consisting of K-W-L will be utilized by all teachers in order to determine prior                    Reviews
knowledge and set a purpose for learning.                                                                                           Formative              Summative
     Strategy's Expected Result/Impact: Increased student achievement.                                                        Nov      Jan        Mar        June
     Staff Responsible for Monitoring: principal; assistant principal; classroom teachers; learning liaisons

Strategy 3: An Instructional Playbook, consisting of Circle Map will be utilized by all teachers in order to define and                    Reviews
provide enriched discussions around Tier 2 and Tier 3 vocabulary words.                                                             Formative              Summative
     Strategy's Expected Result/Impact: Increased student achievement.                                                        Nov      Jan        Mar        June
     Staff Responsible for Monitoring: principal; assistant principal; classroom teachers; learning liaisons

Strategy 4: Teachers will use a guided reading model to support literacy instruction and skill development at each                         Reviews
student's individual reading level.                                                                                                 Formative              Summative
     Strategy's Expected Result/Impact: Students' increased reading level and accelerated reading growth, per district        Nov      Jan        Mar        June
     BOY, MOY, and EOY criteria. 90% of students in grades K-2 are on grade level based on district EOY criteria for
     reading.
     Staff Responsible for Monitoring: classroom teachers; learning liaisons

Dove Elementary                                                                                                                                      Campus #220906103
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Strategy 5: Fundations will be used in grades K-2 in order to develop a solid foundation of early literacy in students.                      Reviews
     Strategy's Expected Result/Impact: Students meet progress monitoring checkpoints throughout the year based on                    Formative                  Summative
     district BOY, MOY, and EOY criteria.                                                                                    Nov         Jan        Mar            June
     Staff Responsible for Monitoring: classroom teachers; learning liaison

Strategy 6: Math instructional blocks will utilize TEKSas Target Boards to spiral math concepts daily.                                       Reviews
     Strategy's Expected Result/Impact: Increased math achievement; students show proficiency growth on math                          Formative                  Summative
     standards                                                                                                               Nov         Jan        Mar            June
     Staff Responsible for Monitoring: classroom teachers; learning liaison
     Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5:
     Effective Instruction - Comprehensive Support Strategy
     Problem Statements: Student Achievement 1
     Funding Sources: TEKSas Target Board- Online Edition - 211 - ESEA Title I, Part A - $569.94
Strategy 7: Students in grades 3, 4, 5 that are below grade level in reading will receive foundational reading support.                      Reviews
     Strategy's Expected Result/Impact: Increased reading level; students reading on grade level                                      Formative                  Summative
     Staff Responsible for Monitoring: learning liaison                                                                      Nov         Jan        Mar            June

                                          No Progress                Accomplished                 Continue/Modify            Discontinue

Performance Objective 5 Problem Statements:

                                                                            Student Achievement
Problem Statement 1: Performance in the Meets and Masters category for All Students in all subjects fell below the 50% level. Root Cause: We are not looking at our data the
way we need to in order to select appropriate intervention strategies, concrete manipulative materials, professional development, or create acceleration groups.

Dove Elementary                                                                                                                                            Campus #220906103
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Goal 1: Dove Elementary will utilize school improvement efforts to increase teacher effectiveness and student outcomes of learning.

Performance Objective 6: School wide behavioral expectations and clear structures for learning will show an increase in learning time for all students.
     Evaluation Data Sources: Discipline Reports; Master Schedule

Strategy 1: School wide expectations for behavior (for both in person and remote learners) will be taught and displayed for                  Reviews
student learners to see.                                                                                                              Formative              Summative
     Strategy's Expected Result/Impact: Clear vision and common language around behavioral expectations.                      Nov        Jan        Mar        June
     Staff Responsible for Monitoring: campus principal and assistant principal

Strategy 2: A discipline flow-chart will be created and utilized by campus staff to create consistency and clarity around                    Reviews
behaviors and discipline.                                                                                                             Formative              Summative
     Strategy's Expected Result/Impact: Teachers have clarity around how to manage behaviors in their class; decreased        Nov        Jan        Mar        June
     time in office for small behaviors.
     Staff Responsible for Monitoring: assistant principal

Strategy 3: CHAMPS will be taught by staff responsibly and used throughout the campus in all settings throughout the                         Reviews
day.                                                                                                                                  Formative              Summative
     Strategy's Expected Result/Impact: Increased clarity and structure in the learning environment for students.             Nov        Jan        Mar        June
     Staff Responsible for Monitoring: assistant principal ; Dove staff

Strategy 4: Restorative Practices will be used to reinforce positive relationships amongst staff and students and students                   Reviews
towards students.                                                                                                                     Formative              Summative
     Strategy's Expected Result/Impact: Improved relationships; decreased office referrals.                                   Nov        Jan        Mar        June
     Staff Responsible for Monitoring: counselor; assistant principal; classroom teachers

                                         No Progress                 Accomplished                 Continue/Modify             Discontinue

Dove Elementary                                                                                                                                        Campus #220906103
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Goal 2: Actively identify and remove barriers that limit access to and opportunity for learning.

Performance Objective 1: Students who experience difficulty attaining proficiency receive effective and timely additional assistance (improved
identification systems, interventions, resources, and teacher training) to accelerate learning and ensure all student groups achieve their full potential [TEA
Requirement].
     Evaluation Data Sources: Response to Intervention Data, Domain III Closing the Gaps, PBMAS

Strategy 1: During data days scheduled for 3x during the year, teachers will disaggregate local and state assessment data in                Reviews
order to refine instructional focus.                                                                                                 Formative              Summative
     Strategy's Expected Result/Impact: Increased teacher knowledge around student data; design instruction to target          Nov      Jan        Mar        June
     areas identified in data; improved student achievement
     Staff Responsible for Monitoring: Principal, Assistant Principal, Learning Liaisons, Classroom Teachers
     TEA Priorities: Improve low-performing schools - Comprehensive Support Strategy

Strategy 2: Selected staff members will extend the learning day for students in grades 3-5 by offering tutorials that are                   Reviews
focused on needed instructional areas and enrich and extend classroom learning.                                                      Formative              Summative
     Strategy's Expected Result/Impact: Improved achievement on STAAR                                                          Nov      Jan        Mar        June
     Staff Responsible for Monitoring: Learning Liaisons; classroom teachers
     TEA Priorities: Improve low-performing schools - Comprehensive Support Strategy
     Funding Sources: After school tutoring pay for teachers - 211 - School Improvement Grant (SIG), After school
     tutoring resources - 211 - School Improvement Grant (SIG), Snacks for students attending after school tutorials - 211
     - School Improvement Grant (SIG)
Strategy 3: Campus-based professional learning will focus on identified target areas based on disaggregated local and state                 Reviews
assessment data trends.                                                                                                              Formative              Summative
     Strategy's Expected Result/Impact: Improved student achivement                                                            Nov      Jan        Mar        June
     Staff Responsible for Monitoring: Learning Liaisons; campus principal; learning leaders

Strategy 4: An instructional para will work with identified "at risk" students 3 days a week.                                               Reviews
     Strategy's Expected Result/Impact: Decreased opportunity and achievement gaps in "at risk" students;                            Formative              Summative
     Staff Responsible for Monitoring: Learning Liaisons                                                                       Nov      Jan        Mar        June
     Funding Sources: 60% Instructional Paraprofessional (Disadvantaged Funds) - 199 - General Fund

Dove Elementary                                                                                                                                       Campus #220906103
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Strategy 5: Instructional staff will receive training and support for a Blended Learning model to enrich the learning                   Reviews
experience for all students, whether learning remotely or in person.                                                             Formative              Summative
     Strategy's Expected Result/Impact: Increased student performance for all students.                                  Nov        Jan        Mar        June
     Staff Responsible for Monitoring: Instructional staff; learning liaison; campus principal and assistant principal

                                         No Progress                Accomplished                 Continue/Modify         Discontinue

Dove Elementary                                                                                                                                   Campus #220906103
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Goal 2: Actively identify and remove barriers that limit access to and opportunity for learning.

Performance Objective 2: Families will know how to access information about their student's progress at school.
     Evaluation Data Sources: Meeting agendas

Strategy 1: Because of Dove's mobility rate, new family induction sessions will be offered as needed and will be required                  Reviews
of new families enrolling at Dove.                                                                                                  Formative              Summative
     Strategy's Expected Result/Impact: New families are informed of school policies and procedures when they enroll.       Nov        Jan        Mar        June
     Staff Responsible for Monitoring: campus principal; data secretary

Strategy 2: Teacher-parent conferences will be held within the first nine weeks of school                                                  Reviews
     Strategy's Expected Result/Impact: Contact and conversation between teachers and parents will lead to a                        Formative              Summative
     partnership and will increase student success.                                                                         Nov        Jan        Mar        June
     Staff Responsible for Monitoring: campus principal; classroom teachers

                                        No Progress                Accomplished                Continue/Modify              Discontinue

Dove Elementary                                                                                                                                      Campus #220906103
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Goal 2: Actively identify and remove barriers that limit access to and opportunity for learning.

Performance Objective 3: Continue to implement and evaluate a comprehensive and strategic plan to significantly increase the quality of the district's
advanced academics program [Superintendent Objective 2].
     Evaluation Data Sources: Evaluation of campus-level GT LEAD data

Strategy 1: Utilize student data to create enrichment groups at each grade level that GT Lead Specialist will work with                    Reviews
1x/week                                                                                                                             Formative              Summative
     Strategy's Expected Result/Impact: Increased student level of performance                                              Nov        Jan        Mar        June
     Staff Responsible for Monitoring: GT Lead Specialist

Strategy 2: GT Lead teacher supports classroom teachers in designing engaging learning opportunities for gifted learners.                  Reviews
     Strategy's Expected Result/Impact: Students are engaged in their learning; increased capacity in general education             Formative              Summative
     teachers to design rigorous learning experiences for all learners                                                      Nov        Jan        Mar        June
     Staff Responsible for Monitoring: Campus GT Lead Specialist

Strategy 3: Classroom Teachers K-5 will complete the annual update for GT training.                                                        Reviews
     Strategy's Expected Result/Impact: Teachers develop strategies and skills around GT Lead training topics;                      Formative              Summative
     increased teacher capacity for teaching gifted learners.                                                               Nov        Jan        Mar        June
     Staff Responsible for Monitoring: Campus GT Lead Specialist; campus principal

                                         No Progress                Accomplished                 Continue/Modify            Discontinue

Dove Elementary                                                                                                                                      Campus #220906103
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Goal 2: Actively identify and remove barriers that limit access to and opportunity for learning.

Performance Objective 4: Instructional technology will be used by campus staff to provide students access to learning.
     Evaluation Data Sources: Use of instructional technology and technology tools to provide learning opportunities for students.

Strategy 1: Webcams will be installed in select grade level and Specials classrooms to connect remote learners to the in                      Reviews
person classroom of learners and teacher.                                                                                              Formative              Summative
     Strategy's Expected Result/Impact: Remote learners will have access to learning. Improved classroom community            Nov         Jan        Mar        June
     and connection between remote learners and in person learners.
     Staff Responsible for Monitoring: Campus principal; classroom teachers

Strategy 2: Campus Instructional staff will use Seesaw as the Learning Management system to ensure students are able to                       Reviews
connect to their learning each day.                                                                                                    Formative              Summative
     Strategy's Expected Result/Impact: Students know how to log in and access their learning activities each day.            Nov         Jan        Mar        June
     Staff Responsible for Monitoring: Classroom teachers; Learning Liaison

Strategy 3: Campus instructional staff will use Webex to connect remotely with their students and provide access to                           Reviews
instruction.                                                                                                                           Formative              Summative
      Strategy's Expected Result/Impact: Students have access to instruction.                                                 Nov         Jan        Mar        June
      Staff Responsible for Monitoring: Classroom teachers
      Problem Statements: Technology 1
      Funding Sources: LEAD4Ward Training- Engaging Learners Across Environments - 211 - School Improvement
      Grant (SIG)
                                         No Progress               Accomplished                Continue/Modify                 Discontinue

Performance Objective 4 Problem Statements:

                                                                                Technology
Problem Statement 1: Teachers and students are lacking experience with remote and blended learning modules. Root Cause: COVID 19 forced school buildings to close in the
spring of 2020, and remote learning was new to everyone. Due to health guidelines, some students are learning remotely this school year.

Dove Elementary                                                                                                                                         Campus #220906103
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Goal 3: Design learning environments that support social and emotional well-being.

Performance Objective 1: Promote, monitor, and oversee an educational system where every student and district employee is safe and secure, drug-free,
and environmentally responsible [Superintendent Objective 6 ].
     Evaluation Data Sources: Student and staff survey data

Strategy 1: PurposeFULL People information and suggestions for implementation with students will be shared by the                              Reviews
counselor via the staff newsletter to provide intentional character building opportunities for students and classes.                    Formative              Summative
     Strategy's Expected Result/Impact: Increased strategies and usage of restorative circles                                   Nov        Jan        Mar        June
     Staff Responsible for Monitoring: counselor; campus assistant principal

Strategy 2: Utilize CHAMPS campus wide in order to create common expectations for behavior across all settings.                                Reviews
     Strategy's Expected Result/Impact: Decrease in discipline referrals                                                                Formative              Summative
     Staff Responsible for Monitoring: assistant principal; classroom teachers                                                  Nov        Jan        Mar        June

Strategy 3: Emotional well-being and guidance lessons provided each month by the counselor through the PurposeFULL                             Reviews
People curriculum focus on the ten character traits of empathy, kindness, respect, gratitude, honesty, perseverance, courage,           Formative              Summative
responsibility, cooperation, and creativity.                                                                                    Nov        Jan        Mar        June
     Strategy's Expected Result/Impact: Increased student well being.
     Staff Responsible for Monitoring: counselor

                                         No Progress                Accomplished                  Continue/Modify               Discontinue

Dove Elementary                                                                                                                                          Campus #220906103
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