ALICE INDEPENDENT SCHOOL DISTRICT
2014-2015 Texas Academic Performance Report
Published February 9, 2016
Table Of Contents Texas Academic Performance Report for the 2014-2015 School Year I.
2014-2015 Texas Academic Performance Report – District………………………………………...1 a. TAPR – Alice High School………………………………………………………………………………….19 b. TAPR – Dubose Intermediate School……………………………………………………………….34 c. TAPR – Memorial Intermediate School……………………………………………………..…….45 d. TAPR – William Adams Middle School…………………………………………………………..…56 e. TAPR – Hillcrest Elementary…………………………………………………………………………….69 f. TAPR – MR Garcia Elementary…………………………………………………………………………80 g. TAPR – Noonan Elementary…………………………………………………………………………….91 h. TAPR – Saenz Elementary………………………………………………………………………………..102 i. TAPR – Salazar Elementary………………………………………………………………………………113 j. TAPR – Schallert Elementary…………………………………………………………………………...124
II.
2013-2014 Actual Financial Data for Alice ISD………………………………………………………….…134 a. Financial Data – Alice High School……………………………………………………………………140 b. Financial Data – Dubose Intermediate School…………………………………………………144 c. Financial Data – Memorial Intermediate School…………………………..…….……………148 d. Financial Data – William Adams Middle School………………………………..……………..152 e. Financial Data – Hillcrest Elementary……………………………………………………………….156 f. Financial Data – MR Garcia Elementary……………………………………………………………160 g. Financial Data – Noonan Elementary……………………………………………………………….164 h. Financial Data – Saenz Elementary…………………………………………………………………..168 i. Financial Data – Salazar Elementary…………………………………………………………………172 j. Financial Data – Schallert Elementary………………………………………………………………176
III.
Alice ISD 2014-2015 Accreditation Status…………………………………………………………………180
IV.
Alice ISD District Improvement Plan 2015-2016……………………………………………………….….181 a. Alice High School Campus Improvement Plan 2015-2016……………………….……....351 b. Dubose Intermediate Campus Improvement Plan 2015-2016………………….……...387 c. Memorial Intermediate Campus Improvement Plan 2015-2016…………………….…455 d. William Adams Middle School Campus Improvement Plan 2015-2016…….……...503 e. Hillcrest Elementary Campus Improvement Plan 2015-2016………………………….…560 f. MR Garcia Elementary Campus Improvement Plan 2015-2016.……………………....614 g. Noonan Elementary Campus Improvement Plan 2015-2016……………….………..….695 h. Saenz Elementary Campus Improvement Plan 2015-2016…………….………………....749 i. Salazar Elementary Campus Improvement Plan 2015-2016…….……………………..…792 j. Schallert Elementary Campus Improvement Plan 2015-2016…….………………………841
V.
Alice ISD Report on Violent or Criminal Incidents 2014-2015…………………………………..……887
VI.
Alice ISD Report of 2012-2013 High School Graduates’ Enrollment and Academic Performance in Texas Public Higher Education in FY 2014………………….………….…………..…888
VII.
TAPR Glossary....................................................................................................................890
2014-15 Texas Academic Performance Report District Name: ALICE ISD District Number: 125901
2015 Accountability Rating: Met Standard
2015 Special Education Determination Status: Meets Requirements
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TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
County Name: JIM WELLS
2014-15 District Performance ‡
District Number: 125901
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
*
-
*
60%
73%
63%
94%
-
*
-
-
43%
63%
*
59%
69%
-
*
-
-
*
57%
50%
-
72%
77%
-
-
-
*
67%
71%
55%
54%
-
52%
68%
-
-
-
*
*
50%
45%
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 6 Reading 2015 77% 72%
70%
*
68%
81%
*
*
-
-
50%
69%
*
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 7 Reading 2015 76% 70%
62%
*
61%
79%
*
*
-
-
26%
57%
*
66%
59%
*
57%
79%
*
*
-
-
*
54%
*
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 8 ** Reading 2015 88% 84%
76%
*
74%
100%
-
*
-
*
26%
71%
*
Region State 02 STAAR Percent at Phase-in Satisfactory Standard or Above Grade 3 Reading 2015 77% 76%
District
African American
White
American Indian
Hispanic
75%
*
74%
100%
67%
*
65%
66%
59%
*
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 5 ** Reading 2015 87% 85%
73%
68%
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 4 Reading 2015 74% 70% Writing
Science
Writing
2015
2015
2015
70%
72%
73%
Science
2015
71%
60%
42%
*
39%
73%
-
*
-
*
*
37%
*
Social Studies
2015
65%
53%
30%
*
28%
47%
-
*
-
*
*
25%
*
STAAR Percent at Phase-in Satisfactory Standard or Above End of Course English I 2015 71% 64%
47%
*
47%
53%
*
*
-
-
22%
42%
*
57%
*
57%
71%
-
*
-
-
21%
51%
21%
English II
TEA Division of Performance Reporting
2015
72%
66%
Page 1
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
County Name: JIM WELLS
2014-15 District Performance ‡
District Number: 125901
Region State 02 STAAR Percent at Phase-in Satisfactory Standard or Above End of Course Algebra I 2015 81% 79%
District
African American
Hispanic
64%
*
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
*
100%
-
-
26%
57%
30%
White
American Indian
62%
84%
Biology
2015
91%
88%
78%
-
78%
86%
*
*
-
-
59%
75%
39%
U.S. History
2015
91%
87%
76%
*
76%
85%
-
*
-
-
25%
73%
*
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 72%
62%
89%
61%
77%
100%
81%
-
100%
29%
58%
28%
Reading
2015
77%
73%
64%
83%
63%
80%
*
71%
-
100%
30%
61%
28%
Mathematics
2015
81%
79%
64%
*
62%
84%
*
100%
-
-
26%
57%
30%
Writing
2015
72%
66%
59%
*
58%
74%
*
*
-
-
18%
55%
30%
Science
2015
78%
73%
60%
*
59%
75%
*
100%
-
*
43%
54%
35%
Social Studies
2015
78%
70%
61%
*
60%
74%
-
100%
-
*
22%
54%
*
33%
23%
45%
22%
36%
*
60%
-
*
7%
20%
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
38%
30%
45%
29%
40%
*
62%
-
*
12%
25%
*
Mathematics
2015
48%
42%
28%
*
26%
60%
*
*
-
-
*
26%
*
Writing
2015
34%
26%
21%
*
19%
40%
*
*
-
-
*
17%
*
Science
2015
44%
34%
20%
*
19%
33%
*
*
-
*
*
16%
*
Social Studies
2015
44%
35%
25%
*
25%
37%
-
*
-
*
*
22%
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
11%
6%
*
6%
13%
*
*
-
*
3%
5%
2%
TEA Division of Performance Reporting
Page 2
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
County Name: JIM WELLS
2014-15 District Performance ‡
District Number: 125901
STAAR Percent at Advanced Standard All Grades Reading 2015
State
Region 02
District
African American
Hispanic
17%
13%
8%
*
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
*
*
-
*
4%
7%
*
White
American Indian
8%
12%
Mathematics
2015
20%
15%
6%
*
6%
*
*
*
-
-
*
6%
*
Writing
2015
9%
5%
4%
*
3%
*
*
*
-
-
*
2%
*
Science
2015
16%
10%
3%
*
3%
*
*
*
-
*
*
3%
*
Social Studies
2015
19%
13%
8%
*
7%
20%
-
*
-
*
*
5%
*
57%
53%
48%
*
47%
62%
*
*
-
*
40%
46%
50%
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
55%
54%
*
53%
63%
*
*
-
*
45%
52%
56%
Mathematics
2015
47%
43%
29%
*
27%
*
*
*
-
-
*
26%
*
Writing
2015
56%
48%
36%
-
35%
*
*
*
-
-
*
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
13%
10%
*
10%
14%
*
*
-
*
9%
10%
11%
Reading
2015
16%
14%
12%
*
12%
15%
*
*
-
*
10%
13%
13%
Mathematics
2015
19%
15%
7%
*
6%
*
*
*
-
-
*
6%
*
Writing
2015
7%
5%
3%
-
2%
*
*
*
-
-
*
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 36% 29% 2014 45% 41% 30%
* -
29% 30%
38% *
-
-
-
-
10% 15%
28% 30%
18% 14%
TEA Division of Performance Reporting
Page 3
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
County Name: JIM WELLS
2014-15 District Performance ‡
District Number: 125901
State
Region 02
District
African American
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL
Hispanic
White
American Indian
*
56%
57%
-
-
-
*
24%
52%
*
*
44%
43%
-
-
-
*
76%
48%
64%
*
70%
74%
-
-
-
*
38%
67%
55%
-
93%
*
-
-
-
-
100%
91%
89%
-
10%
*
-
-
-
-
*
12%
*
-
*
*
-
-
-
-
-
*
*
Student Success Initiative Grade 5 Reading Students Meeting Phase-in 1 Level II Standard on First STAAR Administration 2015 75% 71% 56% Students Requiring Accelerated Instruction 2015 25% 29% 44% STAAR Cumulative Met Standard 2015 84% 81% 70% STAAR Failers Promoted by Grade Placement Committee 2014 92% 90% 92% STAAR Met Standard (Failed in Previous Year) Promoted to Grade 6 2015 14% 11% 10% Retained in Grade 5 2015 59% 55% *
TEA Division of Performance Reporting
Page 4
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
County Name: JIM WELLS
2014-15 District Performance ‡
District Number: 125901
State
Region 02
District
African American
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL
Hispanic
White
American Indian
*
59%
87%
-
*
-
*
16%
55%
*
*
41%
*
-
*
-
*
84%
45%
92%
*
73%
100%
-
*
-
*
26%
70%
*
-
97%
*
-
-
-
-
100%
95%
100%
-
*
*
-
-
-
-
*
*
*
-
*
*
-
-
-
-
-
*
-
Student Success Initiative Grade 8 Reading Students Meeting Phase-in 1 Level II Standard on First STAAR Administration 2015 76% 70% 61% Students Requiring Accelerated Instruction 2015 24% 30% 39% STAAR Cumulative Met Standard 2015 85% 81% 75% STAAR Failers Promoted by Grade Placement Committee 2014 95% 89% 95% STAAR Met Standard (Failed in Previous Year) Promoted to Grade 9 2015 8% 5% * Retained in Grade 8 2015 46% 53% *
TEA Division of Performance Reporting
Page 5
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
2014-15 District Performance ‡
County Name: JIM WELLS District Number: 125901
Bilingual Education/English as a Second Language
Region State 02 STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 72%
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual District Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
62%
45%
45%
-
-
-
19%
*
18%
38%
27%
28%
Reading
2015
77%
73%
64%
47%
47%
-
-
-
17%
-
17%
*
29%
28%
Mathematics
2015
81%
79%
64%
-
-
-
-
-
28%
-
28%
*
28%
30%
Writing
2015
72%
66%
59%
50%
50%
-
-
-
*
-
*
*
32%
30%
Science
2015
78%
73%
60%
*
*
-
-
-
25%
*
22%
*
27%
35%
Social Studies
2015
78%
70%
61%
-
-
-
-
-
*
*
*
*
*
*
33%
23%
*
*
-
-
-
*
-
*
*
*
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
38%
30%
*
*
-
-
-
*
-
*
*
*
*
Mathematics
2015
48%
42%
28%
-
-
-
-
-
*
-
*
*
*
*
Writing
2015
34%
26%
21%
*
*
-
-
-
*
-
*
*
*
*
Science
2015
44%
34%
20%
*
*
-
-
-
*
-
*
*
*
*
Social Studies
2015
44%
35%
25%
-
-
-
-
-
*
-
*
*
*
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
11%
6%
*
*
-
-
-
*
-
*
*
3%
2%
Reading
2015
17%
13%
8%
*
*
-
-
-
*
-
*
*
*
*
Mathematics
2015
20%
15%
6%
-
-
-
-
-
*
-
*
*
*
*
Writing
2015
9%
5%
4%
*
*
-
-
-
*
-
*
*
*
*
Science
2015
16%
10%
3%
*
*
-
-
-
*
-
*
*
*
*
TEA Division of Performance Reporting
Page 6
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
2014-15 District Performance ‡
County Name: JIM WELLS District Number: 125901
Bilingual Education/English as a Second Language
State
Region 02
STAAR Percent at Advanced Standard All Grades Social Studies 2015
19%
13%
8%
-
-
-
-
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015
57%
53%
48%
59%
59%
-
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual District Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
-
*
-
*
*
*
*
-
-
*
-
*
*
49%
49%
Reading
2015
59%
55%
54%
63%
63%
-
-
-
*
-
*
*
53%
55%
Mathematics
2015
47%
43%
29%
-
-
-
-
-
*
-
*
*
*
*
Writing
2015
56%
48%
36%
*
*
-
-
-
*
-
*
*
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
13%
10%
13%
13%
-
-
-
*
-
*
*
10%
10%
Reading
2015
16%
14%
12%
15%
15%
-
-
-
*
-
*
*
11%
12%
Mathematics
2015
19%
15%
7%
-
-
-
-
-
*
-
*
*
*
*
Writing
2015
7%
5%
3%
*
*
-
-
-
*
-
*
*
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 36% 29% 2014 45% 41% 30%
* *
* *
-
-
-
* *
-
* *
* *
16% 14%
18% 14%
TEA Division of Performance Reporting
Page 7
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
County Name: JIM WELLS
2014-15 District Participation ‡
District Number: 125901
State
Region 02
District
African American
Hispanic
99% 94%
99% 94%
96% 93%
100% 83%
4% 1% 1% 1% 0%
4% 0% 1% 1% 0%
3% 0% 4% 2% 2%
17% 0% 0% 0% 0%
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL
100% 100%
100% 95%
-
100% 100%
92% 90%
96% 92%
98% 86%
0% 0% 0% 0% 0%
0% 5% 0% 0% 0%
-
0% 0% 0% 0% 0%
1% 0% 8% 3% 6%
3% 0% 4% 2% 3%
4% 8% 2% 0% 1%
White
American Indian
96% 93%
99% 94%
3% 0% 4% 2% 2%
5% 0% 1% 1% 0%
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 8
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
2014-15 District Attendance and Postsecondary Readiness
State
Region 02
District
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
94.7% 94.6%
92.9% 92.7%
93.2% 95.1%
92.8% 92.6%
93.9% 93.1%
* 93.5%
98.5% 98.2%
* *
Annual Dropout Rate (Gr 7-8) 2013-14 2012-13
0.5% 0.4%
0.6% 0.4%
0.5% 0.1%
* *
0.5% 0.1%
0.0% 0.0%
* *
0.0% 0.0%
Annual Dropout Rate (Gr 9-12) 2013-14 2012-13
2.2% 2.2%
3.3% 2.8%
3.0% 1.2%
16.7% 0.0%
3.0% 1.2%
2.4% 1.0%
* *
85.2% 1.5% 3.5% 9.8% 86.7% 90.2%
85.9% 4.0% 2.8% 7.4% 89.9% 92.6%
* * * * * *
85.9% 3.9% 2.6% 7.5% 89.8% 92.5%
94.1% 0.0% 5.9% 0.0% 94.1% 100.0%
85.1% 1.6% 3.7% 9.6% 86.7% 90.4%
82.0% 4.8% 1.5% 11.7% 86.8% 88.3%
* * * * * *
81.1% 5.2% 1.6% 12.1% 86.3% 87.9%
86.7% 2.1% 0.9% 10.2% 88.8% 89.8%
81.1% 6.5% 0.0% 12.4% 87.6% 87.6%
* * * * * *
87.7% 2.6% 0.9% 8.9% 90.2% 91.1%
85.4% 3.9% 0.0% 10.7% 89.3% 89.3%
* * * * * *
Attendance Rate 2013-14 2012-13
4-Year Longitudinal Rate (Gr 9-12) Class of 2014 Graduated 88.3% Received GED 0.8% Continued HS 4.3% Dropped Out 6.6% Graduates and GED 89.1% Grads, GED, & Cont 93.4% Class of 2013 Graduated 88.0% Received GED 0.8% Continued HS 4.6% Dropped Out 6.6% Graduates and GED 88.9% Grads, GED, & Cont 93.4% 5-Year Extended Longitudinal Rate (Gr 9-12) Class of 2013 Graduated 90.4% Received GED 1.1% Continued HS 1.3% Dropped Out 7.2% Graduates and GED 91.5% Grads, GED, & Cont 92.8% Class of 2012 Graduated 90.4% Received GED 1.2% Continued HS 1.3% Dropped Out 7.1% Graduates and GED 91.6% Grads, GED, & Cont 92.9%
TEA Division of Performance Reporting
Special Ed
Econ Disadv
ELL
94.4% 95.6%
91.1% 91.2%
92.6% 92.3%
92.8% 93.4%
-
* *
2.9% 0.0%
0.6% 0.1%
3.4% 2.9%
0.0% *
*
* 0.0%
4.7% 0.8%
3.8% 1.6%
2.9% 3.3%
* * * * * *
-
-
* * * * * *
89.3% 0.0% 0.0% 10.7% 89.3% 89.3%
81.6% 5.6% 3.1% 9.7% 87.2% 90.3%
40.0% 0.0% 20.0% 40.0% 40.0% 60.0%
96.0% 0.0% 0.0% 4.0% 96.0% 96.0%
* * * * * *
-
-
-
71.0% 3.2% 3.2% 22.6% 74.2% 77.4%
74.1% 7.4% 0.5% 18.0% 81.5% 82.0%
* * * * * *
80.4% 6.8% 0.0% 12.9% 87.1% 87.1%
96.0% 0.0% 0.0% 4.0% 96.0% 96.0%
* * * * * *
-
-
-
71.9% 3.1% 0.0% 25.0% 75.0% 75.0%
72.3% 9.7% 0.0% 17.9% 82.1% 82.1%
* * * * * *
85.0% 4.0% 0.0% 11.1% 88.9% 88.9%
88.0% 4.0% 0.0% 8.0% 92.0% 92.0%
-
* * * * * *
-
-
78.1% 0.0% 0.0% 21.9% 78.1% 78.1%
82.5% 4.8% 0.0% 12.7% 87.3% 87.3%
* * * * * *
Page 9
Pacific Two or Islander More Races
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
2014-15 District Attendance and Postsecondary Readiness
Region 02
District
African American
Hispanic
White
American Indian
Asian
88.0% 3.0% 0.4% 8.6% 91.0% 91.4%
85.7% 4.7% 0.0% 9.7% 90.3% 90.3%
* * * * * *
85.3% 4.8% 0.0% 9.9% 90.1% 90.1%
88.0% 4.0% 0.0% 8.0% 92.0% 92.0%
-
* * * * * *
-
84.9% 3.0% 0.7% 11.4% 87.9% 88.6%
75.6% 4.4% 0.0% 20.0% 80.0% 80.0%
* * * * * *
74.9% 4.8% 0.0% 20.3% 79.7% 79.7%
81.0% 0.0% 0.0% 19.0% 81.0% 81.0%
-
* * * * * *
4-Year Federal Graduation Rate Without Exclusions (Gr 9-12) Class of 2014 88.3% 85.2% 76.9% Class of 2013 88.0% 85.1% 72.5%
* *
76.4% 71.2%
94.1% 96.0%
* *
5-Year Extended Federal Graduation Rate Without Exclusions (Gr 9-12) Class of 2013 90.4% 86.7% 72.6% Class of 2012 90.4% 87.7% 79.5%
* *
71.3% 78.8%
96.0% 84.6%
RHSP/DAP Graduates (Longitudinal Rate) Class of 2014 85.5% Class of 2013 83.5%
83.3% 79.2%
86.8% 85.4%
*
86.3% 85.5%
RHSP/DAP Graduates (Annual Rate) 2013-14 83.8% 2012-13 81.6%
81.6% 78.3%
86.2% 84.2%
*
State 6-Year Extended Longitudinal Rate (Gr 9-12) Class of 2012 Graduated 90.9% Received GED 1.5% Continued HS 0.6% Dropped Out 7.0% Graduates and GED 92.4% Grads, GED, & Cont 93.0% Class of 2011 Graduated 89.8% Received GED 1.5% Continued HS 0.6% Dropped Out 8.1% Graduates and GED 91.3% Grads, GED, & Cont 91.9%
Advanced Course/Dual Enrollment Completion (Grades 11-12) Any Subject 2013-14 53.2% 48.0% 47.9% English Language Arts 2013-14 28.9% 27.8% 31.9% Mathematics 2013-14 42.4% 37.4% 26.8% Science 2013-14 13.4% 9.2% 11.3% Social Studies 2013-14 27.8% 25.3% 20.4% Advanced Course/Dual Enrollment Completion (Grades 9-12) Any Subject 2013-14 33.1% 29.8% 26.4% 2012-13 31.4% 28.8% 24.4%
TEA Division of Performance Reporting
Special Ed
Econ Disadv
ELL
-
80.6% 0.0% 0.0% 19.4% 80.6% 80.6%
82.5% 6.0% 0.0% 11.4% 88.6% 88.6%
* * * * * *
* * * * * *
-
71.1% 0.0% 0.0% 28.9% 71.1% 71.1%
73.5% 4.4% 0.0% 22.1% 77.9% 77.9%
70.0% 0.0% 0.0% 30.0% 70.0% 70.0%
-
-
* -
78.1% 55.8%
70.2% 62.4%
25.0% 60.0%
* -
*
-
-
56.8% 65.8%
62.3% 75.4%
60.0% *
93.8% 83.3%
-
-
-
* -
20.0% 22.7%
85.0% 77.9%
* *
85.7% 84.9%
93.8% 79.2%
-
-
*
* -
16.7% 20.0%
86.2% 75.7%
* *
*
46.9%
60.6%
*
*
-
*
13.0%
38.4%
30.0%
*
31.3%
39.4%
*
*
-
*
8.6%
23.4%
0.0%
*
25.9%
36.7%
*
*
-
*
0.0%
18.5%
*
*
11.1%
15.4%
*
*
-
*
0.0%
8.0%
0.0%
*
20.3%
21.9%
*
*
-
*
0.0%
15.0%
0.0%
20.0% *
25.1% 23.4%
45.6% 35.9%
* *
40.0% *
*
* 40.0%
6.3% 1.6%
19.0% 16.6%
8.8% 0.0%
Page 10
Pacific Two or Islander More Races
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
2014-15 District Attendance and Postsecondary Readiness
State
Region 02
District
Advanced Course/Dual Enrollment Completion (Grades 9-12) English Language Arts 2013-14 15.4% 13.6% 15.0% 2012-13 14.3% 12.3% 12.8% Mathematics 2013-14 18.8% 16.2% 10.3% 2012-13 18.4% 16.3% 11.6% Science 2013-14 5.6% 3.6% 4.4% 2012-13 5.2% 4.1% 6.3% Social Studies 2013-14 18.3% 18.0% 14.3% 2012-13 17.0% 17.8% 17.7% College-Ready Graduates English Language Arts Class of 2014 Class of 2013 Mathematics Class of 2014 Class of 2013 Both Subjects Class of 2014 Class of 2013
African American
Hispanic
White
American Indian
Asian
Pacific Two or Islander More Races
Special Ed
Econ Disadv
ELL
20.0% *
14.5% 12.8%
23.4% 14.0%
* *
0.0% *
-
* *
4.1% 0.9%
10.8% 9.6%
0.0% 0.0%
0.0% *
9.9% 11.4%
14.7% 13.9%
* *
0.0% *
*
* *
0.0% 1.1%
6.9% 6.7%
3.6% 0.0%
0.0% *
4.3% 6.4%
7.0% 4.2%
* *
0.0% *
-
* *
0.0% 0.0%
3.1% 3.6%
0.0% 0.0%
0.0% *
13.4% 16.9%
27.3% 26.4%
* *
40.0% *
-
* *
0.8% 0.9%
9.0% 11.3%
0.0% 0.0%
68% 65%
68% 62%
70% 69%
*
70% 69%
67% 70%
-
-
-
* -
0% 25%
69% 64%
* *
67% 74%
60% 66%
51% 57%
*
50% 54%
67% 83%
-
-
-
* -
11% 20%
45% 50%
* *
54% 56%
49% 50%
43% 46%
*
43% 44%
47% 65%
-
-
-
* -
0% 10%
40% 40%
* *
College and Career Ready Graduates Class of 2014 78.4%
75.4%
85.9%
-
85.3%
93.8%
-
-
-
*
58.3%
80.3%
*
CTE Coherent Sequence Graduates Class of 2014 46.4%
48.1%
73.5%
-
68.2%
4.6%
-
-
-
*
4.6%
38.2%
*
23.5% 22.1%
13.5% 13.2%
28.0% 30.7%
* *
27.4% 30.6%
32.4% 31.9%
* -
* -
*
* *
n/a n/a
20.3% 22.7%
n/a n/a
15.0% 14.0%
8.4% 8.5%
21.0% 22.0%
* *
20.5% 22.2%
29.4% 19.1%
* -
* -
*
* *
n/a n/a
14.0% 17.8%
n/a n/a
6.5% 5.7%
3.7% 3.5%
4.9% 8.4%
* *
4.9% 8.6%
5.9% 6.4%
* -
* -
*
* *
n/a n/a
4.1% 5.2%
n/a n/a
6.9% 6.2%
3.4% 3.3%
6.8% 11.8%
* *
6.8% 12.3%
8.8% 6.4%
* -
* -
*
* *
n/a n/a
5.2% 7.0%
n/a n/a
13.8% 12.7%
6.5% 6.2%
10.1% 11.5%
* *
9.7% 11.3%
11.8% 12.8%
* -
* -
*
* *
n/a n/a
7.4% 7.9%
n/a n/a
AP/IB Results (Participation) All Subjects 2014 2013 English Language Arts 2014 2013 Mathematics 2014 2013 Science 2014 2013 Social Studies 2014 2013
TEA Division of Performance Reporting
Page 11
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
2014-15 District Attendance and Postsecondary Readiness
Region 02
District
African American
Hispanic
White
American Indian
Asian
Special Ed
Econ Disadv
ELL
35.2% 36.3%
11.0% 13.4%
* -
10.1% 11.1%
27.3% 33.3%
-
-
-
*
n/a n/a
8.1% 15.4%
n/a n/a
35.3% 36.3%
10.1% 11.9%
* -
8.5% 8.9%
30.0% 44.4%
-
-
-
*
n/a n/a
9.8% 13.1%
n/a n/a
36.9% 36.6%
0.0% 0.0%
-
0.0% 0.0%
* *
-
-
-
-
n/a n/a
0.0% 0.0%
n/a n/a
36.7% 31.0%
11.9% 8.3%
-
10.3% 7.2%
* *
-
-
-
-
n/a n/a
5.3% 4.2%
n/a n/a
25.5% 31.9%
6.5% 12.9%
-
5.4% 12.7%
* 16.7%
-
-
-
*
n/a n/a
7.4% 18.5%
n/a n/a
66.3% 63.8%
56.4% 58.0%
51.6% 61.5%
? *
49.8% 61.1%
68.8% 66.7%
-
-
*
* -
n/a n/a
40.5% 49.7%
n/a n/a
25.1% 25.4%
17.4% 16.4%
9.6% 10.5%
* *
9.1% 9.1%
18.2% 25.0%
-
-
-
* -
n/a n/a
9.1% 8.5%
n/a n/a
1383 1364
1517 1415
-
1490 1389
* *
-
-
-
-
n/a n/a
* 1350
n/a n/a
906 890
1019 930
-
997 909
* *
-
-
-
-
n/a n/a
* 888
n/a n/a
477 473
499 486
-
493 480
* *
-
-
-
-
n/a n/a
* 462
n/a n/a
20.6 20.6
18.9 19.0
18.2 18.2
* *
18.2 17.8
18.1 21.1
-
-
-
* -
n/a n/a
17.9 17.8
n/a n/a
20.0 20.0
18.3 18.3
17.5 17.9
* *
17.5 17.5
17.4 21.8
-
-
-
* -
n/a n/a
17.3 17.4
n/a n/a
21.2 21.3
19.4 19.4
18.0 17.9
* *
18.0 17.6
18.5 20.1
-
-
-
* -
n/a n/a
17.8 17.3
n/a n/a
State AP/IB Results (Examinees >= Criterion) All Subjects 2014 51.3% 2013 50.9% English Language Arts 2014 44.7% 2013 45.2% Mathematics 2014 53.6% 2013 52.3% Science 2014 45.7% 2013 47.6% Social Studies 2014 41.6% 2013 42.0% SAT/ACT Results Tested Class of 2014 Class of 2013 At/Above Criterion Class of 2014 Class of 2013
Average SAT Score All Subjects Class of 2014 1417 Class of 2013 1422 English Language Arts and Writing Class of 2014 925 Class of 2013 927 Mathematics Class of 2014 491 Class of 2013 496 Average ACT Score All Subjects Class of 2014 Class of 2013 English Language Arts Class of 2014 Class of 2013 Mathematics Class of 2014 Class of 2013
TEA Division of Performance Reporting
Page 12
Pacific Two or Islander More Races
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
2014-15 District Attendance and Postsecondary Readiness
State
Region 02
District
African American
Hispanic
White
American Indian
Asian
20.7 20.7
19.2 19.3
19.1 18.4
* *
19.2 18.2
18.4 19.8
-
-
-
Graduates Enrolled in TX Institution of Higher Education (IHE) 2012-13 56.9% 52.6% 53.6% 2011-12 57.3% 55.2% 57.1%
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
Graduates in TX IHE Completing One Year Without Remediation 2012-13 70.8% 67.9% 54.5% 2011-12 69.0% 68.2% 69.9%
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
Average ACT Score Science Class of 2014 Class of 2013
TEA Division of Performance Reporting
Page 13
Pacific Two or Islander More Races
Special Ed
Econ Disadv
ELL
* -
n/a n/a
18.8 18.6
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
TEXAS EDUCATION AGENCY District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
Texas Academic Performance Report 2014-15 District Profile
District Student Information
State
Count
Percent
Count
Percent
5,226
100.0%
5,215,282
100.0%
1 262 409 432 456 411 381 364 362 372 374 499 323 298 282
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
12,201 219,225 390,276 412,144 407,896 396,108 390,351 388,101 383,487 382,838 388,190 419,715 372,988 341,724 310,038
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
22 4,925 243 4 24 0 8
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
659,074 2,714,266 1,509,555 21,411 201,738 7,085 102,153
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk
4,078 1,148 196 87 2,498
78.0% 22.0% 3.8% 1.5% 47.8%
3,068,820 2,146,462 948,391 78,821 2,668,590
58.8% 41.2% 18.2% 1.5% 51.2%
283
100.0%
303,109
100.0%
0 265 16 0 0 0 2
0.0% 93.6% 5.7% 0.0% 0.0% 0.0% 0.7%
38,046 141,907 103,764 1,278 12,420 401 5,293
12.6% 46.8% 34.2% 0.4% 4.1% 0.1% 1.7%
39 244 0 24
13.8% 86.2% 0.0% 8.5%
48,435 251,154 3,520 23,654
16.0% 82.9% 1.2% 7.8%
Total Students: Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Graduates (Class of 2014): Total Graduates By Ethnicity (incl. Special Ed.): African American Hispanic White American Indian Asian Pacific Islander Two or More Races By Graduation Type (incl. Special Ed.): Minimum H.S. Program Recommended H.S. Program/DAP Foundation High School Plan Special Education Graduates
TEA Division of Performance Reporting
Page 14
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
2014-15 District Profile
Student Information
Non-Special Education Rates District State
Special Education Rates District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
Count
Percent
Count
Percent
1 0
0.0% 0.0%
4,688 8,429
0.1% 0.4%
District Data Quality: PID Errors (students) Underreported Students
Class Size Information
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
State
District
State
Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records):
TEA Division of Performance Reporting
Page 15
TEXAS EDUCATION AGENCY District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
Texas Academic Performance Report 2014-15 District Profile
District Staff Information
State
Count
Percent
Count
Percent
Total Staff
767.4
100.0%
673,140.3
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership) Central Administration
467.0 356.4 65.0 34.6 11.0
60.9% 46.4% 8.5% 4.5% 1.4%
433,985.7 342,191.8 65,119.0 19,679.9 6,995.1
64.5% 50.8% 9.7% 2.9% 1.0%
86.4
11.3%
64,640.8
9.6%
Auxiliary Staff:
214.0
27.9%
174,513.8
25.9%
Total Minority Staff:
639.4
83.3%
311,862.3
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
3.0 264.9 87.4 0.0 0.0 0.0 1.0
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
33,863.7 87,714.8 210,044.8 1,244.6 4,890.6 758.8 3,674.5
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
85.3 271.0
23.9% 76.1%
79,947.9 262,243.9
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
3.9 263.6 84.9 4.0
1.1% 74.0% 23.8% 1.1%
2,980.2 257,146.2 79,997.8 2,067.7
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
40.7 90.0 72.0 93.0 60.7
11.4% 25.3% 20.2% 26.1% 17.0%
29,256.4 89,247.1 77,168.2 91,890.7 54,629.4
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
14.7
n/a
15.2
n/a
Educational Aides:
Males Females
TEA Division of Performance Reporting
Page 16
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
2014-15 District Profile
Staff Information
District
State
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership) Central Administration
$44,011 $49,353 $51,287 $80,391
$50,715 $59,791 $74,292 $96,907
Instructional Staff Percent:
59.8
64.6
Turnover Rate for Teachers:
23.5
16.6
0.0 0.0 0.0
1,148.2 228.9 508.3
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
Staff Exclusions: Shared Services Arrangement Staff: Professional Staff Educational Aides Auxiliary Staff Contracted Instructional Staff:
TEA Division of Performance Reporting
Page 17
TEXAS EDUCATION AGENCY District Name: ALICE ISD County Name: JIM WELLS District Number: 125901
Texas Academic Performance Report 2014-15 District Profile
District Program Information
State
Count
Percent
Count
Percent
Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education
184 1,438 274 405
3.5% 27.5% 5.2% 7.7%
930,737 1,209,784 397,159 442,476
17.8% 23.2% 7.6% 8.5%
Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
0.4 18.3 21.4 3.4 286.1 19.9 6.8
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
20,082.5 14,616.2 10,485.6 6,478.6 248,541.9 30,683.6 11,303.5
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 18
2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
2015 Accountability Rating: Met Standard
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 1,402
2014-15 Campus Performance ‡
Campus Name: ALICE H S
Grade Span: 09 - 12
Campus Number: 125901001
School Type: High School
State District STAAR Percent at Phase-in Satisfactory Standard or Above End of Course English I 2015 71% 47%
Campus
African American
Hispanic
47%
*
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
*
*
-
-
22%
42%
*
White
American Indian
47%
53%
English II
2015
72%
57%
57%
*
57%
71%
-
*
-
-
21%
51%
21%
Algebra I
2015
81%
64%
62%
-
60%
80%
*
*
-
-
24%
54%
30%
Biology
2015
91%
78%
78%
-
78%
86%
*
*
-
-
59%
75%
39%
U.S. History
2015
91%
76%
76%
*
76%
85%
-
*
-
-
25%
73%
*
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
64%
*
63%
76%
*
82%
-
-
29%
58%
22%
Reading
2015
77%
64%
52%
*
51%
63%
*
*
-
-
22%
46%
16%
Mathematics
2015
81%
64%
62%
-
60%
80%
*
*
-
-
24%
54%
30%
Science
2015
78%
60%
78%
-
78%
86%
*
*
-
-
59%
75%
39%
Social Studies
2015
78%
61%
76%
*
76%
85%
-
*
-
-
25%
73%
*
23%
29%
*
27%
43%
*
71%
-
-
7%
24%
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
31%
*
30%
43%
*
*
-
-
12%
22%
*
Mathematics
2015
48%
28%
24%
-
23%
45%
*
*
-
-
*
22%
*
Science
2015
44%
20%
32%
-
31%
50%
*
*
-
-
*
25%
*
Social Studies
2015
44%
25%
36%
*
35%
49%
-
*
-
-
*
33%
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
4%
*
4%
14%
*
*
-
-
*
3%
*
TEA Division of Performance Reporting
Page 19
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 1,402
2014-15 Campus Performance ‡
Campus Name: ALICE H S
Grade Span: 09 - 12
Campus Number: 125901001
School Type: High School
STAAR Percent at Advanced Standard All Grades Reading 2015
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL^
State
District
Campus
17%
8%
1%
*
1%
*
*
*
-
-
*
*
*
Hispanic
American Indian
Pacific Islander
African American
Mathematics
2015
20%
6%
5%
-
5%
*
*
*
-
-
*
5%
*
Science
2015
16%
3%
3%
-
3%
*
*
*
-
-
*
3%
*
Social Studies
2015
19%
8%
10%
*
9%
28%
-
*
-
-
*
7%
*
57%
48%
36%
*
36%
*
*
*
-
-
*
30%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
54%
*
*
*
*
-
*
-
-
*
*
*
Mathematics
2015
47%
29%
26%
-
25%
*
*
*
-
-
*
24%
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
3%
*
3%
*
*
*
-
-
*
3%
*
Reading
2015
16%
12%
*
*
*
*
-
*
-
-
*
*
*
Mathematics
2015
19%
7%
6%
-
6%
*
*
*
-
-
*
6%
*
TEA Division of Performance Reporting
Page 20
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 1,402
2014-15 Campus Performance ‡
Campus Name: ALICE H S
Grade Span: 09 - 12
Campus Number: 125901001
School Type: High School
State
District
Campus
African American
Grade 8 Reading STAAR Met Standard (Failed in Previous Year) Promoted to Grade 9 2015 8%
*
*
-
Hispanic
*
White
American Indian
*
-
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL
-
-
-
*
*
*
Student Success Initiative
TEA Division of Performance Reporting
Page 21
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 1,402
2014-15 Campus Performance ‡
Campus Name: ALICE H S Campus Number: 125901001
Grade Span: 09 - 12
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
64%
-
-
-
-
-
20%
-
20%
*
20%
22%
Reading
2015
77%
64%
52%
-
-
-
-
-
17%
-
17%
*
17%
16%
Mathematics
2015
81%
64%
62%
-
-
-
-
-
28%
-
28%
*
28%
30%
Science
2015
78%
60%
78%
-
-
-
-
-
31%
-
31%
*
31%
39%
Social Studies
2015
78%
61%
76%
-
-
-
-
-
*
-
*
*
*
*
23%
29%
-
-
-
-
-
*
-
*
*
*
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
31%
-
-
-
-
-
*
-
*
*
*
*
Mathematics
2015
48%
28%
24%
-
-
-
-
-
*
-
*
*
*
*
Science
2015
44%
20%
32%
-
-
-
-
-
*
-
*
*
*
*
Social Studies
2015
44%
25%
36%
-
-
-
-
-
*
-
*
*
*
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
4%
-
-
-
-
-
*
-
*
*
*
*
Reading
2015
17%
8%
1%
-
-
-
-
-
*
-
*
*
*
*
Mathematics
2015
20%
6%
5%
-
-
-
-
-
*
-
*
*
*
*
Science
2015
16%
3%
3%
-
-
-
-
-
*
-
*
*
*
*
Social Studies
2015
19%
8%
10%
-
-
-
-
-
*
-
*
*
*
*
57%
48%
36%
-
-
-
-
-
*
-
*
*
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015
TEA Division of Performance Reporting
Page 22
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
2014-15 Campus Performance ‡
Campus Name: ALICE H S Campus Number: 125901001
Grade Span: 09 - 12
Bilingual Education/English as a Second Language
ESL
ESL Content
ESL Pull-Out
-
*
-
*
-
*
*
-
-
*
-
*
*
*
*
-
-
-
*
-
*
*
*
*
District
59%
54%
*
-
-
-
-
2015
47%
29%
26%
-
-
-
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
3%
-
-
STAAR Percent Met or Exceeded Progress All Grades Reading 2015
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
State
Mathematics
Total Students: 1,402
LEP No LEP With Services Services
Total ELL
Reading
2015
16%
12%
*
-
-
-
-
-
*
-
*
-
*
*
Mathematics
2015
19%
7%
6%
-
-
-
-
-
*
-
*
*
*
*
TEA Division of Performance Reporting
Page 23
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 1,402
2014-15 Campus Participation ‡
Campus Name: ALICE H S
Grade Span: 09 - 12
Campus Number: 125901001
School Type: High School
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
92% 90%
100% 100%
92% 90%
98% 97%
* *
100% 100%
-
-
87% 85%
90% 88%
98% 91%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
1% 0% 8% 3% 5%
0% 0% 0% 0% 0%
1% 0% 8% 3% 6%
1% 0% 2% 2% 0%
* * * * *
0% 0% 0% 0% 0%
-
-
1% 1% 13% 4% 9%
1% 0% 10% 4% 7%
0% 8% 2% 0% 2%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 24
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Attendance Rate 2013-14 2012-13 Annual Dropout Rate (Gr 9-12) 2013-14 2012-13
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
90.9% 89.8%
* *
90.7% 89.8%
92.6% 89.4%
* *
* *
*
2.2% 2.2%
3.0% 1.2%
3.0% 1.2%
16.7% 0.0%
3.0% 1.2%
2.4% 1.0%
* *
0.0% *
85.9% 4.0% 2.8% 7.4% 89.9% 92.6%
85.9% 4.0% 2.8% 7.4% 89.9% 92.6%
* * * * * *
85.9% 3.9% 2.6% 7.5% 89.8% 92.5%
94.1% 0.0% 5.9% 0.0% 94.1% 100.0%
* * * * * *
82.0% 4.8% 1.5% 11.7% 86.8% 88.3%
82.0% 4.8% 1.5% 11.7% 86.8% 88.3%
* * * * * *
81.1% 5.2% 1.6% 12.1% 86.3% 87.9%
96.0% 0.0% 0.0% 4.0% 96.0% 96.0%
81.1% 6.5% 0.0% 12.4% 87.6% 87.6%
81.1% 6.5% 0.0% 12.4% 87.6% 87.6%
* * * * * *
80.4% 6.8% 0.0% 12.9% 87.1% 87.1%
85.4% 3.9% 0.0% 10.7% 89.3% 89.3%
85.4% 3.9% 0.0% 10.7% 89.3% 89.3%
* * * * * *
85.7% 4.7% 0.0% 9.7% 90.3% 90.3%
85.7% 4.7% 0.0% 9.7% 90.3% 90.3%
* * * * * *
4-Year Longitudinal Rate (Gr 9-12) Class of 2014 Graduated 88.3% Received GED 0.8% Continued HS 4.3% Dropped Out 6.6% Graduates and GED 89.1% Grads, GED, & Cont 93.4% Class of 2013 Graduated 88.0% Received GED 0.8% Continued HS 4.6% Dropped Out 6.6% Graduates and GED 88.9% Grads, GED, & Cont 93.4% 5-Year Extended Longitudinal Rate (Gr 9-12) Class of 2013 Graduated 90.4% Received GED 1.1% Continued HS 1.3% Dropped Out 7.2% Graduates and GED 91.5% Grads, GED, & Cont 92.8% Class of 2012 Graduated 90.4% Received GED 1.2% Continued HS 1.3% Dropped Out 7.1% Graduates and GED 91.6% Grads, GED, & Cont 92.9% 6-Year Extended Longitudinal Rate (Gr 9-12) Class of 2012 Graduated 90.9% Received GED 1.5% Continued HS 0.6% Dropped Out 7.0% Graduates and GED 92.4% Grads, GED, & Cont 93.0%
TEA Division of Performance Reporting
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Attendance and Postsecondary Readiness
Special Ed
Econ Disadv
ELL
* *
87.2% 85.3%
89.6% 88.3%
91.1% 91.1%
*
* 0.0%
4.7% 0.8%
3.8% 1.6%
2.9% 3.3%
-
-
* * * * * *
89.3% 0.0% 0.0% 10.7% 89.3% 89.3%
81.6% 5.6% 3.1% 9.7% 87.2% 90.3%
40.0% 0.0% 20.0% 40.0% 40.0% 60.0%
* * * * * *
-
-
-
71.0% 3.2% 3.2% 22.6% 74.2% 77.4%
74.1% 7.4% 0.5% 18.0% 81.5% 82.0%
* * * * * *
96.0% 0.0% 0.0% 4.0% 96.0% 96.0%
* * * * * *
-
-
-
71.9% 3.1% 0.0% 25.0% 75.0% 75.0%
72.3% 9.7% 0.0% 17.9% 82.1% 82.1%
* * * * * *
85.0% 4.0% 0.0% 11.1% 88.9% 88.9%
88.0% 4.0% 0.0% 8.0% 92.0% 92.0%
-
* * * * * *
-
-
78.1% 0.0% 0.0% 21.9% 78.1% 78.1%
82.5% 4.8% 0.0% 12.7% 87.3% 87.3%
* * * * * *
85.3% 4.8% 0.0% 9.9% 90.1% 90.1%
88.0% 4.0% 0.0% 8.0% 92.0% 92.0%
-
* * * * * *
-
-
80.6% 0.0% 0.0% 19.4% 80.6% 80.6%
82.5% 6.0% 0.0% 11.4% 88.6% 88.6%
* * * * * *
Page 25
Pacific Two or Islander More Races
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Attendance and Postsecondary Readiness
District
Campus
African American
Hispanic
White
American Indian
Asian
75.6% 4.4% 0.0% 20.0% 80.0% 80.0%
75.6% 4.4% 0.0% 20.0% 80.0% 80.0%
* * * * * *
74.9% 4.8% 0.0% 20.3% 79.7% 79.7%
81.0% 0.0% 0.0% 19.0% 81.0% 81.0%
-
* * * * * *
* * * * * *
4-Year Federal Graduation Rate Without Exclusions (Gr 9-12) Class of 2014 88.3% 76.9% 76.9% Class of 2013 88.0% 72.5% 72.5%
* *
76.4% 71.2%
94.1% 96.0%
* *
-
5-Year Extended Federal Graduation Rate Without Exclusions (Gr 9-12) Class of 2013 90.4% 72.6% 72.6% Class of 2012 90.4% 79.5% 79.5%
* *
71.3% 78.8%
96.0% 84.6%
* -
RHSP/DAP Graduates (Longitudinal Rate) Class of 2014 85.5% Class of 2013 83.5%
86.8% 85.4%
86.8% 85.4%
*
86.3% 85.5%
93.8% 83.3%
RHSP/DAP Graduates (Annual Rate) 2013-14 83.8% 2012-13 81.6%
86.2% 84.2%
86.2% 84.2%
*
85.7% 84.9%
*
State 6-Year Extended Longitudinal Rate (Gr 9-12) Class of 2011 Graduated 89.8% Received GED 1.5% Continued HS 0.6% Dropped Out 8.1% Graduates and GED 91.3% Grads, GED, & Cont 91.9%
Advanced Course/Dual Enrollment Completion (Grades 11-12) Any Subject 2013-14 53.2% 47.9% 47.9% English Language Arts 2013-14 28.9% 31.9% 31.9% Mathematics 2013-14 42.4% 26.8% 26.8% Science 2013-14 13.4% 11.3% 11.3% Social Studies 2013-14 27.8% 20.4% 20.4% Advanced Course/Dual Enrollment Completion (Grades 9-12) Any Subject 2013-14 33.1% 26.4% 26.4% 2012-13 31.4% 24.4% 24.4% English Language Arts 2013-14 15.4% 15.0% 15.0% 2012-13 14.3% 12.8% 12.8% Mathematics 2013-14 18.8% 10.3% 10.3% 2012-13 18.4% 11.6% 11.6% Science 2013-14 5.6% 4.4% 4.4% 2012-13 5.2% 6.3% 6.3%
TEA Division of Performance Reporting
Special Ed
Econ Disadv
ELL
-
71.1% 0.0% 0.0% 28.9% 71.1% 71.1%
73.5% 4.4% 0.0% 22.1% 77.9% 77.9%
70.0% 0.0% 0.0% 30.0% 70.0% 70.0%
-
* -
78.1% 55.8%
70.2% 62.4%
25.0% 60.0%
*
-
-
56.8% 65.8%
62.3% 75.4%
60.0% *
-
-
-
* -
20.0% 22.7%
85.0% 77.9%
* *
93.8% 79.2%
-
-
*
* -
16.7% 20.0%
86.2% 75.7%
* *
46.9%
60.6%
*
*
-
*
13.0%
38.4%
30.0%
*
31.3%
39.4%
*
*
-
*
8.6%
23.4%
0.0%
*
25.9%
36.7%
*
*
-
*
0.0%
18.5%
*
*
11.1%
15.4%
*
*
-
*
0.0%
8.0%
0.0%
*
20.3%
21.9%
*
*
-
*
0.0%
15.0%
0.0%
20.0% *
25.1% 23.4%
45.6% 35.9%
* *
40.0% *
*
* 40.0%
6.3% 1.6%
19.0% 16.6%
8.8% 0.0%
20.0% *
14.5% 12.8%
23.4% 14.0%
* *
0.0% *
-
* *
4.1% 0.9%
10.8% 9.6%
0.0% 0.0%
0.0% *
9.9% 11.4%
14.7% 13.9%
* *
0.0% *
*
* *
0.0% 1.1%
6.9% 6.7%
3.6% 0.0%
0.0% *
4.3% 6.4%
7.0% 4.2%
* *
0.0% *
-
* *
0.0% 0.0%
3.1% 3.6%
0.0% 0.0%
Page 26
Pacific Two or Islander More Races
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Attendance and Postsecondary Readiness
Campus
African American
Hispanic
White
American Indian
Asian
Advanced Course/Dual Enrollment Completion (Grades 9-12) Social Studies 2013-14 18.3% 14.3% 14.3% 2012-13 17.0% 17.7% 17.7%
0.0% *
13.4% 16.9%
27.3% 26.4%
* *
40.0% *
-
State
College-Ready Graduates English Language Arts Class of 2014 Class of 2013 Mathematics Class of 2014 Class of 2013 Both Subjects Class of 2014 Class of 2013
District
Pacific Two or Islander More Races
Special Ed
Econ Disadv
ELL
* *
0.8% 0.9%
9.0% 11.3%
0.0% 0.0%
68% 65%
70% 69%
70% 69%
*
70% 69%
67% 70%
-
-
-
* -
0% 25%
69% 64%
* *
67% 74%
51% 57%
51% 57%
*
50% 54%
67% 83%
-
-
-
* -
11% 20%
45% 50%
* *
54% 56%
43% 46%
43% 46%
*
43% 44%
47% 65%
-
-
-
* -
0% 10%
40% 40%
* *
College and Career Ready Graduates Class of 2014 78.4%
85.9%
85.9%
-
85.3%
93.8%
-
-
-
*
58.3%
80.3%
*
CTE Coherent Sequence Graduates Class of 2014 46.4%
73.5%
73.5%
-
68.2%
4.6%
-
-
-
*
4.6%
38.2%
*
23.5% 22.1%
28.0% 30.7%
28.0% 30.7%
* *
27.4% 30.6%
32.4% 31.9%
* -
* -
*
* *
n/a n/a
20.3% 22.7%
n/a n/a
15.0% 14.0%
21.0% 22.0%
21.0% 22.0%
* *
20.5% 22.2%
29.4% 19.1%
* -
* -
*
* *
n/a n/a
14.0% 17.8%
n/a n/a
6.5% 5.7%
4.9% 8.4%
4.9% 8.4%
* *
4.9% 8.6%
5.9% 6.4%
* -
* -
*
* *
n/a n/a
4.1% 5.2%
n/a n/a
6.9% 6.2%
6.8% 11.8%
6.8% 11.8%
* *
6.8% 12.3%
8.8% 6.4%
* -
* -
*
* *
n/a n/a
5.2% 7.0%
n/a n/a
13.8% 12.7%
10.1% 11.5%
10.1% 11.5%
* *
9.7% 11.3%
11.8% 12.8%
* -
* -
*
* *
n/a n/a
7.4% 7.9%
n/a n/a
11.0% 13.4%
11.0% 13.4%
* -
10.1% 11.1%
27.3% 33.3%
-
-
-
*
n/a n/a
8.1% 15.4%
n/a n/a
10.1% 11.9%
10.1% 11.9%
* -
8.5% 8.9%
30.0% 44.4%
-
-
-
*
n/a n/a
9.8% 13.1%
n/a n/a
0.0% 0.0%
0.0% 0.0%
-
0.0% 0.0%
* *
-
-
-
-
n/a n/a
0.0% 0.0%
n/a n/a
AP/IB Results (Participation) All Subjects 2014 2013 English Language Arts 2014 2013 Mathematics 2014 2013 Science 2014 2013 Social Studies 2014 2013
AP/IB Results (Examinees >= Criterion) All Subjects 2014 51.3% 2013 50.9% English Language Arts 2014 44.7% 2013 45.2% Mathematics 2014 53.6% 2013 52.3%
TEA Division of Performance Reporting
Page 27
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Attendance and Postsecondary Readiness
District
Campus
African American
Hispanic
White
American Indian
Asian
Special Ed
Econ Disadv
ELL
11.9% 8.3%
11.9% 8.3%
-
10.3% 7.2%
* *
-
-
-
-
n/a n/a
5.3% 4.2%
n/a n/a
6.5% 12.9%
6.5% 12.9%
-
5.4% 12.7%
* 16.7%
-
-
-
*
n/a n/a
7.4% 18.5%
n/a n/a
66.3% 63.8%
51.6% 61.5%
51.6% 61.5%
? *
49.8% 61.1%
68.8% 66.7%
-
-
*
* -
n/a n/a
40.5% 49.7%
n/a n/a
25.1% 25.4%
9.6% 10.5%
9.6% 10.5%
* *
9.1% 9.1%
18.2% 25.0%
-
-
-
* -
n/a n/a
9.1% 8.5%
n/a n/a
1517 1415
1517 1415
-
1490 1389
* *
-
-
-
-
n/a n/a
* 1350
n/a n/a
1019 930
1019 930
-
997 909
* *
-
-
-
-
n/a n/a
* 888
n/a n/a
499 486
499 486
-
493 480
* *
-
-
-
-
n/a n/a
* 462
n/a n/a
20.6 20.6
18.2 18.2
18.2 18.2
* *
18.2 17.8
18.1 21.1
-
-
-
* -
n/a n/a
17.9 17.8
n/a n/a
20.0 20.0
17.5 17.9
17.5 17.9
* *
17.5 17.5
17.4 21.8
-
-
-
* -
n/a n/a
17.3 17.4
n/a n/a
21.2 21.3
18.0 17.9
18.0 17.9
* *
18.0 17.6
18.5 20.1
-
-
-
* -
n/a n/a
17.8 17.3
n/a n/a
20.7 20.7
19.1 18.4
19.1 18.4
* *
19.2 18.2
18.4 19.8
-
-
-
* -
n/a n/a
18.8 18.6
n/a n/a
Graduates Enrolled in TX Institution of Higher Education (IHE) 2012-13 56.9% 53.6% 53.6% 2011-12 57.3% 57.1% 57.1%
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
Graduates in TX IHE Completing One Year Without Remediation 2012-13 70.8% 54.5% 54.5% 2011-12 69.0% 69.9% 69.9%
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
State AP/IB Results (Examinees >= Criterion) Science 2014 45.7% 2013 47.6% Social Studies 2014 41.6% 2013 42.0% SAT/ACT Results Tested Class of 2014 Class of 2013 At/Above Criterion Class of 2014 Class of 2013
Average SAT Score All Subjects Class of 2014 1417 Class of 2013 1422 English Language Arts and Writing Class of 2014 925 Class of 2013 927 Mathematics Class of 2014 491 Class of 2013 496 Average ACT Score All Subjects Class of 2014 Class of 2013 English Language Arts Class of 2014 Class of 2013 Mathematics Class of 2014 Class of 2013 Science Class of 2014 Class of 2013
TEA Division of Performance Reporting
Page 28
Pacific Two or Islander More Races
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Student Information Total Students: Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014) Graduates (Class of 2014): Total Graduates By Ethnicity (incl. Special Ed.): African American Hispanic White American Indian Asian Pacific Islander Two or More Races By Graduation Type (incl. Special Ed.): Minimum H.S. Program Recommended H.S. Program/DAP Foundation High School Plan Special Education Graduates
TEA Division of Performance Reporting
Texas Academic Performance Report
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
1,402
100.0%
5,226
5,215,282
0 0 0 0 0 0 0 0 0 0 0 499 323 298 282
0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 35.6% 23.0% 21.3% 20.1%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
4 1,319 70 2 7 0 0
0.3% 94.1% 5.0% 0.1% 0.5% 0.0% 0.0%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
844 558 41 45 666 189
60.2% 39.8% 2.9% 3.0% 47.5% 12.4%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
283
100.0%
283
303,109
0 265 16 0 0 0 2
0.0% 93.6% 5.7% 0.0% 0.0% 0.0% 0.7%
0 265 16 0 0 0 2
38,046 141,907 103,764 1,278 12,420 401 5,293
39 244 0 24
13.8% 86.2% 0.0% 8.5%
39 244 0 24
48,435 251,154 3,520 23,654
Page 29
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001 Class Size Information
Texas Academic Performance Report
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Profile
Campus
District
State
-
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
18.6 19.4 21.9 22.5 18.6
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 30
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Staff Information
Texas Academic Performance Report
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
140.9
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
130.7 110.6 12.0 8.1
92.7% 78.5% 8.5% 5.7%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
10.2
7.3%
11.3%
9.6%
Total Minority Staff:
105.7
75.0%
83.3%
46.3%
1.0 78.9 29.7 0.0 0.0 0.0 1.0
0.9% 71.3% 26.9% 0.0% 0.0% 0.0% 0.9%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
52.1 58.5
47.1% 52.9%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
3.9 71.5 32.3 3.0
3.5% 64.6% 29.2% 2.7%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
6.7 17.0 16.1 40.1 30.7
6.1% 15.3% 14.6% 36.2% 27.7%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
12.7
n/a
14.7
15.2
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races Males Females
TEA Division of Performance Reporting
Page 31
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Texas Academic Performance Report
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Profile
Staff Information
Campus
District
State
15.2 10.1
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,277 $39,522 $43,290 $49,398 $52,638
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$47,150 $53,039 $58,336
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 32
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ALICE H S Campus Number: 125901001
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 1,402 Grade Span: 09 - 12 School Type: High School
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
37 1,301 148 115
2.6% 92.8% 10.6% 8.2%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.1 17.3 3.5 0.0 82.0 7.7 0.0
0.1% 15.6% 3.1% 0.0% 74.1% 7.0% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 33
2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: DUBOSE INT Campus Number: 125901041
2015 Accountability Rating: Met Standard
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 393
2014-15 Campus Performance ‡
Campus Name: DUBOSE INT
Grade Span: 05 - 06
Campus Number: 125901041
School Type: Middle
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
-
-
*
*
72%
*
73%
-
-
-
*
*
52%
*
68%
79%
*
*
-
-
*
67%
*
*
65%
77%
*
*
-
*
56%
64%
53%
Campus
African American
Hispanic
75%
-
54%
56%
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 6 Reading 2015 77% 70% STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 5 ** Reading 2015 87% 73% Science
2015
72%
White
American Indian
74%
80%
-
55%
69%
*
67%
Reading
2015
77%
64%
72%
*
71%
79%
*
*
-
*
50%
70%
*
Science
2015
78%
60%
56%
-
55%
73%
-
-
-
*
*
52%
*
23%
19%
*
18%
28%
*
*
-
*
*
17%
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
24%
*
23%
34%
*
*
-
*
*
21%
*
Science
2015
44%
20%
17%
-
15%
33%
-
-
-
*
*
16%
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
7%
*
7%
*
*
*
-
*
*
6%
*
Reading
2015
17%
8%
9%
*
9%
*
*
*
-
*
*
7%
*
Science
2015
16%
3%
3%
-
*
*
-
-
-
*
*
3%
*
57%
48%
53%
*
52%
59%
*
*
-
*
*
52%
*
59%
54%
53%
*
52%
59%
*
*
-
*
*
52%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 34
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 393
2014-15 Campus Performance ‡
Campus Name: DUBOSE INT
Grade Span: 05 - 06
Campus Number: 125901041
School Type: Middle
Asian
Special Ed
Econ Disadv
ELL^
District
Campus
15%
10%
13%
*
12%
19%
*
*
-
*
*
12%
*
16%
12%
13%
*
12%
19%
*
*
-
*
*
12%
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 26% 2014 45% 30% 23%
-
27% 22%
* *
-
-
-
-
* *
27% 21%
* *
STAAR Percent Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 35
White
Two or More Races
State
Hispanic
American Indian
Pacific Islander
African American
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 393
2014-15 Campus Performance ‡
Campus Name: DUBOSE INT
Grade Span: 05 - 06
Campus Number: 125901041
School Type: Middle
State
District
Campus
African American
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL
Hispanic
White
American Indian
-
56%
73%
-
-
-
*
*
54%
*
-
44%
*
-
-
-
*
70%
46%
*
-
71%
80%
-
-
-
*
*
69%
*
-
89%
*
-
-
-
-
100%
84%
*
-
*
*
-
-
-
-
*
*
*
-
*
*
-
-
-
-
-
*
*
Student Success Initiative Grade 5 Reading Students Meeting Phase-in 1 Level II Standard on First STAAR Administration 2015 75% 56% 58% Students Requiring Accelerated Instruction 2015 25% 44% 42% STAAR Cumulative Met Standard 2015 84% 70% 72% STAAR Failers Promoted by Grade Placement Committee 2014 92% 92% 88% STAAR Met Standard (Failed in Previous Year) Promoted to Grade 6 2015 14% 10% * Retained in Grade 5 2015 59% * *
TEA Division of Performance Reporting
Page 36
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: DUBOSE INT
2014-15 Campus Performance ‡
Campus Number: 125901041
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
Total Students: 393 Grade Span: 05 - 06 (Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
67%
54%
54%
-
-
-
-
-
-
*
54%
53%
Reading
2015
77%
64%
72%
*
*
-
-
-
-
-
-
*
*
*
Science
2015
78%
60%
56%
*
*
-
-
-
-
-
-
*
*
*
23%
19%
*
*
-
-
-
-
-
-
*
*
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
24%
*
*
-
-
-
-
-
-
*
*
*
Science
2015
44%
20%
17%
*
*
-
-
-
-
-
-
*
*
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
7%
*
*
-
-
-
-
-
-
*
*
*
Reading
2015
17%
8%
9%
*
*
-
-
-
-
-
-
*
*
*
Science
2015
16%
3%
3%
*
*
-
-
-
-
-
-
*
*
*
57%
48%
53%
*
*
-
-
-
-
-
-
-
*
*
2015
59%
54%
53%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
13%
*
*
-
-
-
-
-
-
-
*
*
16%
12%
13%
*
*
-
-
-
-
-
-
-
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 26% 2014 45% 30% 23%
* *
* *
-
-
-
-
-
-
*
* *
* *
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
Reading
TEA Division of Performance Reporting
2015
Page 37
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 393
2014-15 Campus Participation ‡
Campus Name: DUBOSE INT
Grade Span: 05 - 06
Campus Number: 125901041
School Type: Middle
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
99% 92%
* *
99% 93%
100% 88%
* *
* *
-
* *
100% 100%
99% 93%
100% 88%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
7% 0% 1% 1% 0%
* * * * *
7% 0% 1% 1% 0%
12% 0% 0% 0% 0%
* * * * *
* * * * *
-
* * * * *
0% 0% 0% 0% 0%
6% 0% 1% 1% 0%
12% 0% 0% 0% 0%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 38
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: DUBOSE INT Campus Number: 125901041
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 393 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
93.8% 93.8%
* *
93.5% 93.6%
95.9% 95.7%
* -
* *
Page 39
Pacific Two or Islander More Races -
-
Special Ed
Econ Disadv
ELL
91.6% 91.0%
93.0% 93.2%
95.5% 92.2%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: DUBOSE INT Campus Number: 125901041
Student Information
Texas Academic Performance Report
Total Students: 393 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
Total Students:
393
100.0%
5,226
5,215,282
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
0 0 0 0 0 0 0 202 191 0 0 0 0 0 0
0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 51.4% 48.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
1 355 33 1 2 0 1
0.3% 90.3% 8.4% 0.3% 0.5% 0.0% 0.3%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
305 88 12 4 273 79
77.6% 22.4% 3.1% 0.9% 69.5% 17.4%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
TEA Division of Performance Reporting
Page 40
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: DUBOSE INT Campus Number: 125901041
Student Information
Texas Academic Performance Report
Total Students: 393 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
4.0% 0.6% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
15.6 15.4
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 41
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: DUBOSE INT Campus Number: 125901041
Staff Information
Texas Academic Performance Report
Total Students: 393 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
46.3
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
37.3 29.7 3.7 4.0
80.6% 64.1% 7.9% 8.6%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
9.0
19.4%
11.3%
9.6%
Total Minority Staff:
29.6
64.0%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
1.0 18.6 10.0 0.0 0.0 0.0 0.0
3.4% 62.8% 33.8% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
5.2 24.5
17.4% 82.6%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 20.6 8.1 1.0
0.0% 69.4% 27.2% 3.4%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
4.0 13.2 5.0 3.6 4.0
13.5% 44.4% 16.7% 12.1% 13.4%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
13.2
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 42
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: DUBOSE INT Campus Number: 125901041
Texas Academic Performance Report
Total Students: 393 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
Staff Information
Campus
District
State
9.1 6.0
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,250 $38,181 $42,794 $48,851 $51,284
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$41,866 $45,586 $52,666
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 43
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: DUBOSE INT Campus Number: 125901041
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 393 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
11 0 10 35
2.8% 0.0% 2.5% 8.9%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 4.7 0.0 25.0 0.0 0.0
0.0% 0.0% 15.8% 0.0% 84.2% 0.0% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 44
2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: MEMORIAL INT Campus Number: 125901042
2015 Accountability Rating: Met Standard
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 333
2014-15 Campus Performance ‡
Campus Name: MEMORIAL INT
Grade Span: 05 - 06
Campus Number: 125901042
School Type: Middle
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
-
-
*
*
70%
*
*
-
-
-
*
*
48%
*
71%
*
-
*
-
-
*
74%
*
*
64%
69%
-
*
-
*
43%
64%
*
Campus
African American
Hispanic
72%
-
54%
51%
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 6 Reading 2015 77% 70% STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 5 ** Reading 2015 87% 73% Science
2015
72%
White
American Indian
72%
71%
-
51%
72%
*
65%
Reading
2015
77%
64%
72%
*
71%
78%
-
*
-
*
67%
72%
*
Science
2015
78%
60%
51%
-
51%
*
-
-
-
*
*
48%
*
23%
19%
*
19%
*
-
*
-
*
*
18%
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
25%
*
24%
*
-
*
-
*
*
23%
*
Science
2015
44%
20%
16%
-
16%
*
-
-
-
*
*
15%
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
6%
*
7%
*
-
*
-
*
*
6%
*
Reading
2015
17%
8%
8%
*
8%
*
-
*
-
*
*
7%
*
Science
2015
16%
3%
4%
-
4%
*
-
-
-
*
*
*
*
57%
48%
46%
*
46%
*
-
*
-
-
*
46%
*
59%
54%
46%
*
46%
*
-
*
-
-
*
46%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 45
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 333
2014-15 Campus Performance ‡
Campus Name: MEMORIAL INT
Grade Span: 05 - 06
Campus Number: 125901042
School Type: Middle
Asian
Special Ed
Econ Disadv
ELL^
District
Campus
15%
10%
11%
*
12%
*
-
*
-
-
*
12%
*
16%
12%
11%
*
12%
*
-
*
-
-
*
12%
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 25% 2014 45% 30% 32%
* -
25% 32%
* -
-
-
-
-
* 27%
27% 32%
* *
STAAR Percent Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 46
White
Two or More Races
State
Hispanic
American Indian
Pacific Islander
African American
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 333
2014-15 Campus Performance ‡
Campus Name: MEMORIAL INT
Grade Span: 05 - 06
Campus Number: 125901042
School Type: Middle
State
District
Campus
African American
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL
Hispanic
White
American Indian
*
56%
*
-
-
-
*
*
50%
*
*
44%
75%
-
-
-
*
82%
50%
*
*
70%
63%
-
-
-
*
*
66%
*
-
96%
-
-
-
-
-
100%
95%
100%
-
17%
-
-
-
-
-
*
19%
*
Student Success Initiative Grade 5 Reading Students Meeting Phase-in 1 Level II Standard on First STAAR Administration 2015 75% 56% 54% Students Requiring Accelerated Instruction 2015 25% 44% 46% STAAR Cumulative Met Standard 2015 84% 70% 69% STAAR Failers Promoted by Grade Placement Committee 2014 92% 92% 96% STAAR Met Standard (Failed in Previous Year) Promoted to Grade 6 2015 14% 10% 17%
TEA Division of Performance Reporting
Page 47
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 333
2014-15 Campus Performance ‡
Campus Name: MEMORIAL INT Campus Number: 125901042
Grade Span: 05 - 06
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
65%
*
*
-
-
-
-
-
-
*
*
*
Reading
2015
77%
64%
72%
*
*
-
-
-
-
-
-
*
*
*
Science
2015
78%
60%
51%
*
*
-
-
-
-
-
-
*
*
*
23%
19%
*
*
-
-
-
-
-
-
*
*
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
25%
*
*
-
-
-
-
-
-
*
*
*
Science
2015
44%
20%
16%
*
*
-
-
-
-
-
-
*
*
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
6%
*
*
-
-
-
-
-
-
*
*
*
Reading
2015
17%
8%
8%
*
*
-
-
-
-
-
-
*
*
*
Science
2015
16%
3%
4%
*
*
-
-
-
-
-
-
*
*
*
57%
48%
46%
*
*
-
-
-
-
-
-
*
*
*
2015
59%
54%
46%
*
*
-
-
-
-
-
-
*
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
11%
*
*
-
-
-
-
-
-
*
*
*
16%
12%
11%
*
*
-
-
-
-
-
-
*
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 25% 2014 45% 30% 32%
* *
* *
-
-
-
-
-
-
* *
* *
* *
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
Reading
TEA Division of Performance Reporting
2015
Page 48
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 333
2014-15 Campus Participation ‡
Campus Name: MEMORIAL INT
Grade Span: 05 - 06
Campus Number: 125901042
School Type: Middle
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
100% 97%
* *
100% 97%
100% 94%
-
* *
-
* *
100% 93%
100% 98%
100% 89%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
3% 0% 0% 0% 0%
* * * * *
3% 0% 0% 0% 0%
6% 0% 0% 0% 0%
-
* * * * *
-
* * * * *
7% 0% 0% 0% 0%
2% 0% 0% 0% 0%
11% 0% 0% 0% 0%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 49
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: MEMORIAL INT Campus Number: 125901042
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 333 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
93.9% 93.8%
* *
93.9% 93.7%
94.2% 95.2%
*
* -
Page 50
Pacific Two or Islander More Races -
*
Special Ed
Econ Disadv
ELL
93.9% 92.8%
93.6% 93.5%
93.3% 97.0%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: MEMORIAL INT Campus Number: 125901042
Student Information
Texas Academic Performance Report
Total Students: 333 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
Total Students:
333
100.0%
5,226
5,215,282
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
0 0 0 0 0 0 0 162 171 0 0 0 0 0 0
0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 48.6% 51.4% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
3 316 11 0 2 0 1
0.9% 94.9% 3.3% 0.0% 0.6% 0.0% 0.3%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
273 60 13 10 123 57
82.0% 18.0% 3.9% 2.6% 36.9% 15.0%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
TEA Division of Performance Reporting
Page 51
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: MEMORIAL INT Campus Number: 125901042
Student Information
Texas Academic Performance Report
Total Students: 333 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
2.0% 2.0% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
17.6 18.4
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 52
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: MEMORIAL INT Campus Number: 125901042
Staff Information
Texas Academic Performance Report
Total Students: 333 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
40.6
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
32.6 25.0 4.6 3.0
80.4% 61.7% 11.3% 7.4%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
8.0
19.6%
11.3%
9.6%
Total Minority Staff:
38.1
93.8%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0.0 23.3 1.7 0.0 0.0 0.0 0.0
0.0% 93.3% 6.7% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
2.4 22.6
9.7% 90.3%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 18.0 7.0 0.0
0.0% 72.0% 28.0% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
2.0 4.1 5.7 9.2 4.1
7.9% 16.5% 22.6% 36.7% 16.3%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
13.3
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 53
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: MEMORIAL INT Campus Number: 125901042
Texas Academic Performance Report
Total Students: 333 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
Staff Information
Campus
District
State
12.6 7.8
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,001 $39,042 $42,797 $47,731 $49,516
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$44,628 $43,536 $48,478
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 54
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: MEMORIAL INT Campus Number: 125901042
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 333 Grade Span: 05 - 06 School Type: Middle
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
11 0 13 39
3.3% 0.0% 3.9% 11.7%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 0.0 0.0 23.5 1.5 0.0
0.0% 0.0% 0.0% 0.0% 94.0% 6.0% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 55
2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: ADAMS MIDDLE Campus Number: 125901043
2015 Accountability Rating: Met Standard
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 746
2014-15 Campus Performance ‡
Campus Name: ADAMS MIDDLE
Grade Span: 07 - 08
Campus Number: 125901043
School Type: Middle
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
*
*
-
-
26%
57%
*
79%
*
*
-
-
*
54%
*
74%
100%
-
*
-
*
26%
71%
*
Campus
African American
Hispanic
62%
*
59%
59%
STAAR Percent at Phase-in Satisfactory Standard or Above Grade 8 ** Reading 2015 88% 76%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 7 Reading 2015 76% 62% Writing
2015
73%
White
American Indian
61%
79%
*
57%
76%
*
Science
2015
71%
42%
42%
*
39%
73%
-
*
-
*
*
37%
*
Social Studies
2015
65%
30%
30%
*
28%
47%
-
*
-
*
*
25%
*
STAAR Percent at Phase-in Satisfactory Standard or Above End of Course Algebra I 2015 81% 64%
100%
*
100%
*
-
*
-
-
*
100%
-
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
55%
100%
53%
77%
*
82%
-
*
20%
50%
14%
Reading
2015
77%
64%
69%
*
68%
88%
*
*
-
*
26%
64%
*
Mathematics
2015
81%
64%
100%
*
100%
*
-
*
-
-
*
100%
-
Writing
2015
72%
59%
59%
*
57%
79%
*
*
-
-
*
54%
*
Science
2015
78%
60%
42%
*
39%
73%
-
*
-
*
*
37%
*
Social Studies
2015
78%
61%
30%
*
28%
47%
-
*
-
*
*
25%
*
23%
15%
*
14%
35%
*
*
-
*
*
11%
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
28%
*
27%
44%
*
*
-
*
*
23%
*
Mathematics
2015
48%
28%
75%
*
68%
*
-
*
-
-
*
87%
-
TEA Division of Performance Reporting
Page 56
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 746
2014-15 Campus Performance ‡
Campus Name: ADAMS MIDDLE
Grade Span: 07 - 08
Campus Number: 125901043
School Type: Middle
State STAAR Percent at Postsecondary Readiness Standard All Grades Writing 2015 34%
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL^
District
Campus
21%
25%
*
24%
37%
*
*
-
-
*
18%
*
Hispanic
American Indian
Pacific Islander
African American
Science
2015
44%
20%
11%
*
9%
*
-
*
-
*
*
10%
*
Social Studies
2015
44%
25%
5%
*
5%
*
-
*
-
*
*
5%
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
7%
*
7%
15%
*
*
-
*
*
5%
*
Reading
2015
17%
8%
12%
*
12%
21%
*
*
-
*
*
10%
*
Mathematics
2015
20%
6%
25%
*
*
*
-
*
-
-
*
*
-
Writing
2015
9%
4%
6%
*
6%
*
*
*
-
-
*
3%
*
Science
2015
16%
3%
2%
*
2%
*
-
*
-
*
*
2%
*
Social Studies
2015
19%
8%
2%
*
2%
*
-
*
-
*
*
*
*
57%
48%
51%
*
50%
62%
*
*
-
*
49%
48%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
54%
58%
*
58%
63%
*
*
-
*
58%
55%
*
Mathematics
2015
47%
29%
*
*
*
*
-
*
-
-
*
*
-
Writing
2015
56%
36%
36%
-
35%
*
*
*
-
-
*
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
11%
*
10%
15%
*
*
-
*
10%
10%
*
Reading
2015
16%
12%
15%
*
14%
17%
*
*
-
*
12%
14%
*
Mathematics
2015
19%
7%
*
*
*
*
-
*
-
-
*
*
-
TEA Division of Performance Reporting
Page 57
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 746
2014-15 Campus Performance ‡
Campus Name: ADAMS MIDDLE
Grade Span: 07 - 08
Campus Number: 125901043
School Type: Middle
Asian
Special Ed
Econ Disadv
ELL^
District
Campus
7%
3%
3%
-
2%
*
*
*
-
-
*
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 31% 2014 45% 30% 36%
-
31% 36%
* *
-
-
-
-
* 18%
27% 35%
* *
STAAR Percent Exceeded Progress All Grades Writing 2015
TEA Division of Performance Reporting
Page 58
White
Two or More Races
State
Hispanic
American Indian
Pacific Islander
African American
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 746
2014-15 Campus Performance ‡
Campus Name: ADAMS MIDDLE
Grade Span: 07 - 08
Campus Number: 125901043
School Type: Middle
State
District
Campus
African American
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL
Hispanic
White
American Indian
*
59%
87%
-
*
-
*
16%
55%
*
*
41%
*
-
*
-
*
84%
45%
92%
*
73%
100%
-
*
-
*
26%
70%
*
-
97%
*
-
-
-
-
100%
95%
100%
-
*
*
-
-
-
-
-
*
-
Student Success Initiative Grade 8 Reading Students Meeting Phase-in 1 Level II Standard on First STAAR Administration 2015 76% 61% 61% Students Requiring Accelerated Instruction 2015 24% 39% 39% STAAR Cumulative Met Standard 2015 85% 75% 75% STAAR Failers Promoted by Grade Placement Committee 2014 95% 95% 95% STAAR Met Standard (Failed in Previous Year) Retained in Grade 8 2015 46% * *
TEA Division of Performance Reporting
Page 59
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 746
2014-15 Campus Performance ‡
Campus Name: ADAMS MIDDLE Campus Number: 125901043
Grade Span: 07 - 08
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
55%
-
-
-
-
-
15%
*
*
*
15%
14%
Reading
2015
77%
64%
69%
-
-
-
-
-
*
-
*
*
*
*
Mathematics
2015
81%
64%
100%
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
72%
59%
59%
-
-
-
-
-
*
-
*
*
*
*
Science
2015
78%
60%
42%
-
-
-
-
-
*
*
*
-
*
*
Social Studies
2015
78%
61%
30%
-
-
-
-
-
*
*
*
-
*
*
23%
15%
-
-
-
-
-
*
-
*
*
*
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
28%
-
-
-
-
-
*
-
*
*
*
*
Mathematics
2015
48%
28%
75%
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
34%
21%
25%
-
-
-
-
-
*
-
*
*
*
*
Science
2015
44%
20%
11%
-
-
-
-
-
*
-
*
-
*
*
Social Studies
2015
44%
25%
5%
-
-
-
-
-
*
-
*
-
*
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
7%
-
-
-
-
-
*
-
*
*
*
*
Reading
2015
17%
8%
12%
-
-
-
-
-
*
-
*
*
*
*
Mathematics
2015
20%
6%
25%
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
9%
4%
6%
-
-
-
-
-
*
-
*
*
*
*
Science
2015
16%
3%
2%
-
-
-
-
-
*
-
*
-
*
*
TEA Division of Performance Reporting
Page 60
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 746
2014-15 Campus Performance ‡
Campus Name: ADAMS MIDDLE Campus Number: 125901043
Grade Span: 07 - 08
Bilingual Education/English as a Second Language
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
-
*
-
*
-
*
*
-
-
*
-
*
*
*
*
State
District
STAAR Percent at Advanced Standard All Grades Social Studies 2015
19%
8%
2%
-
-
-
-
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015
57%
48%
51%
-
-
-
LEP No LEP With Services Services
Total ELL
Reading
2015
59%
54%
58%
-
-
-
-
-
*
-
*
*
*
*
Mathematics
2015
47%
29%
*
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
56%
36%
36%
-
-
-
-
-
*
-
*
*
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
11%
-
-
-
-
-
*
-
*
*
*
*
Reading
2015
16%
12%
15%
-
-
-
-
-
*
-
*
*
*
*
Mathematics
2015
19%
7%
*
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
7%
3%
3%
-
-
-
-
-
*
-
*
*
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 31% 2014 45% 30% 36%
-
-
-
-
-
* *
-
* *
* *
* *
* *
TEA Division of Performance Reporting
Page 61
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 746
2014-15 Campus Participation ‡
Campus Name: ADAMS MIDDLE
Grade Span: 07 - 08
Campus Number: 125901043
School Type: Middle
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
99% 95%
100% 60%
99% 96%
100% 94%
* *
100% 85%
-
* *
100% 98%
99% 95%
98% 81%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
3% 1% 1% 1% 0%
40% 0% 0% 0% 0%
3% 0% 1% 1% 0%
6% 0% 0% 0% 0%
* * * * *
0% 15% 0% 0% 0%
-
* * * * *
2% 0% 0% 0% 0%
3% 1% 1% 1% 0%
0% 17% 2% 2% 0%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 62
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: ADAMS MIDDLE Campus Number: 125901043
Attendance Rate 2013-14 2012-13 Annual Dropout Rate (Gr 7-8) 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 746 Grade Span: 07 - 08 School Type: Middle
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
92.1% 92.6%
* *
92.0% 92.5%
92.2% 93.5%
* *
* 98.7%
-
0.5% 0.4%
0.5% 0.1%
0.5% 0.1%
* *
0.5% 0.1%
0.0% 0.0%
* *
0.0% 0.0%
-
Page 63
Pacific Two or Islander More Races
Special Ed
Econ Disadv
ELL
* *
89.7% 91.1%
91.6% 92.1%
85.4% 90.2%
* *
2.9% 0.0%
0.6% 0.1%
3.4% 2.9%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ADAMS MIDDLE Campus Number: 125901043
Student Information
Texas Academic Performance Report
Total Students: 746 Grade Span: 07 - 08 School Type: Middle
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
Total Students:
746
100.0%
5,226
5,215,282
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
0 0 0 0 0 0 0 0 0 372 374 0 0 0 0
0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 49.9% 50.1% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
2 696 41 1 5 0 1
0.3% 93.3% 5.5% 0.1% 0.7% 0.0% 0.1%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
588 158 27 28 241 87
78.8% 21.2% 3.6% 3.4% 32.3% 10.5%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
TEA Division of Performance Reporting
Page 64
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ADAMS MIDDLE Campus Number: 125901043
Student Information
Texas Academic Performance Report
Total Students: 746 Grade Span: 07 - 08 School Type: Middle
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
1.8% 1.1%
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 0.0%
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
-
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
19.5 23.1 15.7 20.6 19.5
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 65
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ADAMS MIDDLE Campus Number: 125901043
Staff Information
Texas Academic Performance Report
Total Students: 746 Grade Span: 07 - 08 School Type: Middle
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
66.1
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
58.6 50.1 4.0 4.5
88.7% 75.8% 6.1% 6.8%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
7.5
11.3%
11.3%
9.6%
Total Minority Staff:
47.9
72.4%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0.0 33.4 16.7 0.0 0.0 0.0 0.0
0.0% 66.6% 33.4% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
16.6 33.5
33.2% 66.8%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 40.6 9.5 0.0
0.0% 81.0% 19.0% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
8.0 13.7 9.4 14.1 4.9
16.0% 27.3% 18.7% 28.2% 9.8%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
14.9
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 66
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ADAMS MIDDLE Campus Number: 125901043
Texas Academic Performance Report
Total Students: 746 Grade Span: 07 - 08 School Type: Middle
2014-15 Campus Profile
Staff Information
Campus
District
State
10.6 7.3
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,371 $38,626 $42,631 $47,998 $49,721
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$42,909 $44,288 $53,510
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 67
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: ADAMS MIDDLE Campus Number: 125901043
Program Information
Texas Academic Performance Report
Total Students: 746 Grade Span: 07 - 08 School Type: Middle
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education
26 137 67 67
3.5% 18.4% 9.0% 9.0%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
0.2 1.0 0.4 3.4 35.5 2.7 6.8
0.5% 2.0% 0.7% 6.8% 70.9% 5.4% 13.6%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 68
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2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
2015 Accountability Rating: Met Standard Distinction Designations: Academic Achievement in Reading/English Language Arts Top 25 Percent: Closing Performance Gaps Postsecondary Readiness
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 292
2014-15 Campus Performance ‡
Campus Name: HILLCREST EL
Grade Span: PK - 04
Campus Number: 125901101
School Type: Elementary
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
*
-
-
-
83%
*
100%
-
*
-
-
*
59%
*
64%
*
-
*
-
-
*
61%
*
-
70%
92%
-
*
-
-
*
68%
*
Campus
African American
Hispanic
88%
-
59%
59%
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 3 Reading 2015 77% 75% STAAR Percent at Phase-in Satisfactory Standard or Above Grade 4 Reading 2015 74% 67% Writing
2015
70%
White
American Indian
87%
*
-
55%
64%
-
71%
Reading
2015
77%
64%
74%
-
72%
100%
-
*
-
-
*
71%
*
Writing
2015
72%
59%
64%
-
64%
*
-
*
-
-
*
61%
*
23%
30%
-
29%
*
-
-
-
-
*
28%
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
36%
-
35%
*
-
-
-
-
*
35%
*
Writing
2015
34%
21%
24%
-
18%
*
-
-
-
-
*
27%
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
15%
-
15%
*
-
*
-
-
*
14%
*
Reading
2015
17%
8%
22%
-
22%
*
-
*
-
-
*
22%
*
Writing
2015
9%
4%
*
-
*
*
-
*
-
-
*
*
*
57%
48%
*
-
*
*
-
*
-
-
*
*
*
59%
54%
*
-
*
*
-
*
-
-
*
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 69
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 292
2014-15 Campus Performance ‡
Campus Name: HILLCREST EL
Grade Span: PK - 04
Campus Number: 125901101
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL^
State
District
Campus
STAAR Percent Met or Exceeded Progress All Grades Writing 2015
56%
36%
*
-
-
-
-
*
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
*
-
*
*
-
*
-
-
*
*
*
Hispanic
American Indian
Pacific Islander
African American
Reading
2015
16%
12%
*
-
*
*
-
*
-
-
*
*
*
Writing
2015
7%
3%
*
-
-
-
-
*
-
-
-
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% * 2014 45% 30% 38%
-
* 38%
* -
-
-
-
-
* -
* *
-
TEA Division of Performance Reporting
Page 70
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 292
2014-15 Campus Performance ‡
Campus Name: HILLCREST EL Campus Number: 125901101
Grade Span: PK - 04
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
71%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
77%
64%
74%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
72%
59%
64%
*
*
-
-
-
-
-
-
-
*
*
23%
30%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
36%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
34%
21%
24%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
15%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
17%
8%
22%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
9%
4%
*
*
*
-
-
-
-
-
-
-
*
*
57%
48%
*
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
54%
*
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
56%
36%
*
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
*
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
16%
12%
*
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
7%
3%
*
*
*
-
-
-
-
-
-
-
*
*
TEA Division of Performance Reporting
Page 71
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
Texas Academic Performance Report 2014-15 Campus Performance ‡
Grade Span: PK - 04
Bilingual Education/English as a Second Language
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual State District Campus Education Early Exit Late Exit Two-Way One-Way Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% * 2014 45% 30% 38% -
TEA Division of Performance Reporting
Total Students: 292
Page 72
(Current Year ELL Students)
ESL
ESL Content
ESL Pull-Out
-
-
-
LEP No LEP With Services Services
-
-
Total ELL
-
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 292
2014-15 Campus Participation ‡
Campus Name: HILLCREST EL
Grade Span: PK - 04
Campus Number: 125901101
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
99% 98%
-
99% 98%
100% 100%
-
* *
-
-
100% 100%
99% 98%
100% 100%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
1% 0% 1% 1% 0%
-
1% 0% 1% 1% 0%
0% 0% 0% 0% 0%
-
* * * * *
-
-
0% 0% 0% 0% 0%
1% 0% 1% 1% 0%
0% 0% 0% 0% 0%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 73
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 292 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
95.2% 95.2%
-
95.2% 95.1%
95.4% 95.6%
-
* *
Page 74
Pacific Two or Islander More Races -
* -
Special Ed
Econ Disadv
ELL
96.4% 96.8%
94.9% 95.0%
94.9% 95.4%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
Student Information Total Students:
Texas Academic Performance Report
Total Students: 292 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
292
100.0%
5,226
5,215,282
0 29 57 61 56 47 42 0 0 0 0 0 0 0 0
0.0% 9.9% 19.5% 20.9% 19.2% 16.1% 14.4% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0 260 27 0 4 0 1
0.0% 89.0% 9.2% 0.0% 1.4% 0.0% 0.3%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
252 40 8 0 154 59
86.3% 13.7% 2.7% 0.0% 52.7% 25.5%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
TEA Division of Performance Reporting
Page 75
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
Student Information
Texas Academic Performance Report
Total Students: 292 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
1.8% 14.0% 8.3% 5.3% 0.0% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 33.3% 33.3% 0.0% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
19.0 20.3 18.7 23.5 21.0 -
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 76
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
Staff Information
Texas Academic Performance Report
Total Students: 292 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
25.2
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
21.2 17.2 3.0 1.0
84.2% 68.3% 11.9% 4.0%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
4.0
15.8%
11.3%
9.6%
Total Minority Staff:
19.0
75.2%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0.0 13.0 4.2 0.0 0.0 0.0 0.0
0.0% 75.4% 24.6% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
1.0 16.2
5.8% 94.2%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 16.2 1.0 0.0
0.0% 94.2% 5.8% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
2.0 6.0 2.0 5.0 2.2
11.6% 34.8% 11.6% 29.0% 13.0%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
16.9
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 77
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
Texas Academic Performance Report
Total Students: 292 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
Staff Information
Campus
District
State
10.9 6.7
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,500 $38,333 $42,250 $48,240 $50,433
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$43,139 $49,871 $16,516
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 78
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: HILLCREST EL Campus Number: 125901101
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 292 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
8 0 2 13
2.7% 0.0% 0.7% 4.5%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 2.2 0.0 15.1 0.0 0.0
0.0% 0.0% 12.6% 0.0% 87.4% 0.0% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 79
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2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: GARCIA EL Campus Number: 125901102
2015 Accountability Rating: Met Standard Distinction Designations: Postsecondary Readiness
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 202
2014-15 Campus Performance ‡
Campus Name: GARCIA EL
Grade Span: PK - 04
Campus Number: 125901102
School Type: Elementary
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
-
-
-
*
68%
-
-
-
-
-
-
*
47%
*
62%
-
-
-
-
-
*
62%
*
-
59%
*
-
-
-
-
*
59%
*
Campus
African American
Hispanic
68%
-
47%
59%
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 3 Reading 2015 77% 75% STAAR Percent at Phase-in Satisfactory Standard or Above Grade 4 Reading 2015 74% 67% Writing
2015
70%
White
American Indian
67%
*
-
47%
62%
-
59%
Reading
2015
77%
64%
58%
-
58%
*
-
-
-
-
*
58%
*
Writing
2015
72%
59%
62%
-
62%
-
-
-
-
-
*
62%
*
23%
25%
-
25%
*
-
-
-
-
*
25%
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
31%
-
31%
*
-
-
-
-
*
31%
-
Writing
2015
34%
21%
*
-
*
-
-
-
-
-
*
*
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
10%
-
10%
*
-
-
-
-
*
10%
*
Reading
2015
17%
8%
15%
-
15%
*
-
-
-
-
*
15%
*
Writing
2015
9%
4%
*
-
*
-
-
-
-
-
*
*
*
57%
48%
53%
-
53%
-
-
-
-
-
*
53%
*
59%
54%
55%
-
55%
-
-
-
-
-
*
55%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 80
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 202
2014-15 Campus Performance ‡
Campus Name: GARCIA EL
Grade Span: PK - 04
Campus Number: 125901102
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL^
State
District
Campus
STAAR Percent Met or Exceeded Progress All Grades Writing 2015
56%
36%
*
-
*
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
21%
-
21%
-
-
-
-
-
*
21%
*
Hispanic
American Indian
Pacific Islander
African American
Reading
2015
16%
12%
21%
-
21%
-
-
-
-
-
*
21%
*
Writing
2015
7%
3%
*
-
*
-
-
-
-
-
-
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% * 2014 45% 30% *
-
* *
*
-
-
-
-
* *
* *
* *
TEA Division of Performance Reporting
Page 81
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: GARCIA EL
2014-15 Campus Performance ‡
Campus Number: 125901102
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
Total Students: 202 Grade Span: PK - 04 (Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
59%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
77%
64%
58%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
72%
59%
62%
*
*
-
-
-
-
-
-
-
*
*
23%
25%
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
31%
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
34%
21%
*
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
10%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
17%
8%
15%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
9%
4%
*
*
*
-
-
-
-
-
-
-
*
*
57%
48%
53%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
54%
55%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
56%
36%
*
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
21%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
16%
12%
21%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
7%
3%
*
*
*
-
-
-
-
-
-
-
*
*
TEA Division of Performance Reporting
Page 82
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
Campus Name: GARCIA EL
2014-15 Campus Performance ‡
Campus Number: 125901102
Bilingual Education/English as a Second Language
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual State District Campus Education Early Exit Late Exit Two-Way One-Way Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% * * * 2014 45% 30% * * * -
TEA Division of Performance Reporting
Page 83
Total Students: 202 Grade Span: PK - 04 (Current Year ELL Students)
ESL
ESL Content
ESL Pull-Out
-
-
-
LEP No LEP With Services Services
-
* *
Total ELL
* *
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 202
2014-15 Campus Participation ‡
Campus Name: GARCIA EL
Grade Span: PK - 04
Campus Number: 125901102
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
100% 96%
-
100% 96%
* *
-
-
-
-
100% 93%
100% 96%
100% 67%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
4% 0% 0% 0% 0%
-
4% 0% 0% 0% 0%
* * * * *
-
-
-
-
7% 0% 0% 0% 0%
4% 0% 0% 0% 0%
33% 0% 0% 0% 0%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 84
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: GARCIA EL Campus Number: 125901102
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 202 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
94.1% 94.9%
*
94.0% 94.9%
96.6% 94.0%
-
-
Page 85
Pacific Two or Islander More Races -
-
Special Ed
Econ Disadv
ELL
94.1% 94.9%
94.2% 95.0%
91.2% 95.7%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: GARCIA EL Campus Number: 125901102
Student Information Total Students:
Texas Academic Performance Report
Total Students: 202 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
202
100.0%
5,226
5,215,282
0 24 29 37 35 42 35 0 0 0 0 0 0 0 0
0.0% 11.9% 14.4% 18.3% 17.3% 20.8% 17.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0 200 2 0 0 0 0
0.0% 99.0% 1.0% 0.0% 0.0% 0.0% 0.0%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
202 0 7 0 99 27
100.0% 0.0% 3.5% 0.0% 49.0% 15.0%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
TEA Division of Performance Reporting
Page 86
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: GARCIA EL Campus Number: 125901102
Student Information
Texas Academic Performance Report
Total Students: 202 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
6.1% 7.9% 2.9% 3.0% 0.0% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 0.0% 0.0% 0.0% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
14.5 18.5 17.5 21.0 17.5 -
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 87
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: GARCIA EL Campus Number: 125901102
Staff Information
Texas Academic Performance Report
Total Students: 202 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
23.2
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
18.2 12.5 3.7 2.0
78.5% 53.8% 16.1% 8.6%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
5.0
21.5%
11.3%
9.6%
Total Minority Staff:
18.7
80.6%
83.3%
46.3%
0.0 9.5 3.0 0.0 0.0 0.0 0.0
0.0% 76.0% 24.0% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
0.0 12.5
0.0% 100.0%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 8.5 4.0 0.0
0.0% 68.0% 32.0% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
0.0 4.1 3.6 3.0 1.8
0.0% 32.7% 28.7% 24.0% 14.6%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
16.2
n/a
14.7
15.2
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races Males Females
TEA Division of Performance Reporting
Page 88
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: GARCIA EL Campus Number: 125901102
Texas Academic Performance Report
Total Students: 202 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
Staff Information
Campus
District
State
10.2 8.0
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$39,734 $41,419 $47,967 $48,513
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$43,474 $49,812 $41,912
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 89
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: GARCIA EL Campus Number: 125901102
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 202 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
7 0 3 14
3.5% 0.0% 1.5% 6.9%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 1.1 0.0 11.4 0.0 0.0
0.0% 0.0% 8.5% 0.0% 91.5% 0.0% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 90
This page intentionally left blank.
2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: NOONAN EL Campus Number: 125901104
2015 Accountability Rating: Met Standard Distinction Designations: Postsecondary Readiness
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 453
2014-15 Campus Performance ‡
Campus Name: NOONAN EL
Grade Span: PK - 04
Campus Number: 125901104
School Type: Elementary
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
-
-
*
*
79%
*
*
-
-
-
-
*
67%
*
45%
*
-
-
-
-
*
48%
*
*
63%
*
-
-
-
*
*
64%
*
Campus
African American
Hispanic
81%
*
68%
59%
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 3 Reading 2015 77% 75% STAAR Percent at Phase-in Satisfactory Standard or Above Grade 4 Reading 2015 74% 67% Writing
2015
70%
White
American Indian
81%
-
*
67%
46%
*
64%
Reading
2015
77%
64%
75%
*
74%
*
-
-
-
*
*
73%
*
Writing
2015
72%
59%
46%
*
45%
*
-
-
-
-
*
48%
*
23%
28%
*
27%
*
-
-
-
*
*
30%
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
37%
*
36%
*
-
-
-
*
*
37%
*
Writing
2015
34%
21%
16%
*
13%
*
-
-
-
-
*
18%
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
12%
*
11%
*
-
-
-
*
*
11%
*
Reading
2015
17%
8%
17%
*
16%
*
-
-
-
*
*
16%
*
Writing
2015
9%
4%
*
*
*
*
-
-
-
-
*
*
*
57%
48%
61%
*
61%
*
-
-
-
-
*
59%
*
59%
54%
63%
*
63%
*
-
-
-
-
*
61%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 91
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 453
2014-15 Campus Performance ‡
Campus Name: NOONAN EL
Grade Span: PK - 04
Campus Number: 125901104
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL^
State
District
Campus
STAAR Percent Met or Exceeded Progress All Grades Writing 2015
56%
36%
*
-
*
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
16%
*
17%
*
-
-
-
-
*
17%
*
Hispanic
American Indian
Pacific Islander
African American
Reading
2015
16%
12%
17%
*
18%
*
-
-
-
-
*
18%
*
Writing
2015
7%
3%
*
-
*
-
-
-
-
-
-
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 25% 2014 45% 30% *
-
25% *
-
-
-
-
-
* *
28% *
* -
TEA Division of Performance Reporting
Page 92
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: NOONAN EL
2014-15 Campus Performance ‡
Campus Number: 125901104
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
Total Students: 453 Grade Span: PK - 04 (Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
64%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
77%
64%
75%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
72%
59%
46%
*
*
-
-
-
-
-
-
-
*
*
23%
28%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
37%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
34%
21%
16%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
12%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
17%
8%
17%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
9%
4%
*
*
*
-
-
-
-
-
-
-
*
*
57%
48%
61%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
54%
63%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
56%
36%
*
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
16%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
16%
12%
17%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
7%
3%
*
*
*
-
-
-
-
-
-
-
*
*
TEA Division of Performance Reporting
Page 93
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
Campus Name: NOONAN EL
2014-15 Campus Performance ‡
Campus Number: 125901104
Bilingual Education/English as a Second Language
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual State District Campus Education Early Exit Late Exit Two-Way One-Way Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 25% * * 2014 45% 30% * -
TEA Division of Performance Reporting
Page 94
Total Students: 453 Grade Span: PK - 04 (Current Year ELL Students)
ESL
ESL Content
ESL Pull-Out
-
-
-
LEP No LEP With Services Services
-
* -
Total ELL
* -
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 453
2014-15 Campus Participation ‡
Campus Name: NOONAN EL
Grade Span: PK - 04
Campus Number: 125901104
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
99% 93%
* *
99% 93%
100% 80%
-
-
-
* *
100% 100%
99% 95%
100% 83%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
6% 0% 1% 1% 0%
* * * * *
5% 0% 1% 1% 0%
20% 0% 0% 0% 0%
-
-
-
* * * * *
0% 0% 0% 0% 0%
4% 0% 1% 1% 0%
17% 0% 0% 0% 0%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 95
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: NOONAN EL Campus Number: 125901104
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 453 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
94.4% 93.6%
* *
94.4% 93.6%
94.0% 92.4%
*
* *
Page 96
Pacific Two or Islander More Races -
* *
Special Ed
Econ Disadv
ELL
93.7% 93.2%
94.3% 93.5%
94.8% 93.9%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: NOONAN EL Campus Number: 125901104
Student Information Total Students:
Texas Academic Performance Report
Total Students: 453 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
453
100.0%
5,226
5,215,282
0 49 67 80 96 76 85 0 0 0 0 0 0 0 0
0.0% 10.8% 14.8% 17.7% 21.2% 16.8% 18.8% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
4 435 12 0 1 0 1
0.9% 96.0% 2.6% 0.0% 0.2% 0.0% 0.2%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
410 43 17 0 277 84
90.5% 9.5% 3.8% 0.0% 61.1% 20.2%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
TEA Division of Performance Reporting
Page 97
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: NOONAN EL Campus Number: 125901104
Student Information
Texas Academic Performance Report
Total Students: 453 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
0.0% 4.4% 2.9% 2.8% 0.0% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 0.0% 12.5% 9.1% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
2.8 19.3 17.8 18.3 21.3 -
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 98
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: NOONAN EL Campus Number: 125901104
Staff Information
Texas Academic Performance Report
Total Students: 453 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
49.0
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
37.0 28.0 5.5 3.5
75.5% 57.1% 11.2% 7.1%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
12.0
24.5%
11.3%
9.6%
Total Minority Staff:
40.5
82.7%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0.0 20.0 8.0 0.0 0.0 0.0 0.0
0.0% 71.4% 28.6% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
2.0 26.0
7.1% 92.9%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 21.0 7.0 0.0
0.0% 75.0% 25.0% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
1.0 15.0 8.0 3.0 1.0
3.6% 53.6% 28.6% 10.7% 3.6%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
16.2
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 99
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: NOONAN EL Campus Number: 125901104
Texas Academic Performance Report
Total Students: 453 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
Staff Information
Campus
District
State
5.8 3.4
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$38,000 $38,667 $41,875 $46,933 $50,700
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$40,875 $45,050 $53,682
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 100
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: NOONAN EL Campus Number: 125901104
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 453 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
17 0 11 45
3.8% 0.0% 2.4% 9.9%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 2.0 0.0 24.0 2.0 0.0
0.0% 0.0% 7.1% 0.0% 85.7% 7.1% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 101
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2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
2015 Accountability Rating: Met Standard Distinction Designations: Top 25 Percent: Student Progress Top 25 Percent: Closing Performance Gaps Postsecondary Readiness
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 488
2014-15 Campus Performance ‡
Campus Name: SAENZ EL
Grade Span: EE - 04
Campus Number: 125901105
School Type: Elementary
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
-
-
-
*
82%
100%
-
-
-
-
-
*
84%
*
75%
-
-
-
-
-
*
73%
*
*
82%
*
-
-
-
-
*
80%
91%
Campus
African American
Hispanic
85%
*
85%
59%
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 3 Reading 2015 77% 75% STAAR Percent at Phase-in Satisfactory Standard or Above Grade 4 Reading 2015 74% 67% Writing
2015
70%
White
American Indian
85%
*
-
85%
75%
-
82%
Reading
2015
77%
64%
85%
*
85%
*
-
-
-
-
*
83%
100%
Writing
2015
72%
59%
75%
-
75%
-
-
-
-
-
*
73%
*
23%
29%
*
30%
*
-
-
-
-
*
26%
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
44%
*
45%
*
-
-
-
-
*
40%
-
Writing
2015
34%
21%
17%
-
17%
-
-
-
-
-
*
16%
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
11%
*
11%
*
-
-
-
-
*
9%
*
Reading
2015
17%
8%
16%
*
16%
*
-
-
-
-
*
13%
*
Writing
2015
9%
4%
*
-
*
-
-
-
-
-
*
*
*
57%
48%
85%
-
85%
-
-
-
-
-
*
84%
*
59%
54%
85%
-
85%
-
-
-
-
-
*
84%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 102
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 488
2014-15 Campus Performance ‡
Campus Name: SAENZ EL
Grade Span: EE - 04
Campus Number: 125901105
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL^
State
District
Campus
STAAR Percent Met or Exceeded Progress All Grades Writing 2015
56%
36%
*
-
*
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
34%
-
34%
-
-
-
-
-
*
34%
*
Hispanic
American Indian
Pacific Islander
African American
Reading
2015
16%
12%
35%
-
35%
-
-
-
-
-
*
35%
*
Writing
2015
7%
3%
*
-
*
-
-
-
-
-
-
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 61% 2014 45% 30% 50%
-
61% 50%
-
-
-
-
-
* *
61% 56%
* *
TEA Division of Performance Reporting
Page 103
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 488
2014-15 Campus Performance ‡
Campus Name: SAENZ EL Campus Number: 125901105
Grade Span: EE - 04
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
82%
91%
91%
-
-
-
-
-
-
-
91%
91%
Reading
2015
77%
64%
85%
100%
100%
-
-
-
-
-
-
-
100%
100%
Writing
2015
72%
59%
75%
*
*
-
-
-
-
-
-
-
*
*
23%
29%
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
44%
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
34%
21%
17%
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
11%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
17%
8%
16%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
9%
4%
*
*
*
-
-
-
-
-
-
-
*
*
57%
48%
85%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
54%
85%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
56%
36%
*
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
34%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
16%
12%
35%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
7%
3%
*
*
*
-
-
-
-
-
-
-
*
*
TEA Division of Performance Reporting
Page 104
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
Texas Academic Performance Report 2014-15 Campus Performance ‡
Grade Span: EE - 04
Bilingual Education/English as a Second Language
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual State District Campus Education Early Exit Late Exit Two-Way One-Way Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 61% * * 2014 45% 30% 50% * * -
TEA Division of Performance Reporting
Total Students: 488
Page 105
(Current Year ELL Students)
ESL
ESL Content
ESL Pull-Out
-
-
-
LEP No LEP With Services Services
-
* *
Total ELL
* *
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 488
2014-15 Campus Participation ‡
Campus Name: SAENZ EL
Grade Span: EE - 04
Campus Number: 125901105
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
100% 88%
* *
100% 88%
* *
-
-
-
-
100% 100%
100% 88%
100% 79%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
12% 0% 0% 0% 0%
* * * * *
12% 0% 0% 0% 0%
* * * * *
-
-
-
-
0% 0% 0% 0% 0%
12% 0% 0% 0% 0%
21% 0% 0% 0% 0%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 106
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 488 Grade Span: EE - 04 School Type: Elementary
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
94.1% 94.4%
* *
94.1% 94.4%
93.1% 94.7%
-
-
Page 107
Pacific Two or Islander More Races * -
* -
Special Ed
Econ Disadv
ELL
95.6% 95.9%
93.9% 94.5%
94.9% 94.8%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
Student Information
Texas Academic Performance Report
Total Students: 488 Grade Span: EE - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
Total Students:
488
100.0%
5,226
5,215,282
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
1 73 101 80 88 84 61 0 0 0 0 0 0 0 0
0.2% 15.0% 20.7% 16.4% 18.0% 17.2% 12.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
2 479 7 0 0 0 0
0.4% 98.2% 1.4% 0.0% 0.0% 0.0% 0.0%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
454 34 34 0 135 66
93.0% 7.0% 7.0% 0.0% 27.7% 19.4%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
TEA Division of Performance Reporting
Page 108
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
Student Information
Texas Academic Performance Report
Total Students: 488 Grade Span: EE - 04 School Type: Elementary
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
0.0% 12.8% 7.3% 5.2% 0.0% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 0.0% 0.0% 0.0% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
20.0 20.0 17.6 21.0 20.3 -
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 109
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
Staff Information
Texas Academic Performance Report
Total Students: 488 Grade Span: EE - 04 School Type: Elementary
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
44.8
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
35.1 28.0 4.1 3.0
78.2% 62.5% 9.1% 6.7%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
9.7
21.8%
11.3%
9.6%
Total Minority Staff:
36.2
80.9%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0.0 21.0 7.0 0.0 0.0 0.0 0.0
0.0% 75.0% 25.0% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
3.0 25.0
10.7% 89.3%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 23.0 5.0 0.0
0.0% 82.1% 17.9% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
4.0 8.0 4.0 4.0 8.0
14.3% 28.6% 14.3% 14.3% 28.6%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
17.4
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 110
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
Texas Academic Performance Report
Total Students: 488 Grade Span: EE - 04 School Type: Elementary
2014-15 Campus Profile
Staff Information
Campus
District
State
12.1 9.8
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,250 $38,563 $42,250 $46,625 $51,138
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$43,646 $45,790 $48,338
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 111
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SAENZ EL Campus Number: 125901105
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 488 Grade Span: EE - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
34 0 6 26
7.0% 0.0% 1.2% 5.3%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 3.4 0.0 22.6 2.0 0.0
0.0% 0.0% 12.0% 0.0% 80.9% 7.1% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 112
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2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: SALAZAR EL Campus Number: 125901106
2015 Accountability Rating: Improvement Required
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 306
2014-15 Campus Performance ‡
Campus Name: SALAZAR EL
Grade Span: PK - 04
Campus Number: 125901106
School Type: Elementary
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
*
-
-
*
50%
*
*
-
-
-
-
*
45%
*
49%
*
-
-
-
-
*
39%
*
*
51%
*
-
*
-
-
*
45%
*
Campus
African American
Hispanic
50%
*
57%
59%
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 3 Reading 2015 77% 75% STAAR Percent at Phase-in Satisfactory Standard or Above Grade 4 Reading 2015 74% 67% Writing
2015
70%
White
American Indian
48%
-
-
56%
50%
-
52%
Reading
2015
77%
64%
54%
*
52%
*
-
*
-
-
*
48%
*
Writing
2015
72%
59%
50%
-
49%
*
-
-
-
-
*
39%
*
23%
16%
*
17%
*
-
-
-
-
*
13%
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
21%
*
20%
*
-
-
-
-
*
15%
-
Writing
2015
34%
21%
14%
-
14%
*
-
-
-
-
*
*
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
5%
*
5%
*
-
*
-
-
*
*
*
Reading
2015
17%
8%
6%
*
6%
*
-
*
-
-
*
*
*
Writing
2015
9%
4%
*
-
*
*
-
-
-
-
*
*
*
57%
48%
40%
-
38%
*
-
*
-
-
*
*
*
59%
54%
39%
-
36%
*
-
*
-
-
*
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 113
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 306
2014-15 Campus Performance ‡
Campus Name: SALAZAR EL
Grade Span: PK - 04
Campus Number: 125901106
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL^
State
District
Campus
STAAR Percent Met or Exceeded Progress All Grades Writing 2015
56%
36%
*
-
*
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
11%
-
11%
*
-
*
-
-
*
*
*
Hispanic
American Indian
Pacific Islander
African American
Reading
2015
16%
12%
11%
-
11%
*
-
*
-
-
*
*
*
Writing
2015
7%
3%
*
-
*
-
-
-
-
-
-
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 29% 2014 45% 30% *
-
29% *
-
-
-
-
-
* *
* *
*
TEA Division of Performance Reporting
Page 114
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: SALAZAR EL
2014-15 Campus Performance ‡
Campus Number: 125901106
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
Total Students: 306 Grade Span: PK - 04 (Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
52%
*
*
-
-
-
-
-
-
*
*
*
Reading
2015
77%
64%
54%
*
*
-
-
-
-
-
-
*
*
*
Writing
2015
72%
59%
50%
*
*
-
-
-
-
-
-
-
*
*
23%
16%
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
21%
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
34%
21%
14%
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
5%
*
*
-
-
-
-
-
-
*
*
*
Reading
2015
17%
8%
6%
*
*
-
-
-
-
-
-
*
*
*
Writing
2015
9%
4%
*
*
*
-
-
-
-
-
-
-
*
*
57%
48%
40%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
2015
59%
54%
39%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
56%
36%
*
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
11%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
16%
12%
11%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
7%
3%
*
*
*
-
-
-
-
-
-
-
*
*
TEA Division of Performance Reporting
Page 115
TEXAS EDUCATION AGENCY District Name: ALICE ISD
Texas Academic Performance Report
Campus Name: SALAZAR EL
2014-15 Campus Performance ‡
Campus Number: 125901106
Bilingual Education/English as a Second Language
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual State District Campus Education Early Exit Late Exit Two-Way One-Way Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 29% 2014 45% 30% * * * -
TEA Division of Performance Reporting
Page 116
Total Students: 306 Grade Span: PK - 04 (Current Year ELL Students)
ESL
ESL Content
ESL Pull-Out
-
-
-
LEP No LEP With Services Services
-
*
Total ELL
*
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 306
2014-15 Campus Participation ‡
Campus Name: SALAZAR EL
Grade Span: PK - 04
Campus Number: 125901106
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
98% 91%
* *
98% 91%
* *
-
* *
-
-
100% 100%
97% 89%
92% 75%
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
6% 0% 2% 1% 1%
* * * * *
7% 0% 2% 1% 1%
* * * * *
-
* * * * *
-
-
0% 0% 0% 0% 0%
8% 0% 3% 1% 2%
17% 0% 8% 0% 8%
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 117
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: SALAZAR EL Campus Number: 125901106
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 306 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
94.7% 94.5%
* -
94.7% 94.4%
* *
-
* *
Page 118
Pacific Two or Islander More Races -
-
Special Ed
Econ Disadv
ELL
93.7% 93.5%
94.4% 94.1%
96.5% 94.0%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SALAZAR EL Campus Number: 125901106
Student Information Total Students:
Texas Academic Performance Report
Total Students: 306 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
306
100.0%
5,226
5,215,282
0 23 50 68 59 54 52 0 0 0 0 0 0 0 0
0.0% 7.5% 16.3% 22.2% 19.3% 17.6% 17.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
2 299 4 0 1 0 0
0.7% 97.7% 1.3% 0.0% 0.3% 0.0% 0.0%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
262 44 17 0 195 57
85.6% 14.4% 5.6% 0.0% 63.7% 21.5%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
TEA Division of Performance Reporting
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TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SALAZAR EL Campus Number: 125901106
Student Information
Texas Academic Performance Report
Total Students: 306 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
0.0% 3.7% 11.5% 5.5% 0.0% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 0.0% 0.0% 0.0% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
16.7 22.7 19.7 18.0 17.4 -
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 120
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SALAZAR EL Campus Number: 125901106
Staff Information
Texas Academic Performance Report
Total Students: 306 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
31.8
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
24.8 19.3 3.5 2.0
78.0% 60.6% 11.0% 6.3%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
7.0
22.0%
11.3%
9.6%
Total Minority Staff:
29.3
92.1%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
1.0 16.3 2.0 0.0 0.0 0.0 0.0
5.2% 84.4% 10.4% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
3.0 16.3
15.6% 84.4%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 15.3 4.0 0.0
0.0% 79.2% 20.8% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
5.0 2.0 7.3 4.0 1.0
26.0% 10.4% 37.7% 20.8% 5.2%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
15.9
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 121
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SALAZAR EL Campus Number: 125901106
Texas Academic Performance Report
Total Students: 306 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
Staff Information
Campus
District
State
7.7 3.7
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$37,400 $37,750 $42,560 $45,950 $50,700
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$41,848 $48,418 $44,989
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 122
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SALAZAR EL Campus Number: 125901106
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 306 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
13 0 6 17
4.2% 0.0% 2.0% 5.6%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 1.1 0.0 18.2 0.0 0.0
0.0% 0.0% 5.6% 0.0% 94.4% 0.0% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 123
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2014-15 Texas Academic Performance Report District Name: ALICE ISD Campus Name: SCHALLERT EL Campus Number: 125901107
2015 Accountability Rating: Met Standard
This page intentionally left blank.
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 611
2014-15 Campus Performance ‡
Campus Name: SCHALLERT EL
Grade Span: PK - 04
Campus Number: 125901107
School Type: Elementary
Asian
Pacific Islander
Two or More Races
Special Ed
Econ Disadv
ELL^
-
-
-
*
*
72%
*
88%
-
-
-
-
*
64%
-
61%
63%
-
-
-
-
*
56%
-
-
66%
80%
-
-
-
*
75%
65%
*
Campus
African American
Hispanic
70%
-
69%
59%
STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
State District STAAR Percent at Phase-in Satisfactory Standard or Above Grade 3 Reading 2015 77% 75% STAAR Percent at Phase-in Satisfactory Standard or Above Grade 4 Reading 2015 74% 67% Writing
2015
70%
White
American Indian
69%
*
-
67%
61%
-
67%
Reading
2015
77%
64%
70%
-
68%
92%
-
-
-
*
100%
68%
*
Writing
2015
72%
59%
61%
-
61%
63%
-
-
-
-
*
56%
-
23%
25%
-
23%
42%
-
-
-
*
*
24%
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
34%
-
33%
42%
-
-
-
*
*
32%
-
Writing
2015
34%
21%
18%
-
16%
*
-
-
-
-
*
17%
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
10%
-
9%
*
-
-
-
*
*
8%
*
Reading
2015
17%
8%
14%
-
13%
*
-
-
-
*
*
12%
*
Writing
2015
9%
4%
*
-
*
*
-
-
-
-
*
*
-
57%
48%
61%
-
58%
*
-
-
-
-
*
58%
*
59%
54%
61%
-
58%
*
-
-
-
-
*
58%
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 124
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 611
2014-15 Campus Performance ‡
Campus Name: SCHALLERT EL
Grade Span: PK - 04
Campus Number: 125901107
School Type: Elementary
Asian
Special Ed
Econ Disadv
ELL^
District
Campus
15%
10%
17%
-
15%
*
-
-
-
-
*
12%
*
16%
12%
17%
-
15%
*
-
-
-
-
*
12%
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 35% 2014 45% 30% 35%
-
32% 35%
* *
-
-
-
-
* *
26% 38%
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015 Reading
TEA Division of Performance Reporting
2015
Page 125
White
Two or More Races
State
Hispanic
American Indian
Pacific Islander
African American
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 611
2014-15 Campus Performance ‡
Campus Name: SCHALLERT EL Campus Number: 125901107
Grade Span: PK - 04
Bilingual Education/English as a Second Language
State District STAAR Percent at Phase-in Satisfactory Standard or Above All Grades All Subjects 2015 77% 62%
(Current Year ELL Students)
Bilingual BE-Trans BE-Trans BE-Dual BE-Dual Campus Education Early Exit Late Exit Two-Way One-Way
ESL
ESL Content
ESL Pull-Out
LEP No LEP With Services Services
Total ELL
67%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
77%
64%
70%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
72%
59%
61%
-
-
-
-
-
-
-
-
-
-
-
23%
25%
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Postsecondary Readiness Standard All Grades Two or More Subjects 2015 41% Reading
2015
46%
30%
34%
-
-
-
-
-
-
-
-
-
-
-
Writing
2015
34%
21%
18%
-
-
-
-
-
-
-
-
-
-
-
STAAR Percent at Advanced Standard All Grades All Subjects 2015
16%
6%
10%
*
*
-
-
-
-
-
-
-
*
*
Reading
2015
17%
8%
14%
*
*
-
-
-
-
-
-
-
*
*
Writing
2015
9%
4%
*
-
-
-
-
-
-
-
-
-
-
-
57%
48%
61%
*
*
-
-
-
-
-
-
-
*
*
2015
59%
54%
61%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Exceeded Progress All Grades All Subjects 2015
15%
10%
17%
*
*
-
-
-
-
-
-
-
*
*
16%
12%
17%
*
*
-
-
-
-
-
-
-
*
*
Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading 2015 39% 29% 35% 2014 45% 30% 35%
*
*
-
-
-
-
-
-
-
*
*
STAAR Percent Met or Exceeded Progress All Grades All Subjects 2015 Reading
Reading
TEA Division of Performance Reporting
2015
Page 126
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD
Total Students: 611
2014-15 Campus Participation ‡
Campus Name: SCHALLERT EL
Grade Span: PK - 04
Campus Number: 125901107
School Type: Elementary
White
Asian
Two or More Races
Special Ed
Econ Disadv
ELL
State
District
Campus
99% 94%
96% 93%
99% 98%
-
99% 97%
100% 100%
-
-
-
* *
100% 100%
99% 98%
* *
4% 1% 1% 1% 0%
3% 0% 4% 2% 2%
2% 0% 1% 0% 1%
-
2% 0% 1% 0% 1%
0% 0% 0% 0% 0%
-
-
-
* * * * *
0% 0% 0% 0% 0%
2% 0% 1% 0% 1%
* * * * *
Hispanic
American Indian
Pacific Islander
African American
2015 STAAR Participation (All Grades) All Tests Test Participant Included in Accountability Not Included in Accountability Mobile Other Exclusions Not Tested Absent Other
TEA Division of Performance Reporting
Page 127
TEXAS EDUCATION AGENCY
Texas Academic Performance Report
District Name: ALICE ISD Campus Name: SCHALLERT EL Campus Number: 125901107
Attendance Rate 2013-14 2012-13
TEA Division of Performance Reporting
Total Students: 611 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Attendance and Postsecondary Readiness
State
District
Campus
African American
Hispanic
White
American Indian
Asian
95.9% 95.8%
92.9% 92.7%
94.9% 94.8%
* *
95.0% 94.6%
94.2% 96.2%
-
*
Page 128
Pacific Two or Islander More Races -
* *
Special Ed
Econ Disadv
ELL
93.4% 94.4%
94.7% 94.4%
96.5% 95.2%
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SCHALLERT EL Campus Number: 125901107
Student Information
Texas Academic Performance Report
Total Students: 611 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
Total Students:
611
100.0%
5,226
5,215,282
Students by Grade: Early Childhood Education Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
0 64 105 106 122 108 106 0 0 0 0 0 0 0 0
0.0% 10.5% 17.2% 17.3% 20.0% 17.7% 17.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 5.0% 7.8% 8.3% 8.7% 7.9% 7.3% 7.0% 6.9% 7.1% 7.2% 9.5% 6.2% 5.7% 5.4%
0.2% 4.2% 7.5% 7.9% 7.8% 7.6% 7.5% 7.4% 7.4% 7.3% 7.4% 8.0% 7.2% 6.6% 5.9%
Ethnic Distribution: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
4 566 36 0 2 0 3
0.7% 92.6% 5.9% 0.0% 0.3% 0.0% 0.5%
0.4% 94.2% 4.6% 0.1% 0.5% 0.0% 0.2%
12.6% 52.0% 28.9% 0.4% 3.9% 0.1% 2.0%
Economically Disadvantaged Non-Educationally Disadvantaged English Language Learners (ELL) Students w/ Disciplinary Placements (2013-2014) At-Risk Mobility (2013-2014)
488 123 20 0 335 89
79.9% 20.1% 3.3% 0.0% 54.8% 17.8%
78.0% 22.0% 3.8% 1.5% 47.8% 15.5%
58.8% 41.2% 18.2% 1.5% 51.2% 16.9%
TEA Division of Performance Reporting
Page 129
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SCHALLERT EL Campus Number: 125901107
Student Information
Texas Academic Performance Report
Total Students: 611 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
--------- Non-Special Education Rates --------Campus District State
------------- Special Education Rates ------------Campus District State
RetentionRates by Grade: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Class Size Information
0.0% 3.4% 6.7% 0.0% 1.1% -
0.8% 7.2% 6.6% 3.1% 0.3% 3.1% 1.2% 1.8% 1.1%
Campus
2.0% 4.3% 2.9% 2.2% 1.2% 1.3% 0.7% 1.0% 1.0%
0.0% 16.7% 0.0% 8.3% 0.0% -
0.0% 6.9% 5.1% 4.3% 0.0% 0.0% 0.0% 0.0% 0.0%
8.6% 8.1% 3.9% 1.6% 0.9% 0.9% 0.8% 1.1% 1.4%
District
State
21.2 21.2 20.2 20.8 20.2 -
15.9 20.4 18.7 20.3 19.9 16.5 16.8
19.2 19.3 19.3 19.1 19.1 20.8 20.3
-
18.8 20.2 19.3 21.7 18.9
17.2 18.9 18.1 19.1 19.6
Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies
TEA Division of Performance Reporting
Page 130
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SCHALLERT EL Campus Number: 125901107
Staff Information
Texas Academic Performance Report
Total Students: 611 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------------- Campus ---------------------Count/Average Percent
District
State
Total Staff
54.5
100.0%
100.0%
100.0%
Professional Staff: Teachers Professional Support Campus Administration (School Leadership)
41.5 33.0 5.0 3.5
76.1% 60.5% 9.2% 6.4%
60.9% 46.4% 8.5% 4.5%
64.5% 50.8% 9.7% 2.9%
Educational Aides:
13.0
23.9%
11.3%
9.6%
Total Minority Staff:
50.5
92.7%
83.3%
46.3%
Teachers by Ethnicity and Sex: African American Hispanic White American Indian Asian Pacific Islander Two or More Races
0.0 30.0 3.0 0.0 0.0 0.0 0.0
0.0% 90.9% 9.1% 0.0% 0.0% 0.0% 0.0%
0.8% 74.3% 24.5% 0.0% 0.0% 0.0% 0.3%
9.9% 25.6% 61.4% 0.4% 1.4% 0.2% 1.1%
0.0 33.0
0.0% 100.0%
23.9% 76.1%
23.4% 76.6%
Teachers by Highest Degree Held: No Degree Bachelors Masters Doctorate
0.0 27.0 6.0 0.0
0.0% 81.8% 18.2% 0.0%
1.1% 74.0% 23.8% 1.1%
0.9% 75.1% 23.4% 0.6%
Teachers by Years of Experience: Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
8.0 7.0 10.0 7.0 1.0
24.2% 21.2% 30.3% 21.2% 3.0%
11.4% 25.3% 20.2% 26.1% 17.0%
8.5% 26.1% 22.6% 26.9% 16.0%
Number of Students per Teacher
18.5
n/a
14.7
15.2
Males Females
TEA Division of Performance Reporting
Page 131
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SCHALLERT EL Campus Number: 125901107
Texas Academic Performance Report
Total Students: 611 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
Staff Information
Campus
District
State
6.7 5.1
11.3 7.6
11.0 7.5
Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers 1-5 Years Experience 6-10 Years Experience 11-20 Years Experience Over 20 Years Experience
$36,056 $38,429 $42,000 $47,157 $50,700
$37,081 $38,746 $42,524 $48,375 $51,540
$44,540 $46,575 $49,127 $52,640 $59,787
Average Actual Salaries (regular duties only): Teachers Professional Support Campus Administration (School Leadership)
$41,164 $42,996 $52,033
$44,011 $49,353 $51,287
$50,715 $59,791 $74,292
Instructional Staff Percent:
n/a
59.8%
64.6%
Contracted Instructional Staff (not incl. above):
0.1
0.9
2,090.1
Average Years Experience of Teachers: Average Years Experience of Teachers with District:
TEA Division of Performance Reporting
Page 132
TEXAS EDUCATION AGENCY District Name: ALICE ISD Campus Name: SCHALLERT EL Campus Number: 125901107
Program Information Student Enrollment by Program: Bilingual/ESL Education Career & Technical Education Gifted & Talented Education Special Education Teachers by Program (population served): Bilingual/ESL Education Career & Technical Education Compensatory Education Gifted & Talented Education Regular Education Special Education Other
Texas Academic Performance Report
Total Students: 611 Grade Span: PK - 04 School Type: Elementary
2014-15 Campus Profile
---------------- Campus ---------------Count Percent
District
State
20 0 8 34
3.3% 0.0% 1.3% 5.6%
3.5% 27.5% 5.2% 7.7%
17.8% 23.2% 7.6% 8.5%
0.0 0.0 3.2 0.0 28.8 1.0 0.0
0.0% 0.0% 9.7% 0.0% 87.3% 3.0% 0.0%
0.1% 5.1% 6.0% 1.0% 80.3% 5.6% 1.9%
5.9% 4.3% 3.1% 1.9% 72.6% 9.0% 3.3%
Link to: PEIMS Financial Standard Reports/ 2013-2014 Financial Actual Report '‡' Indicates that for 2015 STAAR grade 3 through 8 mathematics, STAAR A, and STAAR Alternate 2 assessments were excluded from TAPR rate calculations. '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '**' Indicates that the rates for Reading are based on the cumulativeresults from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group.
TEA Division of Performance Reporting
Page 133
2013-2014 Actual Financial data Totals for Alice ISD (125901) Total Membership: 5,406 District General Fund
%
Per Student
State All Funds
%
Per Student
All Funds
%
Per Student
Receipts Total Revenue Local Tax Other Local and Intermediate State Federal
41,661,850 100.00% 19,223,735 46.14% 458,504
7,707 3,556
1.10%
85
21,573,708 51.78% 405,903 0.97%
Total Receipts 43,126,608 100.00% Total Revenue 41,661,850 96.60% Equity Transfers 0 0.00% Total Other Resources 1,464,758 3.40%
55,762,007 100.00% 10,315 22,801,368 40.89% 4,218 1,625,367
2.91%
301
3,991 75
22,635,805 40.59% 8,699,467 15.60%
4,187 1,609
7,978 7,707 0 271
63,775,542 100.00% 11,797 55,762,007 87.43% 10,315 0 0.00% 0 8,013,535 12.57% 1,482
Fund Balances (for ISDs) Page 134
53,430,049,163 100.00% 10,406 23,537,291,639 44.05% 4,584 2,122,511,385
3.97%
413
22,106,826,577 41.38% 5,663,419,562 10.60%
4,305 1,103
64,750,683,327 100.00% 12,610 53,430,049,163 100.00% 10,406 1,122,766,960 1.73% 219 10,197,867,204 15.75% 1,986
Total Fund Balance** 14,357,121 34.46% Nonspendable Fund 67,777 0.16% Balance Restricted Fund 0 0.00% Balance Committed Fund 0 0.00% Balance Assigned Fund Balance 0 0.00% Unassigned Fund 14,289,344 34.30% Balance
2,656
18,280,321 32.78%
3,381
26,645,688,267 51.73% 325,412,744
5,402
13
67,777
0.12%
13
0.63%
66
0
2,134,293
3.83%
395
11,067,379,733 21.48%
2,244
0
1,788,907
3.21%
331
3,282,227,940
6.37%
665
0
0
0.00%
0
1,882,675,501
3.65%
382
2,643
14,289,344 25.63%
2,643
10,087,992,349 19.58%
2,045
7,344 5,627 1,522 0 196
55,676,614 100.00% 10,299 34,526,205 62.01% 6,387 14,213,738 25.53% 2,629 3,972,443 7.13% 735 2,964,228 5.32% 548
Disbursements Total Expenditures BY OBJECT Payroll Other Operating Debt Service Capital Outlay BY FUNCTION (Objects 6100-6400 only) Community Services (61)
39,703,808 100.00% 30,418,897 76.61% 8,225,525 20.72% 0 0.00% 1,059,386 2.67%
32,445
6
203,271
38
56,334,211,074 35,069,490,639 10,047,838,412 5,950,072,529 5,266,809,494
100.00% 10,971 62.25% 6,830 17.84% 1,957 10.56% 1,159 9.35% 1,026
209,485,174
41
Total Operating Expenditures
38,611,977 100.00%
7,142
48,536,672 100.00%
8,978
44,633,165,100 100.00%
8,692
Instruction (11,95) Instructional Res
20,746,717 53.73% 951,006 2.46%
3,838 176
25,023,194 51.56% 992,218 2.04%
4,629 184
25,448,473,140 57.02% 571,005,868 1.28%
4,956 111
Page 135
Media (12) Curriculum/Staff Develop (13) Instructional Leadership (21) School Leadership (23) Guidance Counseling Svcs (31) Social Work Services (32) Health Services (33) Transportation (34) Food (35) Extracurricular (36) General Administration (41,92) Plant Maint/Operation (51) Security/Monitoring (52) Data Processing Services (53) Total Disbursements Total Expenditures
228,863
0.59%
42
1,063,822
2.19%
197
922,169,731
2.07%
180
1,000,693
2.59%
185
1,251,013
2.58%
231
663,314,208
1.49%
129
2,603,667
6.74%
482
2,623,200
5.40%
485
2,581,353,060
5.78%
503
1,336,270
3.46%
247
1,743,258
3.59%
322
1,562,958,047
3.50%
304
169,442
0.44%
31
170,144
0.35%
31
122,313,864
0.27%
24
400,560 893,394 0 1,731,802
1.04% 2.31% 0.00% 4.49%
74 165 0 320
427,778 893,394 3,368,574 2,422,896
0.88% 1.84% 6.94% 4.99%
79 165 623 448
444,949,486 1,308,273,663 2,577,586,605 1,265,051,350
1.00% 2.93% 5.78% 2.83%
87 255 502 246
1,263,379
3.27%
234
1,263,403
2.60%
234
1,478,214,870
3.31%
288
6,468,300 16.75%
1,197
6,475,894 13.34%
1,198
4,557,985,513 10.21%
888
413,466
1.07%
76
413,466
0.85%
76
380,476,830
0.85%
74
404,418
1.05%
75
404,418
0.83%
75
749,038,865
1.68%
146
40,200,903 100.00% 39,703,808 98.76%
7,436 7,344
62,378,005 100.00% 11,539 55,676,614 89.26% 10,299 Page 136
61,604,761,469 100.00% 11,998 56,334,211,074 100.00% 10,971
Equity Transfers Total Other Uses Intergovernmental Charge
0 0
0.00% 0.00%
0 0
0 6,204,296
0.00% 9.95%
0 1,148
1,122,766,960 3,566,244,195
1.73% 5.79%
219 695
497,095
1.24%
92
497,095
0.80%
92
581,539,240
1.30%
113
5,358
33,885,563 100.00%
6,268
33,337,172,280 100.00%
6,493
3,306 27 252
17,871,750 52.74% 145,641 0.43% 1,402,751 4.14%
3,306 27 259
19,882,619,780 59.64% 394,615,167 1.18% 1,184,907,278 3.55%
3,872 77 231
677
4,570,341 13.49%
845
5,066,610,853 15.20%
987
117 12
2,867,369 152,051
8.46% 0.45%
530 28
1,738,349,914 880,288,537
5.21% 2.64%
339 171
0
0
0.00%
0
127,698,362
0.38%
25
82
445,481
1.31%
82
202,732,055
0.61%
39
0
0
0.00%
0
23,191,202
0.07%
5
402
3,665,749 10.82%
678
1,816,342,310
5.45%
354
222
1,363,195
4.02%
252
860,275,208
2.58%
168
46 214
246,623 1,154,612
0.73% 3.41%
46 214
380,228,185 779,313,429
1.14% 2.34%
74 152
Program Expenditures Operating Expenditures 28,962,899 100.00% Program Regular 17,871,750 61.71% Gifted and Talented 145,641 0.50% Career and Technical 1,361,661 4.70% Students with 3,659,906 12.64% Disabilities Accelerated Education 632,619 2.18% Bilingual 66,813 0.23% Nondisc Alt Ed-AEP 0 0.00% Basic Serv Disc Alt Ed-DAEP Basic 445,481 1.54% Serv Disc Alt Ed-DAEP 0 0.00% Supplemental T1 A Schoolwide-St 2,175,600 7.51% Comp>=40% Athletics/Related 1,202,193 4.15% Activities High School Allotment 246,623 0.85% Prekindergarten 1,154,612 3.99%
Page 137
District Instructional Expenditure Ratio
State
59.1%
63.7%
1.0400
1.0725
0.1937
0.1812
1.2337
1.2538
Tax Rates 2013 (current tax year) Tax Rates Maintenance and Operations Interest and Sinking Funds Total Tax Rate
2012 Tax Year State Certified Property Values Property Value Property Value per pupil Property Value by category: Business Residential Land Oil and Gas Other
Amount Percent 1,596,956,956 N/A
Amount 1,766,822,499,104
Percent N/A
N/A
358,703
N/A
1,135,354,242 65.45% 388,209,028 22.38% 172,388,171 9.94% 20,097,230 1.16% 18,658,635 1.08%
682,214,492,680 1,055,132,999,498 120,643,570,625 128,013,368,497 10,341,459,606
34.17% 52.85% 6.04% 6.41% 0.52%
295,405
Page 138
Percent of Total Budgeted Expenditures 2013-2014 School Districts' General Fund Unassigned Fund Balance*** 2013-2014 School Districts' General Fund Total Budgeted Expenditures 2013-2014 School Districts' Percent of Total Budgeted Expenditures
14,289,344
10,079,251,575
41,363,686
38,592,012,767
34.5%
26.1%
** Fund balance percentages are calculated by dividing the fund balance by either the general revenue or all funds. The percentages illustrate the size of the fund balance in relation to total revenues. Charter schools report net assets rather than fund balances. *** The TEA does not have encumbrance data to subtract from the fund balances.
Page 139
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Alice H S District: ALICE ISD Campus Number: 125901001 Total Membership: 1,450 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
10,786,044
100.00
7,439
11,677,575
100.00
8,054
Operating-Payroll
8,193,584
75.96
5,651
8,762,894
75.04
6,043
Other Operating
2,482,172
23.01
1,712
2,804,393
24.02
1,934
Non-Operating(Equipt/Supplies)
110,288
1.02
76
110,288
0.94
76
Total Operating Expenditures
10,675,756
100.00
7,363
11,567,287
100.00
7,977
Instruction (11,95) *
6,218,461
58.25
4,289
6,767,460
58.51
4,667
Instructional Res/Media (12) *
176,801
1.66
122
176,801
1.53
122
Curriculum/Staff Develop (13) *
86,339
0.81
60
150,491
1.30
104
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 140
School Campus: Alice H S District: ALICE ISD Campus Number: 125901001 Total Membership: 1,450 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
233,390
2.19
161
233,390
2.02
161
School Leadership (23) *
801,852
7.51
553
802,841
6.94
554
Guidance/Counseling Svcs (31) *
416,117
3.90
287
482,782
4.17
333
Social Work Services (32) *
158,863
1.49
110
158,863
1.37
110
Health Services (33) *
100,211
0.94
69
100,211
0.87
69
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
1,353,076
12.67
933
1,563,802
13.52
1,078
Plant Maint/Operation (51) * **
1,113,261
10.43
768
1,113,261
9.62
768
Security/Monitoring (52) * **
17,385
0.16
12
17,385
0.15
12
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
5,650
8,757,219
100.00
6,039
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
8,192,034
Page 141
School Campus: Alice H S District: ALICE ISD Campus Number: 125901001 Total Membership: 1,450 General Fund
%
Per Student
All Funds
%
Per Student
Regular
4,913,131
59.97
3,388
4,913,131
56.10
3,388
Gifted & Talented
3,051
0.04
2
3,051
0.03
2
Career & Technical
1,280,936
15.64
883
1,322,026
15.10
912
Students with Disabilities
936,398
11.43
646
1,046,987
11.96
722
Accelerated Education
0
0.00
0
65,581
0.75
45
Bilingual
846
0.01
1
2,388
0.03
2
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
270,718
3.30
187
270,718
3.09
187
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
553,493
6.76
382
899,876
10.28
621
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
233,461
2.85
161
233,461
2.67
161
Page 142
School Campus: Alice H S District: ALICE ISD Campus Number: 125901001 Total Membership: 1,450
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
0
0.00
0
0
0.00
0
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 143
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Dubose Int District: ALICE ISD Campus Number: 125901041 Total Membership: 413 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
2,144,965
100.00
5,194
2,315,937
100.00
5,608
Operating-Payroll
1,863,106
86.86
4,511
1,963,408
84.78
4,754
Other Operating
281,859
13.14
682
352,529
15.22
854
Non-Operating(Equipt/Supplies)
0
0.00
0
0
0.00
0
Total Operating Expenditures
2,144,965
100.00
5,194
2,315,937
100.00
5,608
Instruction (11,95) *
1,375,175
64.11
3,330
1,481,900
63.99
3,588
Instructional Res/Media (12) *
99,892
4.66
242
99,892
4.31
242
Curriculum/Staff Develop (13) *
10,995
0.51
27
11,595
0.50
28
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 144
School Campus: Dubose Int District: ALICE ISD Campus Number: 125901041 Total Membership: 413 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
65,410
3.05
158
65,410
2.82
158
School Leadership (23) *
228,582
10.66
553
229,368
9.90
555
Guidance/Counseling Svcs (31) *
100,185
4.67
243
100,185
4.33
243
Social Work Services (32) *
994
0.05
2
994
0.04
2
Health Services (33) *
29,435
1.37
71
29,435
1.27
71
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
6,904
0.32
17
69,765
3.01
169
Plant Maint/Operation (51) * **
225,555
10.52
546
225,555
9.74
546
Security/Monitoring (52) * **
1,838
0.09
4
1,838
0.08
4
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
4,626
2,014,841
100.00
4,879
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
1,910,668
Page 145
School Campus: Dubose Int District: ALICE ISD Campus Number: 125901041 Total Membership: 413 General Fund
%
Per Student
All Funds
%
Per Student
Regular
1,290,907
67.56
3,126
1,290,907
64.07
3,126
Gifted & Talented
2,570
0.13
6
2,570
0.13
6
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
370,783
19.41
898
371,693
18.45
900
Accelerated Education
0
0.00
0
10,216
0.51
25
Bilingual
322
0.02
1
1,940
0.10
5
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
246,086
12.88
596
337,515
16.75
817
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 146
School Campus: Dubose Int District: ALICE ISD Campus Number: 125901041 Total Membership: 413
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
0
0.00
0
0
0.00
0
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 147
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Memorial Int Campus Number: 125901042
District: ALICE ISD Total Membership: 346 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
2,256,321
100.00
6,521
2,420,394
100.00
6,995
Operating-Payroll
1,839,194
81.51
5,316
1,962,073
81.06
5,671
Other Operating
417,127
18.49
1,206
458,321
18.94
1,325
Non-Operating(Equipt/Supplies)
0
0.00
0
0
0.00
0
Total Operating Expenditures
2,256,321
100.00
6,521
2,420,394
100.00
6,995
Instruction (11,95) *
1,510,318
66.94
4,365
1,642,062
67.84
4,746
Instructional Res/Media (12) *
77,848
3.45
225
77,848
3.22
225
Curriculum/Staff Develop (13) *
9,157
0.41
26
9,458
0.39
27
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 148
School Campus: Memorial Int Campus Number: 125901042
District: ALICE ISD Total Membership: 346 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
56,987
2.53
165
56,987
2.35
165
School Leadership (23) *
194,129
8.60
561
194,504
8.04
562
Guidance/Counseling Svcs (31) *
97,405
4.32
282
97,405
4.02
282
Social Work Services (32) *
888
0.04
3
888
0.04
3
Health Services (33) *
26,524
1.18
77
26,524
1.10
77
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
13,523
0.60
39
45,176
1.87
131
Plant Maint/Operation (51) * **
269,166
11.93
778
269,166
11.12
778
Security/Monitoring (52) * **
376
0.02
1
376
0.02
1
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
5,703
2,103,519
100.00
6,080
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
1,973,256
Page 149
School Campus: Memorial Int Campus Number: 125901042
District: ALICE ISD Total Membership: 346 General Fund
%
Per Student
All Funds
%
Per Student
Regular
1,461,598
74.07
4,224
1,461,598
69.48
4,224
Gifted & Talented
918
0.05
3
918
0.04
3
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
309,748
15.70
895
331,793
15.77
959
Accelerated Education
0
0.00
0
5,401
0.26
16
Bilingual
561
0.03
2
2,337
0.11
7
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
200,431
10.16
579
301,472
14.33
871
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 150
School Campus: Memorial Int Campus Number: 125901042
District: ALICE ISD Total Membership: 346
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
0
0.00
0
0
0.00
0
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 151
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Adams Middle Campus Number: 125901043
District: ALICE ISD Total Membership: 778 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
4,474,315
100.00
5,751
4,765,401
100.00
6,125
Operating-Payroll
3,884,320
86.81
4,993
4,110,480
86.26
5,283
Other Operating
589,995
13.19
758
654,921
13.74
842
Non-Operating(Equipt/Supplies)
0
0.00
0
0
0.00
0
Total Operating Expenditures
4,474,315
100.00
5,751
4,765,401
100.00
6,125
Instruction (11,95) *
2,930,363
65.49
3,767
3,105,235
65.16
3,991
Instructional Res/Media (12) *
123,444
2.76
159
123,444
2.59
159
Curriculum/Staff Develop (13) *
29,167
0.65
37
29,167
0.61
37
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 152
School Campus: Adams Middle Campus Number: 125901043
District: ALICE ISD Total Membership: 778 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
132,864
2.97
171
132,864
2.79
171
School Leadership (23) *
420,165
9.39
540
420,767
8.83
541
Guidance/Counseling Svcs (31) *
155,634
3.48
200
218,578
4.59
281
Social Work Services (32) *
2,036
0.05
3
2,036
0.04
3
Health Services (33) *
60,402
1.35
78
60,402
1.27
78
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
205,734
4.60
264
258,402
5.42
332
Plant Maint/Operation (51) * **
413,456
9.24
531
413,456
8.68
531
Security/Monitoring (52) * **
1,050
0.02
1
1,050
0.02
1
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
4,954
4,077,569
100.00
5,241
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
3,854,075
Page 153
School Campus: Adams Middle Campus Number: 125901043
District: ALICE ISD Total Membership: 778 General Fund
%
Per Student
All Funds
%
Per Student
Regular
2,612,903
67.80
3,358
2,612,903
64.08
3,358
Gifted & Talented
2,464
0.06
3
2,464
0.06
3
Career & Technical
39,688
1.03
51
39,688
0.97
51
Students with Disabilities
642,474
16.67
826
673,733
16.52
866
Accelerated Education
0
0.00
0
12,655
0.31
16
Bilingual
485
0.01
1
1,827
0.04
2
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
174,763
4.53
225
174,763
4.29
225
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
375,798
9.75
483
554,036
13.59
712
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
5,500
0.14
7
5,500
0.13
7
Page 154
School Campus: Adams Middle Campus Number: 125901043
District: ALICE ISD Total Membership: 778
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
0
0.00
0
0
0.00
0
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 155
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Hillcrest El District: ALICE ISD Campus Number: 125901101 Total Membership: 298 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
1,642,268
100.00
5,511
1,763,772
100.00
5,919
Operating-Payroll
1,404,006
85.49
4,711
1,471,747
83.44
4,939
Other Operating
217,508
13.24
730
271,271
15.38
910
Non-Operating(Equipt/Supplies)
20,754
1.26
70
20,754
1.18
70
Total Operating Expenditures
1,621,514
100.00
5,441
1,743,018
100.00
5,849
Instruction (11,95) *
1,119,370
69.03
3,756
1,203,562
69.05
4,039
Instructional Res/Media (12) *
58,285
3.59
196
58,285
3.34
196
Curriculum/Staff Develop (13) *
8,361
0.52
28
8,361
0.48
28
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 156
School Campus: Hillcrest El District: ALICE ISD Campus Number: 125901101 Total Membership: 298 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
45,429
2.80
152
45,429
2.61
152
School Leadership (23) *
98,615
6.08
331
98,615
5.66
331
Guidance/Counseling Svcs (31) *
74,047
4.57
248
74,047
4.25
248
Social Work Services (32) *
790
0.05
3
790
0.05
3
Health Services (33) *
24,179
1.49
81
24,179
1.39
81
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
1,927
0.12
6
39,239
2.25
132
Plant Maint/Operation (51) * **
190,511
11.75
639
190,511
10.93
639
Security/Monitoring (52) * **
0
0.00
0
0
0.00
0
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
4,796
1,513,268
100.00
5,078
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
1,429,076
Page 157
School Campus: Hillcrest El District: ALICE ISD Campus Number: 125901101 Total Membership: 298 General Fund
%
Per Student
All Funds
%
Per Student
Regular
956,071
66.90
3,208
956,071
63.18
3,208
Gifted & Talented
121
0.01
0
121
0.01
0
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
129,141
9.04
433
129,621
8.57
435
Accelerated Education
0
0.00
0
3,595
0.24
12
Bilingual
110
0.01
0
8,790
0.58
29
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
143,957
10.07
483
215,394
14.23
723
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 158
School Campus: Hillcrest El District: ALICE ISD Campus Number: 125901101 Total Membership: 298
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
199,676
13.97
670
199,676
13.20
670
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 159
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Garcia El District: ALICE ISD Campus Number: 125901102 Total Membership: 221 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
1,296,182
100.00
5,865
1,561,282
100.00
7,065
Operating-Payroll
1,091,039
84.17
4,937
1,267,649
81.19
5,736
Other Operating
196,293
15.14
888
284,783
18.24
1,289
Non-Operating(Equipt/Supplies)
8,850
0.68
40
8,850
0.57
40
Total Operating Expenditures
1,287,332
100.00
5,825
1,552,432
100.00
7,025
Instruction (11,95) *
825,418
64.12
3,735
1,057,468
68.12
4,785
Instructional Res/Media (12) *
51,446
4.00
233
51,446
3.31
233
Curriculum/Staff Develop (13) *
5,919
0.46
27
8,078
0.52
37
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 160
School Campus: Garcia El District: ALICE ISD Campus Number: 125901102 Total Membership: 221 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
34,756
2.70
157
34,756
2.24
157
School Leadership (23) *
103,658
8.05
469
104,194
6.71
471
Guidance/Counseling Svcs (31) *
78,925
6.13
357
78,925
5.08
357
Social Work Services (32) *
570
0.04
3
570
0.04
3
Health Services (33) *
17,237
1.34
78
17,237
1.11
78
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
136
0.01
1
30,491
1.96
138
Plant Maint/Operation (51) * **
162,156
12.60
734
162,156
10.45
734
Security/Monitoring (52) * **
7,111
0.55
32
7,111
0.46
32
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
5,059
1,352,674
100.00
6,121
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
1,117,929
Page 161
School Campus: Garcia El District: ALICE ISD Campus Number: 125901102 Total Membership: 221 General Fund
%
Per Student
All Funds
%
Per Student
Regular
762,254
68.18
3,449
762,254
56.35
3,449
Gifted & Talented
121
0.01
1
121
0.01
1
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
156,971
14.04
710
222,925
16.48
1,009
Accelerated Education
0
0.00
0
8,471
0.63
38
Bilingual
242
0.02
1
8,735
0.65
40
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
88,864
7.95
402
240,691
17.79
1,089
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 162
School Campus: Garcia El District: ALICE ISD Campus Number: 125901102 Total Membership: 221
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
109,477
9.79
495
109,477
8.09
495
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 163
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Noonan El District: ALICE ISD Campus Number: 125901104 Total Membership: 489 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
2,521,839
100.00
5,157
2,792,870
100.00
5,711
Operating-Payroll
1,991,730
78.98
4,073
2,170,967
77.73
4,440
Other Operating
530,109
21.02
1,084
621,903
22.27
1,272
Non-Operating(Equipt/Supplies)
0
0.00
0
0
0.00
0
Total Operating Expenditures
2,521,839
100.00
5,157
2,792,870
100.00
5,711
Instruction (11,95) *
1,563,120
61.98
3,197
1,764,266
63.17
3,608
Instructional Res/Media (12) *
89,625
3.55
183
89,625
3.21
183
Curriculum/Staff Develop (13) *
15,324
0.61
31
15,324
0.55
31
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 164
School Campus: Noonan El District: ALICE ISD Campus Number: 125901104 Total Membership: 489 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
69,411
2.75
142
69,411
2.49
142
School Leadership (23) *
206,390
8.18
422
206,634
7.40
423
Guidance/Counseling Svcs (31) *
87,740
3.48
179
87,740
3.14
179
Social Work Services (32) *
1,143
0.05
2
1,143
0.04
2
Health Services (33) *
34,563
1.37
71
34,563
1.24
71
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
414
0.02
1
70,055
2.51
143
Plant Maint/Operation (51) * **
453,409
17.98
927
453,409
16.23
927
Security/Monitoring (52) * **
700
0.03
1
700
0.03
1
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
4,228
2,268,706
100.00
4,639
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
2,067,316
Page 165
School Campus: Noonan El District: ALICE ISD Campus Number: 125901104 Total Membership: 489 General Fund
%
Per Student
All Funds
%
Per Student
Regular
1,312,754
63.50
2,685
1,312,754
57.86
2,685
Gifted & Talented
775
0.04
2
775
0.03
2
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
269,746
13.05
552
315,299
13.90
645
Accelerated Education
0
0.00
0
8,748
0.39
18
Bilingual
1,183
0.06
2
11,393
0.50
23
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
179,728
8.69
368
316,607
13.96
647
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 166
School Campus: Noonan El District: ALICE ISD Campus Number: 125901104 Total Membership: 489
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
303,130
14.66
620
303,130
13.36
620
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 167
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Saenz El District: ALICE ISD Campus Number: 125901105 Total Membership: 458 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
2,401,052
100.00
5,242
2,652,329
100.00
5,791
Operating-Payroll
2,028,448
84.48
4,429
2,177,582
82.10
4,755
Other Operating
372,604
15.52
814
474,747
17.90
1,037
Non-Operating(Equipt/Supplies)
0
0.00
0
0
0.00
0
Total Operating Expenditures
2,401,052
100.00
5,242
2,652,329
100.00
5,791
Instruction (11,95) *
1,612,153
67.14
3,520
1,787,812
67.41
3,904
Instructional Res/Media (12) *
89,688
3.74
196
89,688
3.38
196
Curriculum/Staff Develop (13) *
11,413
0.48
25
11,413
0.43
25
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 168
School Campus: Saenz El District: ALICE ISD Campus Number: 125901105 Total Membership: 458 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
59,636
2.48
130
59,636
2.25
130
School Leadership (23) *
189,118
7.88
413
189,118
7.13
413
Guidance/Counseling Svcs (31) *
77,696
3.24
170
77,696
2.93
170
Social Work Services (32) *
1,080
0.04
2
1,080
0.04
2
Health Services (33) *
33,402
1.39
73
33,402
1.26
73
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
432
0.02
1
76,050
2.87
166
Plant Maint/Operation (51) * **
324,172
13.50
708
324,172
12.22
708
Security/Monitoring (52) * **
2,262
0.09
5
2,262
0.09
5
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
4,529
2,249,845
100.00
4,912
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
2,074,186
Page 169
School Campus: Saenz El District: ALICE ISD Campus Number: 125901105 Total Membership: 458 General Fund
%
Per Student
All Funds
%
Per Student
Regular
1,484,172
71.55
3,241
1,484,172
65.97
3,241
Gifted & Talented
1,058
0.05
2
1,058
0.05
2
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
189,167
9.12
413
225,459
10.02
492
Accelerated Education
0
0.00
0
11,148
0.50
24
Bilingual
41
0.00
0
10,262
0.46
22
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
81,050
3.91
177
199,048
8.85
435
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 170
School Campus: Saenz El District: ALICE ISD Campus Number: 125901105 Total Membership: 458
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
318,698
15.36
696
318,698
14.17
696
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 171
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Salazar El District: ALICE ISD Campus Number: 125901106 Total Membership: 319 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
1,850,952
100.00
5,802
2,052,501
100.00
6,434
Operating-Payroll
1,625,819
87.84
5,097
1,706,286
83.13
5,349
Other Operating
225,133
12.16
706
346,215
16.87
1,085
Non-Operating(Equipt/Supplies)
0
0.00
0
0
0.00
0
Total Operating Expenditures
1,850,952
100.00
5,802
2,052,501
100.00
6,434
Instruction (11,95) *
1,241,725
67.09
3,893
1,393,849
67.91
4,369
Instructional Res/Media (12) *
80,096
4.33
251
80,096
3.90
251
Curriculum/Staff Develop (13) *
9,121
0.49
29
11,976
0.58
38
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 172
School Campus: Salazar El District: ALICE ISD Campus Number: 125901106 Total Membership: 319 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
56,450
3.05
177
56,450
2.75
177
School Leadership (23) *
135,538
7.32
425
137,928
6.72
432
Guidance/Counseling Svcs (31) *
91,610
4.95
287
91,610
4.46
287
Social Work Services (32) *
880
0.05
3
880
0.04
3
Health Services (33) *
26,198
1.42
82
26,198
1.28
82
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
5,276
0.29
17
49,456
2.41
155
Plant Maint/Operation (51) * **
203,437
10.99
638
203,437
9.91
638
Security/Monitoring (52) * **
621
0.03
2
621
0.03
2
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
5,146
1,798,987
100.00
5,639
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
1,641,618
Page 173
School Campus: Salazar El District: ALICE ISD Campus Number: 125901106 Total Membership: 319 General Fund
%
Per Student
All Funds
%
Per Student
Regular
1,171,202
71.34
3,671
1,171,202
65.10
3,671
Gifted & Talented
1,160
0.07
4
1,160
0.06
4
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
277,071
16.88
869
278,677
15.49
874
Accelerated Education
0
0.00
0
6,011
0.33
19
Bilingual
184
0.01
1
8,749
0.49
27
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
154,027
9.38
483
295,214
16.41
925
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 174
School Campus: Salazar El District: ALICE ISD Campus Number: 125901106 Total Membership: 319
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
37,974
2.31
119
37,974
2.11
119
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
Page 175
TEXAS EDUCATION AGENCY 2013-2014 PEIMS Actual Financial Data by Campus
School Campus: Schallert El District: ALICE ISD Campus Number: 125901107 Total Membership: 634 General Fund
%
Per Student
All Funds
%
Per Student
Total Expenditures
2,806,708
100.00
4,427
3,079,043
100.00
4,857
Operating-Payroll
2,397,928
85.44
3,782
2,591,412
84.16
4,087
Other Operating
377,843
13.46
596
456,694
14.83
720
Non-Operating(Equipt/Supplies)
30,937
1.10
49
30,937
1.00
49
Total Operating Expenditures
2,775,771
100.00
4,378
3,048,106
100.00
4,808
Instruction (11,95) *
1,932,633
69.63
3,048
2,131,833
69.94
3,363
Instructional Res/Media (12) *
99,964
3.60
158
99,991
3.28
158
Curriculum/Staff Develop (13) *
15,275
0.55
24
16,275
0.53
26
Expenditures by Object (Objects 6100-6600)
Expenditures by Function (Objects 6100-6400 Only)
Page 176
School Campus: Schallert El District: ALICE ISD Campus Number: 125901107 Total Membership: 634 General Fund
%
Per Student
All Funds
%
Per Student
Instructional Leadership (21) *
79,534
2.87
125
79,534
2.61
125
School Leadership (23) *
219,223
7.90
346
219,823
7.21
347
Guidance/Counseling Svcs (31) *
89,338
3.22
141
89,338
2.93
141
Social Work Services (32) *
1,361
0.05
2
1,361
0.04
2
Health Services (33) *
41,521
1.50
65
41,521
1.36
65
Food (35) **
0
0.00
0
0
0.00
0
Extracurricular (36) *
385
0.01
1
71,893
2.36
113
Plant Maint/Operation (51) * **
296,032
10.66
467
296,032
9.71
467
Security/Monitoring (52) * **
505
0.02
1
505
0.02
1
Data Processing Svcs (53)* **
0
0.00
0
0
0.00
0
100.00
3,910
2,678,049
100.00
4,224
Program expenditures by Program (Objects 6100-6400 only) Total Operating Expenditures
2,478,849
Page 177
School Campus: Schallert El District: ALICE ISD Campus Number: 125901107 Total Membership: 634 General Fund
%
Per Student
All Funds
%
Per Student
Regular
1,893,458
76.38
2,987
1,893,458
70.70
2,987
Gifted & Talented
655
0.03
1
655
0.02
1
Career & Technical
0
0.00
0
0
0.00
0
Students with Disabilities
246,131
9.93
388
272,204
10.16
429
Accelerated Education
0
0.00
0
9,471
0.35
15
Bilingual
782
0.03
1
10,743
0.40
17
Nondisc Alted-AEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Basic Serv
0
0.00
0
0
0.00
0
Disc Alted-DAEP Supplemental
0
0.00
0
0
0.00
0
T1 A Schoolwide-St Comp >=40%
152,166
6.14
240
305,861
11.42
482
Athletic Programming
0
0.00
0
0
0.00
0
High School Allotment
0
0.00
0
0
0.00
0
Page 178
School Campus: Schallert El District: ALICE ISD Campus Number: 125901107 Total Membership: 634
Prekindergarten
General Fund
%
Per Student
All Funds
%
Per Student
185,657
7.49
293
185,657
6.93
293
*Please refer to Sections 1.4.13-1.4.13.2 in the Financial Accountability System Resource Guide for information concerning requirements for accounting for expenditures by campus. **Please note that, in many instances, expenditures under function codes 34-99 are not directly attributable to a specific campus. It is recommended that district-level data (http://www.tea.state.tx.us/index2.aspx?id=2147495078) be used for the analysis of costs reported by comparable school districts.
Note: Some amounts may not total due to rounding.
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20I4-20I5 Accreditation Statuses
Home I Student Testing and Accountability I Accountab ility I Accreditation Status
2014-2015 Accreditation Statuses The Texas Education Agency awards an accreditation status to each public school district and charter school. The accreditation status is based on the academic accountability rating and financial ratings from the Financial Integrity Rating System of Texas. A district or charter must be accredited by the state to operate as a public school. The district accreditation statuses for 2014-2015 are listed below: Show/Hide columns: CDN I Name I ESC I 2010 FIRST Rating I 2010 Accountability Rating 12011 FIRST Rating I2011Accountability Rating I 2012 FIRST Rating 1 2012 Accountability Rating 12013 FIRST Rating 12013 Accountability Rating 1 2014 FIRST Rating 1 2014 Accountability Rating 1 2014-2015 Accreditation Status 1 Reason For Status 1 Notes Show 1o v entries Search:Alice
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CON
125901 ALICE lSD
Name
ESC
2
2014 2014 2014-2015 FIRST Accountabil ity Accreditation Rating Rating Status Superior Achievement Met Standard ACCREDITED
Showing 1 to 1 of 1 entries (filtered from 1,234 total entries) Previous1Next
P a g e 180
Reason For Status
Notes
Alice Independent School District District Improvement Plan 2015-2016 Accountability Rating: Met Standard
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Mission Statement The mission of the Alice Independent School District, as a total community educational system committed to excellence, with primary emphasis on the Pre-K to 12 program, is to graduate students who, through participation in a quality instruction program, in innovative and challenging educational experiences, and in creative partnerships with the community, will develop self-esteem, moral values, problem-solving abilities, and communication skills which will prepare them to become responsible, productive citizens of the 21st century.
Vision The vision of Alice Independent School District is to graduate students with tools that will empower them to successfully complete a post-secondary program and become productive participants in a global community.
Board of Trustees Servando C. Garza, Jr. Mike Cochran Anjanette Benavidez Ben Salinas, Jr. Herman Arellano, III Lee Ramon Mark Dominguez Page 182
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Table of Contents The mission of the Alice Independent School District, as a total community educational system committed to excellence, with primary emphasis on the Pre-K to 12 program, is to graduate students who, through participation in a quality instruction program, in innovative and challenging educational experiences, and in creative partnerships with the community, will develop self-esteem, moral values, problem-solving abilities, and communication skills which will prepare them to become responsible, productive citizens of the 21st century. ........................................................................................................ 2 Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Demographics ..................................................................................................................................................................................................................................... 5 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 District Culture and Climate ........................................................................................................................................................................... 17 Staff Quality, Recruitment, and Retention ......................................................................................................................................................... 23 Curriculum, Instruction, and Assessment ........................................................................................................................................................... 31 Family and Community Involvement ............................................................................................................................................................... 37 District Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Technology .................................................................................................................................................................................................... 49 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Goals ................................................................................................................................................................................................................ 56 Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. ...................................................................................................................................................................... 56 Goal 2: All students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. ....................125 Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ................................... 129 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 Federal System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 Personnel for District Improvement Plan: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146 Instruction by highly qualified professional teachers ......................................................................................................................................... 147 Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146 District Funding Summary ................................................................................................................................................................................150
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Comprehensive Needs Assessment Demographics
Demographics Summary AHS needs to develop a plan or have access to a short- and long-term plan that provides information for future demographic changes in student population. Enrollment numbers indicate a steady increase over the last four years except for a small fluctuation in the 2010-2011 school year. According to the data on ethnicity 92% of the school is Hispanic, 7% are Caucasion, less than 1% are African America, Asian, and American Indian. No Pacific Islander groups are represented. According to the data, WAMS enrollment has remained steady. The school has an overall Hispanic ethnicity with slight variations in Caucasion, African American, Native American, and Asian ethnicities. In the area of special programs, the enrollment numbers are overall represented by Hispanics. Total special program student enrollment are as follows: At Risk 382, ESL 35, GT 91, 504 40, Special Ed 95, Migrant 58, Dyslexic 35. WAMS is not over represented in this category, considering that the school population is 92% Hispanic. The special programs, viewed over time, suggests that students are entering special programs in the areas of ESL, 504, and SPED programs, but not making enough progress to exit the program. Data was taken from TELPAS and current special education data. Students at WAMS who are identified as At Risk are predominantly of Hispanic ethnicity. These students tend to be At Risk in the areas of reading and math. In addition, migrant students of hispanic origin also fall within these At Risk categories. The mobility rate at the WAMS campus is at 7%. The stability rate is 93%. In the area of staff demographics, there is a total of 94 staff members assigned to WAMS. Of these 94 people, 23 are male and 71 are female. The overall ethnic breakdown is 64 Hispanic, and 27 are Caucasian, Asian, or other. In the area of teacher/student ratios, there are a total of 48 certified teachers, excluding band/choir staff members. The total student enrollment is 886 campus wide, with an overall rate of 18 students per teacher. WAMS is the only middle school in the community and the demographics at the campus represents the whole community. Grade Breakdown Grade 5 202 51.8% Page 185
Grade 6 188 48.2% Ethnicity African American 0.3% Hispanic 93.3% White 4.9% American Indian 0.3% Asian 0.8% Pacific Islander 0.0% Two or More Races 0.5% Economically Disadvantaged 78.7% Non-Educationally Disadvantaged 21.3% We need to lower the number of students requiring accelerated instruction. We need to continue the tutoring period embedded during the school day. We need to Increase tutoring opportunities to all students after school and on Saturday. Mary R. Garcia Elementary is an established learning community that has seen minimal changes in it's 50+ year history. It consists of 11 classroom teachers (1-PPCD, 2 Kinder, 2 First, 2 Second, 2 Third, 2 Fourth Grade). Additionally, we have 1 Counselor, 1 P.E. Coach, .5 Mary R. Garcia is a Title 1 school. Our student population make up includes: 99% Hispanic and 1% other (white, African American, Pacific Islander). Our Special Education student group historically has not performed on par with other students at MRG. We average about a 95% attendance rate and are working on improving that by offering incentives and field trips to students Our classes average in size at about 20-21 children per teacher. Two grade levels do have a waiver and may exceed the 22-1 ratio. Additionally, we have 5 bilingual teaching assistants, 2.5 academic coaches and 1 instructional specialist all of which help teachers and students learn and progress.
The campus staff will make home visits to students with no parent contact and habitual absences. Eliminating the achievement gap between student groups. Provide training for staff to facilitate an understanding of the needs of all student groups and the differences between various cultures within our Page 186
district.
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91% Hispanic, 7% White, 0.04% African American, 91% Econ Disadvantaged There has been a slight increase in enrollment. 9.9% ELL, 3.0% GT, 11% Spec Ed There has been an increase in enrollment for special programs due to addition of Spec Ed Units. The majority of migrant and/or at-risk students are mostly Hispanic and Economically Disadvantaged students. 16% Migrants students generally remain for the entire school year. Migrant students come from all areas of the school zone. Staff demographics 80% Hispanic and 20% White Teacher/student ratios are 18.1-22.0% This year's numbers indicate a steady increase in enrollment. Their is even distribution ratio of boy and girl and predominately Hispanic. Up until last year, the enrollment had decreased. This year the numbers reflect an increase. 30 SPED:, 20 Bilingual; 15 G/T; and 5 migrant. We had significant number of students excited from speech and Bilingual. Majority of students failed the Readiness test. The teacher student ratio is 22 to 1. We have a high number of low social economic status students. Student population has remained steady for the last 4 years with an over representation of Hispanics in each of the four years. Gifted and Talented students have increased. The bilingual population was down 3 percentage points this year. The Migrant population has remained stable. At risk numbers have not changed. It was difficult to compare because at risk criteria has changed multiple times over the past years. At Mary R. Garcika we are committed to using our data to help guide our decision making when it comes to designing lessons and identifying the individual strengths and areas of growth for each of our students. We have spent time during planning, faculty meetings, and Team Leader meetings taking a deep look at our assessment data from the 2011-2012 school year. We know it is important to use benchmarks, iStation, and district/school data to identify strengths and areas of growth from the previous year as we make plans to improve for this school year. The first step in utilizing data is looking at historical data. The next step is to continuously analyze our on-going assessment during the year. This year we will have a formal process for analyzing and reflecting on the data from our assessments. We will be using teacher assessment reflection sheets, Heat Maps, Lead 4ward, in K-4th grade to help facilitate collaborative discussions on grade levels about the data. We will use these resources to reflect on data from Unit Assessments, performance tasks, bench marks, and quick checks. We believe that this process will help lead to better instructional outcomes for all of our students. The Special Education students at Mary R. Garcia have underperformed their peers. The other groups are on the precipice of meeting standards. Therese are areas that we will pay close attention to as we review data and design interventions to ensure success for all students. With the Texas Accountability system being in a transitional year, the committee feels that student achievement will benefit the most with implementing the following items: Page 188
meet and plan together as grade level and as a campus review STAAR objectives as a team plan around student needs continue frequent testing
Increase teacher proficiency in data analysis and prescriptive instruction Increase reading fluency to grade-level expectations Increase comprehension across grade-levels to meet expectations Math remediation and supplemental programs across grade-levels Student data is disaggregated using Eduphoria as a tool. There is no significant difference in student achievement from one data source to another. The campus is predominantly hispanic and low socioeconomic. Reading has shown growth at a 5-6% rate according to state standards. Our predominant groups are making progress. Students who receive intervention instruction are showing an increase in student achievement. Longitudinal student achievement data indicate there is a steady increase in student achievement. Data reflects more improvement in reading than in math. When disaggregated at various levels of depth data indicate specific skills to target. Target students make progress in reading and math. Reports were generated from Eduphoria, DMAC and Dibels. The data indicates we are showing growth in fluency at a steady rate. The Hispanic population is showing significant growth. The data shows there is increasing student achievement and fewer at risk students. Tier 1 and Tier 2 students are making annual progress and projected growth Data was disagregated using charts, tables and graphs. We were able to determine that kinder and 1st grade students showed good growth in reading. Second through 4th grade showed a decrease in reading from the beginning to the end of the year. The economically disadvantaged group did well on TELPAS. There has been growht in reading accuracy and comprehension. In kinder and 1st, ther is growth in phonemic awareness, graphophonemic knowledge and word reading. Students in grades kinder and 1st seem to be making the most progress. From our discussion, it was determined that teachers in k and 1st are pulling small group daily. Students participaiting in intervention are progress monitored, so their progress is measured and instruction is differentiated based on student needs. Fluency hgas been an area of concern for several yearsm and continues to be an area of weakness. Student weaknesses in reading is demonstrated within content area through difficulties in understanding vocabulary, critical thinking and summarizing. In math, the lower levels use subgrouping charts to track growth. We have no end of year test or screener to analyze math scores in lower levels. In 3rd and 4th students struggle with low scores on the CBA's from C-Scope. Benchmarks are better, however there is still a need for a system of screening, progress Page 189
monitoring and assessment in lower grades.
Page 190
Demographics Strengths Student to teacher ratio Demographics and enrollment are remaining consistent Teacher ethnic distribution is consistent with student ethnic distribution Student enrollment has increased steadily and slightly making it manageable for the staff to plan and anticipate campus needs in the areas of facilities, resources and academic programs. Even though approximately 20% turnover rate, strong staff development increases performance and attracts people from surrounding communities to the school.
Demographics Needs Need to develop a plan to anticipate/predict future student enrollment projections to determine future instructional needs. Turnover rate is approximately 20% yearly which can be possibly attributed to lower salary, lower benefits, and commute. In the area of special programs students are entering the program for service and are not exiting at the same rate. More attention given to problem areas Uniting staff and parents for the success of every student in our school The following demographic needs are listed in the following order: Continue tutoring for all students after school and on Saturday Secure supplemental materials for tutoring and enrichment period Lower the number of students that require accelerated instruction
We must continue to know and understand the needs of our families in order to provide a quality education for all students. While we have a large Hispanic Page 191
community, there is little, if any interaction among the diverse ethnic groups. Creating and strengthening such interaction will only benefit all students at Burks. Additionally, we must be purposeful in building relationships with our African American families and understand what their needs are from the school. Finally we must bridge the relationships between our Hispanic community and our African American community. The following demographic needs are listed in priority order: Home visit for constant absences More personnel to assist Teacher Update technology for Students Eliminating the achievement gap between student groups. Provide training for staff to facilitate an understanding of the needs of all student groups and the differences between various cultures within our district. Decrease the population of Spec Ed program. Increase the population of GT program. Decrease at-risk percentage of students. The teacher ratio 22 to 1. We are in need of more teachers. Based upon district data analysis and information on the new STAAR, the following demographic needs are listed in priority order. -Lower the number of at risk students in all grade levels -Provide early intervention for at risk students
Overall, STAAR data at Mary R. Garcia did not meet our campus expectations. MRG did not meet federal guidelines for AYP based on passing rates in reading and Math. Our Special Education and Hispanic student groups did not perform well. This achievement gap between these student groups and our other student groups is unacceptable and must be closed starting this year. Page 192
-State assessments show a lower performance level by students.
Page 193
-Writing across content areas and grade levels -Systematic approach to vocabulary acquisition across grade level -Proficiency of at risk students in reading, writing, and math =Problem solving, especially and problems, in mathematics. -Math assessments The following student achievement needs are listed in priority order: campus alignment increase reading acomprehension and fluency math fluency
Increase fluency Increase comprehension Increase retelling skills Math programs/resources Increase student achievement in math Increase student achievement in reading Specific skills need to be targeted. Fluency in ELA need improvement. -Number of students reading below grade level in 2nd and 4th increased. -Need more students to score advanced high on TELPAS -Kinder and 1st struggle with deleting final sounds on TPRI Page 194
-Fluency is a concern at all grade levels
Page 195
-Need a system for screeening, progress monitoring and assessment at the lower grades.
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Student Achievement
Student Achievement Summary Increase our TAKS/EOC scores in Math and Science Continue to work on our dropout rates Continue to work on our Graduation rates Increase our scores in our ACT/SAT tests WAMS utilizes eduphoria and AEIS reports to aid in data disaggregation. In comparing one data source to another, eduphoria has individual test histories whereas AEIS gives each campus its accountability rating based on campus performance. Both eduphoria and AEIS contain information on different student subgroups. AEIS posts results of actual acheivement tests taken. Eduphoria contains additional information in students' testing history for CBA's taken. Assessment results for special population enrollments are reflected making it possible to identify growth and identify needs. WAMS has shown academic growth in 7th grade special education for reading and math, and 8th grade math. Growth is also evident for economically disadvantaged students in 7th grade reading and writing and 8th grade math. Students in the following subgroups showed progress: ED, W, H, AA. This may be attributed to an increase the number of students tested in 2011. The instructional interventions that were put in place had a direct correlation in student success. Students benefitting the least were those with poor attendance and frequent discipline problems. Those benefitting the most were those with good attendance and attitude. Attendance and attitude were key components to student success. Academic growth is consistent, but occurring at a slow rate. The data reflects that when students have a good basic foundation in reading, they are able to transfer that foundation of knowledge to other subject areas and achieve at higher level. Comprehension is key. When disaggregating data at various levels of depth, the more rigorous and complex a subject matter is, the more difficult it will be to make gains with a student population reading below grade level. In summary, students making annual progress are those in regular attendance and those who are taking advantage of educational opportunities made available to them. The subgroup showing the most substantial gains appear to be the special education subgroup. It is important to note that content areas are making slow gains as well.
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Campus Performance Data Comprehensive Needs Assessment Preview 2011 English 2011 TAKS% 2011 2012 STAAR 2012 STAAR Language Met TAKS% Average Raw Average Raw Learners Progress Standard Score 5th grade Score 6th grade Commended Measure Reading/English Language Arts All Students 79% 25% 65%30 30 Hispanic 78% 29 29 White 92% 35 35 Subjects Tested/ Groups Evaluated
Economically Disadvantaged M athematics All Students Hispanic White Economically D isadvantaged Science All Students Hispanic White Economically Disadvantaged
77%
22%
28
28
80% 79% 96%
21%
30 30 37
30 30 37
79%
20%
29
29
73% 72% 86%
31 30 36
31 30 36
73%
29
29
Academic Excellence Indicator System (AEIS) Report will be attached as soon as it is released by the Texas Education Agency in November 2012.
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Despite steady improvements in test scores, campus overall scores have not reached minimum state standards thus the campus must continue to make progress in all tested areas. We have made strides in identifying the strengths and weaknesses of each student by disaggregating assessment data.
Student Achievement Strengths ELA (9th, 10th, 11th, 12th) Social Studies Graduating our students with Recommended and Distinguished diplomas Advanced Course/Dual Enrollment has increased TSI for ELA 2010-2011 exceeded the State expectations. Student achievement data reflects that special education has shown gains. Core content areas are showing slow gains. Data dissaggregation tools are an area of strength.
2011 Reading/Lang Arts: 92% Met Standard Mathematics:
96% Met Standard
Science:
86% Met Standard
5th grade Science made the most progress
Student Achievement Needs Page 199
Increase our TAKS/EOC scores in Math and Science Continue to work on our Dropout rate Continue to work on our Graduation rate Increase our scores in our ACT/SAT test Ongoing professional development for use of data disaggregation tools. Improved student attendance. Improved student discipline. Commended Rate on all tests across every demographic 5th grade Math is the area of most need
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District Culture and Climate
District Culture and Climate Summary Communication from administrators to teachers must improve All principals need to be consistent in their discipline OCS needs to be a deterrent and not a place where students want to go There are too many class disruptions, from counselors, to Go Center, office There needs to be mutual respect amongst administrators and teachers Skipping and cutting class are big problems that need to be corrected There needs to be more drug education There needs to be more peer mediation WAMS students and staff were surveyed to determine school culture and climate. Based on surveys taken of students and staff, 70% agree that the school is a supportive and inviting place to learn. There are various ways in which our students and staff collectively align with the WAMS vision and mission. An example is the Gear Up program, which promotes college readiness and success in life. Students believe that teachers and staff have a direct interest in their educational process, attitudes, respect, relationships, and belongings. Although students feel that teachers and staff respect they did express that other students don't respect one another. Discipline data suggest that students fight have decreased, but bullying offenses have increased. The surveys suggest that teachers feel that students are safe and protected while in school, conversely the students feel they are not as safe as teachers perceive them to be. Students and staff express that academic expectations are high, but that a percentage of students are not striving to achieve these high standards. WAMS staff should increase incentives to movtivate and inspire students to achieve. Students who are on time, have good attendance, and are not behavior problems see the school as an inviting and safe place to learn. Students who have frequent discipline problems, are consistently late, or have frequent absences tend to have a more negative view of the schools culture and climate. The data shows that there is a correlation between poor classroom management and organization and student tardies and discipline problems. These students tend to struggle to keep up with grades, and attendance. A very small portion of the student body is involved in gang, substance abuse, weapons, and other similar behaviors. These types of behaviors do not occur frequently. WAMS has a dress code to eliminate the possiblity of gang colors being displayed. The campus has a probation officer present 3 days a week, as well as two full time campus security officers. Many students at WAMS are involved in extracurricular activities such as band, athletics, UIL, destination imagination, student council, art club, pentathlon, Page 201
and national junior honor society. These students tend to be the top 50-60 percent acadeically and are the leaders and positive models of the campus.
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In the areas of facilities and physical environment, students and staff believe there is room for improvement, as there are multiple areas in need of repair: locks applied to student restroom entrance doors, increased safety in the parking lot and gym areas and phones in teacher classrooms. The school culture and climate committee college discipline referrals and analyzed general behaviors of the students at the school. TxEIS was utilized throughout the process of analyzing the data and no other collection tool needed to be developed. In order for data to be kept confidential, everyone needs to be kept current about the policies regarding confidentiality. We need a stronger parental involvement program that draws parents to school functions as well as increase the number of opportunities parents have to visit the school. Mary R. Garcia will continue to collaborate in creating a culture of No Excuses with High Expectations for all students and staff. Survey results indicate that our students feel safe at school and believe they can go to a staff member when they need help. Our parent participation grew this past year and we enjoyed having several of our parents in the school for various school related activities throughout the year. At MRG we are working hard to create a culture and climate of high expectations academically and behaviorally. We feel strongly that having a commom vision and common terminolgy in regard to student expectations from all of our staff will make a great positive impact on all of the students at MRG as we start ourstudents on the path to college readiness in their elementary years. In addition to establishing a high expectations environment we are also striving to have our students feel pride in being a Mary R. Garcia Wrangler and to create a true sense of school spirit that will be noticable to anyone that visit our school. We have also added weekly Wrangler Positive Wednesday rallies and student recognition awards to help create a positive and spirit filled climate and culture. The committee feels more practice drills are needed to ensure safety and additional training is needed to address bullying. Bullying Prevention Program needed Great staff/student rapport Safe environment puts students at ease Campus discipline plan provided for all staff Services provided to promote safe schools The vision and mission are consistently communicated. Students activities are designed to support the mission. There has been a decrease in discipline referrals. Classroom management reflects the organization of the school. All is designed for student achievement. Third and fourth grade students are invited to join Orff Ensemble and Choir; 2nd, 3rd, and 4th grade students can join the jump rope team. Facilities are adequate and improvements are being made continuously. Page 203
Their is a great need for physical improvements to the school. Student drop off and pick up need improvements. Committees are working well together to improve the school culture and climate. Vertical Alignment Relays are helping improve teacher performance. The survey showed that 93% of the students and feel safe at Schallert. In contrast, 86% of the teachers feel safe. There is good communication between grade levels. We have spent the last year implementing TBSI, however the process is not complete. Rules have been posted in the school. The discipline committee needs to standardize the plan in the classrooms. Losing the Parental Involvement coordinator has taken a toll on our school. Although we have various activities to involve parents, actual volunteer time is limited. This year Parental Involvement sessions will be handled by Dr. Sanchez and her staff. She will be presenting practical parenting sessions on a variety of topics each month.
District Culture and Climate Strengths Majority of the teachers feel safe Majority of the students feel safe According to PEIMS report, weapons and gangs are not a problem at AHS Majority of students agree that AHS has high standards AHS fosters an appreciation of student diversity Facility is clean and well maintained Majority of adults care about students Overall staff and students feel that they are in a safe and supportive environment. High student expectations. High degree of student involvement in extracurricular environment.
Student Handbook Expectations Clearly Stated Commited faculty, high student expectations, student participation in extra-curricular activities Mutual respect Inviting and friendly environment ï‚· Page 204
Positive recognition for good behavior Safe environment Students have feelings/strong sense of belonging There is parent confidence on the school‟s vision Staff morale is high Safe environment Positive Wednesday to motivate students & staff Positive recognition for good behavior Continuous Parental Involvement The following are identified as school culture and climate strengths: school is an inviting place, and students are expected to do well Good relationships High Expectations for students Safe environment Staff friendly
Decrease in discipline referrals. Providing several extracurricular activities for students. Committees are working well together to improve the school culture and climate. Vertical Alignment Relays are helping improve teacher performance. -Students and staff feel safe -Students and staff feel they are treated with respect and kindness. -Good Communication across grade levels -School rules are clear and posted in hallways
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District Culture and Climate Needs More communication between administration and teachers Consistent discipline from principal to principal Stronger OCS Less disruptions Mutual respect between administrators and teachers Reduce skipping More drug education More peer mediation Decrease the number of bullying incidents. Implement incentives for students and teachers. Make necessary repairs to the building. Increase number of video cameras in necessary key areas. Increase lighting in key areas of parking lot. Consistent campus wide discipline management system. School wide discipline managment plan to ensure safety of all students Parental involvement Understanding and analyzing disciplinary problems across the campus Increase parental involvement More Parent Activities Expand extracurricular activities to increase student participation in mileage club Improve programs such as antiviolence, drugs and bullying by providing more professional development for the counselors, faculty, staff, parents and students.
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The following school culture and climate needs are listed in priority order: campus needs physical improvements bullying issues need to be addressed. Bullying Prevention Program Staff training on program Attendance promotion activities Improvement in facilities Their is a great need for physical improvements to the school. Student drop off and pick up need improvements. -We need a bullying curriculum implemeted consistently throughout the district -More parental involvement -Plan for In School Suspension and Afterschool Detention
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary More effective support in place for new teachers throughout the year Ways to ensure mentors and new teachers meet and collaborate Follow up by presenters after staff development As per TEA/SBEC requirements all teachers and paraprofessionals met the highly qualified standards. Teacher performance data is provided to teachers via PDAS observations, and ongoing walk through classroom visits. Teachers are provided with a written summary of their PDAS observation results of walk throughs and their end of year summative evaluation within the required timeslines. Administrators also conference with teachers as needed regarding performance. Administrators collaborate closely with the teachers to identify teacher strengths and areas in need of improvement. Teachers are recruited via job fairs, newspapers ads, recruiting online, and word of mouth. Additionally, teachers who desire added certifications are provided with study guides. The district provides stipends in critical areas that are experiencing teacher shortage. Professional development is provided on an on going basis to all staff with a focus on identified campus and district needs. Staff attendance rate for the 2011 - 2012 was at 98%. Most teachers are returning for the 2012 - 2013 school year. Retention rate for WAMS is comparable to other schools in the district and neighboring communities. For the 2012 - 2013, WAMS anticipates needed to replace 15 certified teachers. Eleven of the 15 are in the core content areas. Mentoring is provided for all new teachers, which includes a three day teacher orientation at the beginning of the school year and a "buddy" assigned to each new teacher at the campus level. WAMS makes a conscientious effort to pair mentor teachers with new teachers in the same content area. New staff are supported via the mentoring program, ongoing meetings, common planning periods, and administrator open door policy. Teachers are encouraged on an ongoing basis to keep the lines of communication between administrators and staff or information is also collected via teacher surveys. Administrators and counselors are accessible to support the new staff as needed. Weekly faculty meetings, ongoing professional development, ongoing review of data, and ongoing dialogue between leadership team and staff are some of the system currently in place to build teacher capacity and support continuous improvement. Various data sources such as student performance on AEIS, AYP, CBA's, teacher and student surveys both at the campus and district level are used to determine professional development needs both at the campus and district level. In addition, staff completes online training, webinars, campus/district professional development offerings, and some higher education courses. Campus wide student performance data drives the professional development activities for the year. Campus wide and district wide initiatives are taken into consideration in determining professional development. Individual professional development needs are identified through a teacher administrator collaborative, PDAS and walk through data, and student performance results. Page 208
In the 2011 - 2012 school year staff attended: -Writer's Workshop (SPED) -Interactive Lab for STAAR (Science) -Technology (Math/Math Forward) -Vertical Teaming -GT Training -ELPs Training -Rigor & Relevance Training -Randy Soffer Training -Texas Literacy Initiative Training -Lead4Ward Training Implementation is monitored via department meetings, walk throughs, and student performance. Due to transition phase between TAKS and STAAR it is difficult to draw a direct correlation on the impact that professional development has had on student performance. Highest needs students are identified via eduphoria and teachers collaborate closely with the SPED department, the migrant coordinator, and counselors to ensure individual students needs are being addressed. Central office information was analyzed for the summary of staff quality, recruitment, and retention. The information used does not need to be reorganized and a tool does not need to be developed. The information gathered by the committee does not get shared with other groups or individuals. Teachers want and need more professional development in incorporating technology in the classroom and in disaggregating assessment data Teachers also requested more walk throughs and feedback from the walk throughs 100% of Mary R. Garcia teaching staff, inclusive of paraprofessionals, are highly qualified. Professional development opportunities are aligned to the various needs of teachers to meet the demand of student needs for learning and progress. Mentors (Amigos) are assigned to first year teachers through the districtr's mentor program. Page 209
Paraprofessional staff development is needed to focus on student expectations during nonacademic times such as recess and lunch periods. Targeted professional development is needed in developing students' fluency. All teachers are highly qualified Professional development provided for all staff Teachers evaluated by adminstrators (PDAS) Campus/Classroom walkthroughs daily All staff is highly qualified. Teachers are provided with follow-up data for teacher performance through feedback sessions. Teacher recruitment is done through the Human Resource Office. Highly effective staff work with high need students through scheduling of Intervention and Enrichment sessions. New staff is provided with extensive professional development. To support continuous improvement the CIP is reviewed by the SBDM and by the staff. Staff development is scheduled on campus according to teacher needs. Individuals decisions regarding professional development are determined during evaluation of the Campus Improvement Plan, and teacher feedback sessions. Staff have attended ELA professional development with VGC. All of Salazar's staff is highly qualified. New staff members are assigned mentors. Vaughn Gross Group is helping with professional development of teachers in the area ELA. Cscope roll outs are implemented for teachers in the area of math. Teachers feel they need more help in the area of Math.
All the teachers at Schallert Elementary are highly qualified. Bilingual teachers are certified and meet state requirements. All grade level teachers on campus are certified for GT. There is a high level of teacher quality as evidenced by walk throughs and PDAS evaluations. The Eduphoria program is used to record data regarding observations. Data is available to teachers online. The turnover rate at Schallert is low. Teacher retention rate is high. Teacher absence averages about 10 days a year. We have intervention teams, a reading specialist and IE times implemented during the academic learning time for students who have the highest needs. The reading specialist offers dyslexia classes and the special education teacher offers small group instruction when inclusion is not possible. Every new teacher is assigned a mentor. The introduces her to the routine of the school, schedules, policies and procedures. The new staff is offered support from all staff members and administration. Mentors offer a special kind of support as well. Adminitrators have an open door policy and are available at all times. We have committees for each core area that help determine staff development needs. At this time, the staff has had a variety of professional development initiated at the district level, C-Scope, Reading, Diebels, Differentiated Instruction, Math and GT. Follow ups were done with classroom observations, grade Page 210
level and individual meetings.
Staff Quality, Recruitment, and Retention Strengths Data driven professional development Highly qualified/certified teachers Experienced/dedicated teachers Detailed process for hiring staff Various follow up data given to teachers Variety of staff positions As per TEA/SBEC requirements all teachers and paraprofessionals met the highly qualified standards. Teacher performance data is provided to teachers via PDAS observations, and ongoing walk through classroom visits. Teachers are provided with a written summary of their PDAS observation results of walk throughs and their end of year summative evaluation within the required timeslines. Administrators also conference with teachers as needed regarding performance. Administrators collaborate closely with the teachers to identify teacher strengths and areas in need of improvement. Teachers are recruited via job fairs, newspapers ads, recruiting online, and word of mouth. Additionally, teachers who desire added certifications are provided with study guides. The district provides stipends in critical areas that are experiencing teacher shortage. Professional development is provided on an on going basis to all staff with a focus on identified campus and district needs. Staff attendance rate for the 2011 - 2012 was at 98%. Most teachers are returning for the 2012 - 2013 school year. Retention rate for WAMS is comparable to other schools in the district and neighboring communities. For the 2012 - 2013, WAMS anticipates needed to replace 15 certified teachers. Eleven of the 15 are in the core content areas. Mentoring is provided for all new teachers, which includes a three day teacher orientation at the beginning of the school year and a "buddy" assigned to each new teacher at the campus level. WAMS makes a conscientious effort to pair mentor teachers with new teachers in the same content area. New staff are supported via the mentoring program, ongoing meetings, common planning periods, and administrator open door policy. Teachers are encouraged on an ongoing basis to keep the lines of communication between administrators and staff or information is also collected via teacher surveys. Administrators and counselors are accessible to support the new staff as needed. Weekly faculty meetings, ongoing professional development, ongoing review of data, and ongoing dialogue between leadership team and staff are some of the system currently in place to build teacher capacity and support continuous improvement. Various data sources such as student performance on AEIS, AYP, CBA's, teacher and student surveys both at the campus and district level are used to determine professional development needs both at the campus and district level. In addition, staff completes online training, webinars, campus/district professional development offerings, and some higher education courses. Campus wide student performance data drives the professional development activities for the year. Campus wide and district wide initiatives are taken into consideration in determining professional development. Individual professional development needs are identified through a teacher administrator Page 211
collaborative, PDAS and walk through data, and student performance results. In the 2011 - 2012 school year staff attended: -Writer's Workshop (SPED) -Interactive Lab for STAAR (Science) -Technology (Math/Math Forward) -Vertical Teaming -GT Training -ELPs Training -Rigor & Relevance Training -Randy Soffer Training -Texas Literacy Initiative Training -Lead4Ward Training Implementation is monitored via department meetings, walk throughs, and student performance. Due to transition phase between TAKS and STAAR it is difficult to draw a direct correlation on the impact that professional development has had on student performance. Highest needs students are identified via eduphoria and teachers collaborate closely with the SPED department, the migrant coordinator, and counselors to ensure individual students needs are being addressed. 100% Highly Qualified Teacher, all teachers have a Bachelor degree or higher Teachers work highest need students Professional Development is based on what is necessary Teacher mentor program Administrative Support Page 212
Collaboration among teachers
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Mary R. Garcia teachers collaborate and support each other to meet the diverse needs of all students. Staff understands the importance of what they do and put forth every effort to encourage each other and our students The following are identified as a staff quality strength: nearly 3/4 of our staff have 10+ years of experience all staff members are working in their area of certification Teachers are highly qualified Teachers evaluated by PDAS Professional Development provided often All staff is highly qualified. Highly effective staff work with high need students through scheduling of Intervention and Enrichment sessions. Staff development is scheduled on campus according to teacher needs. All of Salazar's staff is highly qualified. New staff members are assigned mentors. Vaughn Gross Group is helping with professional development of teachers in the area ELA. Cscope roll outs are implemented for teachers in the area of math.
-Scheduled in-service for core areas -VGM support -All teachers highly qualified -Low teacher turnover -High teacher quality
Staff Quality, Recruitment, and Retention Needs Page 214
Need time for new teacher and mentor program Support for new teachers Follow up after professional development Integrity and communication -Continue with data disaggregation professional development -Inclusion professional development -Activities for team building Mentor program for new teachers to the profession or school High Mobility Rate Attendance Incentive program for the staff Increase number of walk throughs Relevant professional development
Maintain a high morale with the staff by showing appreciation throughout the year. Provide on going time for professional learning, data analysis and lesson design which will ensure a deeper understanding of student progress and development of appropriate learning opportunities. The following is identified as a staff quality need: staff development and monitor implementation in reading fluency Full time Literacy Coach Full time AP Tutors Staff attendance rate Teachers feel they need more help in the area of Math. Page 215
-Systematic mentor program -Regular schedule for committee meetings
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary Action plans need to be developed early enough---with forethought applied to the “what if’s” Teachers need time to engage in purposeful dialogue about how to better meet the needs of our students through use of current technologies to engage students’ minds and empower their learning Teachers need more extensive training on effective instructional strategies, and content specific training, as well as new approaches to discipline management—a more proactive approach A district-wide approach to discipline management is desperately needed Administration and staff need to work together to develop intervention plans looking ahead at potential situations before they are needed WAMS uses CSCOPE to ensure that the curriculum is aligned to the TEKS and other standards for student learning. The implementation of the required curriculum is closely monitored via daily lesson planning, walk through's, student assessment profiles, AEIS summary report, and close monitoring of student progress. Data is used on an ongoing basis to make curricular, instructional, and assessment decisions. Departments analyze student performance via eduphoria results to target weaknesses, hotspots and identify student strengths. Ongoing curricular assist in development and impementation of the campus scope and sequence. Vertical alignment meetings and ongoing staff development are also used in making instructional decisions. Data helps to identify the strengths and weaknesses of student performance. This information is used to serve students individually. Students who are struggling are supported through conferencing, reteaching, and tutoring. Staff maintains high expectations for student performance through the delivery of a rigorous curriculum and a supportive classroom environment. C, I, A are aligned with 21st century learning skills through the extensive use of technology in the classroom, including technology labs, mobile labs, class pads, classroom computers, and staff development/training on teaching strategies. In addition, students are held to a higher level with higher expectations in a rigorous classroom environment. A process for monitoring, evaluating, and renewing the curriculum to meet the needs of all students is evident through the use of benchmark and mock testing, daily teacher observations, grades, tutoring and CSCOPE. Teaching strategies and activities are aligned with student learning needs and expected learning outcomes through the development and implementation of a rigorous curriculum that is aligned to state and local standards. Our teachers follow the CSCOPE timeline and STAAR Blueprints. We can be confident that the implementation of our instructional program is consistent across our campus and district due to the CSCOPE implementation. The impact on student groups includes inclusion supports, reteaching, and regrouping. The implementation of high impact high yield additional interventions for students in need of assistance is evident through documentation maintained at the campus level. Examples of this include: contact logs, tutoring logs, TXConnect Report, inclusion support logs, regrouping documentation, and accommodations and modifications interventions. Students are closely monitored to see who is need of this type of support. Teachers group and regroup as needed. Examples of studetns needing additional assistance include, but are not limited to, at risk, special education, economically disadvantaged, and migrant subgroups. Page 217
WAMS instructional design and delivery helps teachers and students remain focused on higher ordered thinking skills. The variety of teaching styles and
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methods includes hands on activities, use of manipulatives, cooperative groups, individual assessments and observations. Assessments created by teachers, school and district are frequent, rigorous, aligned and used to gauge student learning and adjust teaching to meet individual needs of students. This creates a positive learning environment in which students experience success, rigor, and challenging learning opportunties. There is clear evidence that assesments are aligned with specified and appropriate achievement expectations. The assessments are developed and linked to measure the effect of curriculum and instruction, through implementation of TEKS and STAAR Blueprints. Students are exposed to several different genres to and topics which help to eliminate biases. Students perceive the assessments as ways to improve their scores, build testing stamina, and reduce testing anxiety. Students are assessed over the objectives which have been taught. Each future assessment adds additional objectives. This provides accurate data of student performance and achievement. The results and data guide future instructional decisions. Eduphoria and C-Scope data was collected as the sources for the curriculum, instruction, and assessment committee. They did not have to create a new data collection tool and their information in protected through locked cabinets and computer passwords. One of the priorities in this area is students' learning in a positive environment in every classroom in the school. Staff and faculty members must work together to provide an effective learning atmosphere. Faculty members analyze data to make curriculum decisions including which students need to be placed in tutorials, what material needs to be retaught based on informative and summative assessments. Students need to have access to individual workbooks for personal use to supplement C-Scope curriculum. Teachers need access to supplemental activities, workbooks, etc. to supplement curriculum.
Mary R. Garcia staff is committed to providing a quality education for all students that ensures adequate yearly progress. For students who are more than a year behind, we work to close their achievement gap and strive to be on grade level. Student progress and improvement is monitored through formal and informal observations, C-SCOPE, Journeys, TPRI, DIEBELS, ISTATION, STAAR Benchmark and STAAR 1, Think Through Math, and Sponge ACT assessments. Data is used to create groups for small group instruction to identify students in need of tutoring to pinpoint SE's in need of remediation to create additional materials and assessments for classroom use. Though teachers are consistent and diligent about teaching our students the curriculum assigned. Benchmarks and assessments show a need in fluency and spelling. Students with greater needs are priority Students with greater need are benefiting from a more prescriptive approach. Assessments show evidence of needs CSOPE is aligned with the TEKS and assessment standards. Results from progress monitoring, unit assessments, and benchmark assessments are analyzed to guide curriculum, instruction and assessment. It is essential that instruction does not deviate from timelines, etc. The CSCOPE curriculum, instructional and assessment practices are research based and support the changes in educational goals. Learning takes Page 219
place in various ways and the way achievement is measured is also changing.
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Curriculum is monitored, evaluated, and renewed through data meetings and principal and teacher conferences. Instructional practices target student learning needs. Progress monitoring determines the effectiveness of practices. Interventions are provided in Tier II and III instruction and are identified by assessment results and are monitored regularly. The incorporation of effective classroom practices increases student engagement. Unit assessments from the CSCOPE curriculum are administered. Assessments provide a comprehensive and representative sampling of student performance because they are aligned with the curriculum. Fluency is our main need in reading and math overall. Strength is comprehension. TPRI and Dibels support comprehension. Math weakness in benchmarks. C-S cope contains an Instructional Focus Document that links to specific TEKS for each grade level in each subject area. Journey's TE is based on Reading TEKS for the grade level and provides practice and testing material specific for each skill They each link the ELPS standards to the lessons. Data from unit tests, teacher observations, state tests etc. is used to group students who need small group instruction. It also addresses wea areas in which re=teaching might be needed. We have found that many times the assessments provided in CScope do not reflect all areas taught. CScope Math curriculum does not offer any alternative lessons to use with students who are at risk. Supplemental material in Math is needed inorder to support the students who are struggling. We have found that Jurney's assemssment s are reflective of the lessons. taught. Journey's also provides the teacher with intervention lessons to be used with those studnets who are struggling as well as lessons to use with ELL's. Curriculum, instruction and assessment are aligned to 21st century skilss through powerpoint presentation and mention ow wesites for higher level lerning to incorporate technology into the lessons for CScope. Journey's has web=based materials and activities for students that will enhance their learning. Independent work is graded and students get feedback as to how they performed on assignments. Based on the types of questions missed on given assignments, the teachr plans lessons for re-teacheing and small group instruction. The teacher will also re-teach specific skills or TEKS that students have not mastered. At times, specific lessons will need to be re-taught in a whole new way to allow students the opportunity to learn a specific skill.
Curriculum, Instruction, and Assessment Strengths Quick access to data for diagnostic purposes and to drive instruction Research based curriculum-CSCOPE 3 week collaborative meetings for data review Weekly departmental PLC meetings for curricular, instructional, and assessment discussions/planning Flexibility of instructional delivery Ready availability of instructional resources Aligned curriculum Page 221
-Use of data to drive instructional decisions. -The use of CSCOPE ensures horizontal and vertical alignment. -The use of assessments to monitor student progress. Great Faculty, knowledgable Teamwork amongst the faculty and staff Faculty Colloboration Correlation between TEKS and CBA’s unit assessments is getting better The technology and support to analyze assessment data has allowed teachers to develop prescriptive intervention plans for each student
Mary R. Garcia staff implemented the metacognition strategies learned during a book study on "Comprehension Connections". These strategies further developed FIG19 thought processes and engage all students in the learning process. The third and Fourth grade curriculum is genre based and teachers reading and writing in tandem, this matches the state standards. The staff, as a whole, is committed to using data to drive instruction,m remediation, intervention, and determine further need for assessment. Obtained training by VGC I/E Time Literacy Coach Interventions are provided in Tier II and III instruction and are identified by assessment results and are monitored regularly. The majority of these students make significant progress. Results from progress monitoring, unit assessments, and benchmark assessments are analyzed to guide curriculum, instruction and assessment. Curriculum is monitored, evaluated, and renewed through data meetings and principal and teacher conferences. Strength is comprehension. -Journey's supplemental material -Journey's unit test by skill -Technology access Page 222
-DIEBELS progress monitoring
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-Academic Review Committee
Curriculum, Instruction, and Assessment Needs Time to enact meaningful and purposeful interventions rather than a shotgun approach More content specific professional development More extensive training in effective instructional strategies Additional discipline management strategies Time to implement and plan for use of technology in the classroom Implementation of current technologies in the classroom (iPad, cell phones, etc.) We need a DISCTRICT-WIDE discipline management plan -Professional development on rigor and relevance. -Professional development on differentiated instruction. -Ongoing curriculum/development. -Evaluate the need for mini-assessments. Student Discipline Number of detention and referrals STAAR workbooks and supplemental materials needed for enrichment period, start ups, and after school tutoring
Mary R Garcia staff is committed to using data to identify students learning and gaps and providing intervention. A concerted effort to align the content areas across grade levels and curriculum is of the up-most importance. F & P benchmark levels for all kinder students and all at-risk students K-4 will enhance teacher understanding of student levels and learning gaps. Writing alignment and curriculum development. Decisions for fourth grade instruction will be be based on third written mock administered in Spring. The following Curriculum, Instruction, and Assessment Needs are listed in priority order:
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Fluency= other campus professionals (music, library, counselor, P.E.) can help target/monitor Fluency using TPRI fluency probes, repreated reading and time stories etc. Spelling in TPRI GK=2nd needs improvement 3rd grade DIBELS--fluency
Scaffolds to focus on student needs Promote creative writing in PK-4 Extra Time on daily schedule It is essential that instruction does not deviate from timelines. Increase incorporation of effective classroom practices to increase student engagement. Fluency is our main need in reading and math overall. Math weakness in benchmarks. -Math benchmarks at each grade level -Supplemental material for math -Grammar benchmarks
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Family and Community Involvement
Family and Community Involvement Summary Information/Reception area to greet visitors and make a more welcoming climate. Work on breaking down barriers that stop parents and community from becoming more involved Work on developing partnerships that include all stakeholders: parents, teachers, students, community, administration, staff, etc. WAMS families and community members are involved in meaningful activities that support student learning through ongoing activities and programs. Through these activities and programs parents learn what is expected of their child in the middle school setting, such as academic, behavior, and performance standards on state assessments. Our campus utilizes flyers, phone calls, and the school website to notify parents of upcoming events. Family and community programs include field trips, mentoring programs, PTA meetings, orientation programs, and the campus website. These activities are geared towards providing parents and students with information regarding college and career readiness information and events. It is an ongoing challenge for campus personnel to draw a diverse group of family and community involvement. Historically, participation in family and community meetings has been low. WAMS personnel encourage family and community involvement in the school decision making process. One way in which this is done through the Site Based Decision Making Committee, which meets regularly. Administrators and teachers have an open door policy and encourage family and community involvement. WAMS personnel collaborates closely with Gear Up representatives to implement activities that support healthy family relationships. The Gear Up IV grant is was designed to target services for the current 7th graders and their parents. Gear Up IV will hold monthly parent meeting during the 2012 - 2013 school year to prepare parents for their child's transition from middle school to high school. Gear Up personnel, in collaboration with WAMS personnel, will conduct workshops throughout the year to include topics that wil provide information on: the effective use of planners, school support, career and technology course electives, and will also include topics on how to understand the different graduation plan options. Gear Up and WAMS personnel will also provide a parent field trip to a local university to provide parents with information regarding the college admission process. Another program encouraging healthy family relationships is the Alice ISD migrant program. This program provides assistance to migrant students and their families. Types of assistance available include assistance with obtaining school supplies and clothing. This program also provides college/university workshops to migrant families. In addition, the migrant program holds practical parenting workshops every month. Topics include: bullying, sibling rivalry, and strategies on how to cope with change. The majority of the parents and community speak English, with the exception of a handful of Spanish speaking families. WAMS reaches out to non-English speaking parents by making an effort to translate brochures, consent forms, and conference forms for parents. WAMS also offers a ESL program for eligible students, Gear Up ELPS training for teachers. Various services are available to support students in special programs. Through the GT program, WAMS offers Pre-AP classes, out of school activities such Page 226
as UIL, Spelling Bee, Destination Imagination, Science Fair, Pentathlon, History Fair, and TPSP. In the area of special education, WAMS offers inclusion
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classes, ED unit, and life skills unit. For eligible students ESL courses are offered. The campus also offers supplemental tutoring for eligible migrant students. Through these services needs of our special populations are being met and extended opportunties are being offered. At this time community partnerships with WAMS do not exist. Parental communication logs, surveys, sutdent led conferences, and parental involvement logs were used as the data sources. The data was locked up and permission was required to obtain data information. Families and community members are involved in school decisions through PTA meetings, campus/parent staff developments, and parent volunteers. Spanish is the other language spoken in the district and flyers are provided in both English and Spanish to the parents of the district. When necessary, a translator is provided for ARD's and other important school/district meetings. Services are available to support students in special programs including migrant, secial education, bilingual, 504, dyslexia, gifted and talented, adult education, and GED support. Students in special programs are serviced by the various departments based on their individual needs. Our campus needs greater parental involvement in school activities. We need to organize a committee to solicit parental involvement. We need to promote the activities we currently hold on campus to increase parental participation. Mary R. Garcia is a community that has mostly Hispanic children. Our parents are willing to help and volunteer as needed. Unfortunately as a whole we do not have a strong PTA or Parental Involvement program. The following would best benefit our family and community involvement:
MORE COMMUNITY STAKEHOLDER INVOLVEMENT MORE PARENTING MEETINGS MORE COMMUNITY VOLUNTEERS/VISITING CAMPUS INVITE SCHOOL BOARD MEMBERS TO CAMPUS INVITE RETIRED PERSONNEL /TEACHERS TO CAMPUS MORE MALE ROLE MODELS ON CAMPUS
Provide more food and refreshments Page 228
Provide door prizes Send out additional notices Post events on marquee Documentation indicates that parents attend student conferences, parent meetings, literacy events, etc that are sponsored by the school. Families and community members are involved in school decisions by being invited to be part of the SBDM committee. A series of parent meetings are held as services to encourage healthy family relationships. Spanish is another language that families speak. Some correspondence is provided in Spanish ad Bilingual meetings are held. Students in special programs are provided support through guidance classes, dyslexia or small group instruction in the classroom and in a pull out setting, research and computer based reading programs. Community partnerships that support families and students include Boys and Girls Club, representatives from various agencies that participate in Career Fair, campus visitations, etc. Communication with parents is done through parent conferences, PTA, and newsletters which are sent out every 6 weeks. Programs in place are STAR counseling and CATCH. The CATCH program teaches parents and students healthy eating habits. Walmart and Sheriff's office donate school supplies. Services available to students in special programs are Speech, Physical, and Occupational Therapy. Schallert communicates with parents through PTA, Monthly newsletters, a school website, and parent conferences. We have several special events to include parents through out the year such as Family Literacy Nights and Family Day Picnic. This year the data shows that our numbers for parental involvement volunteers have gone down dramatically. This may be due to loss of our parental involvement coordinator. We do have good turnouts for PTA, family day picnic and holiday luncheons.
Family and Community Involvement Strengths Slight increase in parental involvement Graduation Center/Social Workers Improved dissemination of information, using events Multiple opportunities for tutoring-Mentor program Relay for Life -Gear Up partnership. -Support for special programs. -WAMS open door policy. -Campus and district resources to support healthy family relationships. Page 229
Campus and Parent Communication Communication logs kept by faculty members Student led conferences We hold a variety of parental involvement activities every month. Our parental involvement paraprofessional is extremely committed and dedicated in involving parents in school activities. Mary R. Garcia has a strong Hispanic community base who supports one another and our school. All families are given the same opportunity to participate in all school and district workshops and campus PTA activities. In May our school sponsors a Mother's Day Fiesta and we have a tremendous amount of community support. The following are idenfied as family and commuity involvement strengths: PRACTICAL PARENTING MEETINGS GENERAL VISITS BY FATHERS GENERAL PARENTING MEETINGS(P.T.A.) GENERAL VISITATIONS/CONFERENCES
High attendance when functions are held during the day Documentation indicates that parents attend student conferences, parent meetings, literacy events, etc that are sponsored by the school. Students in special programs are provided support through guidance classes, dyslexia or small group insturction in the classrom and in a pull out setting, research and computer based reading programs. Families and community members are involved in school decisions by being invited to be part of the SBDM committee. Communication with parents is done through parent conferences, PTA, and newsletters which are sent out every 6 weeks. Programs in place are STAR counseling and CATCH. The CATCH program teaches parents and students healthy eating habits. Walmart and Sheriff's office donate school supplies. Services available to students in special programs are Speech, Physical, and Occupational Therapy. -Communication between school and families Page 230
-Parental and community involvement in school activties
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-Functions for families that are educational and fun.
Family and Community Involvement Needs More parental involvement More community and parent volunteers Better partnerships developed between all parties involved. More communication and ownership. Breakdown of language barriers-not just bilingual, but talking to parents…not at parents. Improve school climate, make it more welcoming Have reception/information desk at main entrance-first thing you see-disseminate information. Possibly relocate attendance office so they are not constantly interrupted. Investigate a tutoring lab during the day where students can get help-staffed by volunteers and teachers. -Low attendance at meetings. -Community partnerships.
Students and Communication with Parents and Staff Better rapport with parents "Open Door Policy" Active parent support We need more parents to be involved in school activities and we need more community / business support.
Mary R. Garcia needs to develop a partnership with parents and business leaders to support student; s learning progress at home, in the community, and school. A significant portion of our student population comes from economically disadvantaged situations. Some times the struggles that their parents go through just to provide for their families makes it difficult for them to be as involved with the school as they would like. We will continue to strive to reach out to these families and help them find ways to be involved with our school. Page 232
The following family and community involvement needs are listed in priority order: MORE COMMUNITY STAKEHOLDER INVOLVEMENT MORE PARENTING MEETINGS MORE COMMUNITY VOLUNTEERS/VISITING CAMPUS INVITE SCHOOL BOARD MEMBERS TO CAMPUS INVITE RETIRED PERSONNEL /TEACHERS TO CAMPUS MORE MALE ROLE MODELS ON CAMPUS
Provide more food and refreshments Provide door prizes Send out additional notices Post events on marquee Increase correspondence in Spanish. Increase parental involvement in student conferences, parent meetings, literacy events, etc that are sponsored by the school. We would like to see more Parent Involvement. -More Parental Involvement volunteers to help with various activities -More use of incentives for parents and students -Increase advertising to the public
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District Context and Organization
District Context and Organization Summary Tutorials are available, but the 8 period day is too long and many students are prevented from taking advantage of support services. Tools are in place for parents to voice concern, but only a minority seem to participate Attendance rates are a concern Failure rates are too high Data suggests discipline is still an issue both in the classroom and around the school Teachers note increase procedures to ensure safety and focus on instructional are positive. Parents and community are generally supportive of campus standards and activities. Schedules were organized in double blocks for math for the first time this year as per Algebra Readiness Grant. This protects learning for the many math standards. Student movement between classes is kept to a minimum to ensure maximum time on instruction. Singles classes were 48 minutes with double at 96 minutes. Lunch times are 30 minutes per student groups. There is a sense of urgency in 8th grade ELAR classes whereby students have 48 minutes for both Reading and Writing. All students needs are addressed on a case by case basis. The core subjects at WAMS use the CSCOPE curriculum and electives are offered curriculum as per district alignment. Eighth grade students are required to take a health and career course for high school credit. A health course is being requested for 7th graders this upcoming year to faciliate correct choices for adolescent students. The courses of band, choir, and athletics flow with the student's level of needs. This year common planning times were created for math teachers. Other core subjects had members within the team paired for conferences. Teachers will utilize time to plan, conference and prepare by monitoring testing results and teaching success. Daily operations reveal a focus on instruction and safety with organizational supported by procedures. Open and inviting communication is evidenced through flyers, marquee, newsletter, school program, and conferences. Students' and parents' needs are addressed through conferences, phone calls, and participation in different events. Decision makers in problem solving are administration, counselors, and teachers at campus level. Schedules, behavior concerns, student conflicts, and student performances are addressed. Through conferences and analysis reports need is cited and eased by options available. Surveys were used to gather the data necessary for analysis. Through analyzing data, the staff discovered gaps in students’ learning due to inconsistencies in elementary school. The district/school support the organization by teachers giving support to students so the students may be successful and money is allotted for after school tutorials. Teachers have a voice in making decisions through surveys about school procedures, but not regarding assessments. CScope and Journey dictate Page 234
the major tests students take in their classes.
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Benchmark scores across the campus reveal that students are not meeting expectations for their grad level. In addition, attitude and effort from students and parents are below the district's expectations. We need to bring down the communication barriers between school and home Student report cards need to get into parents hands, they don’t always make it home Increase recognition in student achievement Mary R. Garcia continues to provide quality instruction for all students in our campus. We believe that the higher the expectation the greater the achievement . As a campus we need to focus on how to improve our needs and use our strengths more.
We need to make sure we have a representative from each grade level on the SBDM committee. All grade levels have to walk outside for music, library, counselor, and to the workroom which is a area of concern on bad weather days. We need more class times with the counselor.
Professional Development Full Time Reading Specialist Start mentoring earlier (get more people involved) Reading Programs Time is devoted to subjects in which students perform poorly during the Intervention/Enrichment period. Teachers have a voice in decision making and school policies through Action Committees and SBDM. The district and VGC determine the assessments to be determined for evaluation. School expectations reveal that the higher the expectations and standards, the higher student achievement. The need is to have the reading specialist at the school a full day instead of a 1/2 day. The amount of students seen in the time Reading Specialist is on campus is not as effective. More support staff is needed. The school has a great school wide disciplinary plan. A full time SPED teacher. Vertical Alignment Relays. The district provides support by having math and science roll outs after school, technology assistance. C-scope curriculum updates and run-offs and Vaughn Page 236
Gross Meadows Reading Consultants. We feel that reading has more district support than math. The school supports organization by weekly committee meetings based on the needs of the school and having procedures and policies in place for daily organization such as attendance on the computer. Core subjects are state mandated and the class schedules reflect required times. Staff teams or Committee meetings have improved the overall organization of the campus. Generally there is a representative from each grade level and special programs present and then each member shares the information with their team at grade level meetings. Teachers have a voice through Site Based Decision Making, grade level planning, Encore, Faculty meetings and grade level meetings with the principal. Larger decision making bodies such as SBDM seem to be less effective than the smaller more focused campus committee meetings. People are more comfortable voicing their concerns in smaller groups. Problems or concerns are often taken to the top of the chain of command instead of being handled at the campus level. Overall Schallert Elementary is well respected in the community by studnets teachers and parents. The student surveys showed that they have a positive perception of the school except in the category of bullying.
District Context and Organization Strengths Parents receive information about school rules and discipline Students feel personal connection with teachers Tutorials and other support services available for students Teachers felt professional development was beneficial School environment clean Data disaggregation tools such as Eduphoria were seen as helpful -Double block math class for students in need of assistance. -Common planning periods for some teachers (math). -Several avenues of communication. -Set campus procedures. -Curriculum aligned. Students in class remain clustered throughout the day Scheduling of students Inclusion students are being served daily (in class and in resource classes) Teamwork among pods Page 237
Data disaggregation is becoming more specific Teachers available to recapture struggling students during the day Flexible scheduling Small class size Mary. R. Garcia students are educatedin a positve and inviting environment. Teachers focus on instruction and student achievement by providing small group instruction, individual instruction, in-school tutorial, and after school tutorials. The following are identified as school context and organization strengths SBDM committee all staff knows where and what each teacher is doing throughout the day our coworkers on the SBDM committee help to make decisions for us everyone knows where to be and when all grade levels are in main building incentives for attendance website, resp. folders, pink books character traits
Staff communities Communiques Safety procedures Staff Duties Tutoring Documentation Failure Documentation PTA Participation Teachers have a voice in decision making and school policies through Action Committees and SBDM. Page 238
Time is devoted to subjects in which students perform poorly during the Intervention/Enrichment period.
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School expectations reveal that the higher the expectations and standards, the higher student achievement. The school has a great school wide disciplinary plan. A full time SPED teacher. Vertical Alignment Relays. -Focused Committees on campus -Reading Support -Scheduled Tutorials
District Context and Organization Needs Increase parent involvement (only 89 parents responded to survey) Data suggests 8 period day is too long for both staff and students Failure rates and attendance rates continue to be an issue Data suggests staff and students feel discipline is not regularly enforced -Double block for ELAR classes. -Common planning for all teachers within departments. Better curriculum for enrichment No adapted curriculum District wide intervention programs Plans for enrichments (math and reading) Increase parental involvement Develop common goals throughout the school Designate a day each month for parental involvement Parent report card nights
Mary R. Garcia need to have a full time librarian, nurse, counselor and music teacher. Even though our students are on a free meal plan, the lunch and breakfast choices are not appealing to students. Page 240
The following school context and organization needs are listed in priority order we do not have a fourth grade representative each grade level needs to be represented we have to walk outside for music, library, counselor, workroom resp. folders do not always get signed and returned, they get lost students need to learn library skills, more class times with counselor
Full time nurse Full time Reading Specialist Mentoring Earlier Professional Development Reading Programs for all grade levels (Buddy Readers) Increase student expectations. The need is to have the reading specialist at the school a full day instead of a 1/2 day. The amount of students seen in the time Reading Specialist is on campus is not as effective. More support staff is needed. -More prep time -CScope rollout needs to be more hands on -Need parental involvement coordinator -Increase student involvement on campus Page 241
Technology
Technology Summary Planning time to use technology effectively. Better content filtering-more reactive approach to unlock sites. Approved wireless access for students and faculty with Walled Garden software. Approved use of student’s technology with signed consent forms. Workshops for specific content areas to learn how to use technology as needed. Software upgrades needed to satisfy requirements for articulation agreements for college credits. A dedicated computer lab for English classes to use. WAMS has the following technology available: 4 computer labs, located in each wing, utilized by all 4 core content areas; Science technology lab for science classes, used as prep for testing; 4 computers per classroom; 8 computers located in special education room All classrooms are scheduled into computer labs, thereby maximizing use of tech resources. All staff and students are expected to use their technology skills and technology resources to enhance instruction in the classroom. In addition, staff is expected to participate in professional development to expand their understanding and use of technology tools and resources. TI Calculators were aquired for seventh graders thru Gear Up Grant. Professional development was provided to teachers, for this use, also provided through the Gear Up Grant, for the math tgeachers in 7th grade during the year, and will also be provided next year for the 8th grade. Additional printers are needed for computers, printer replacements are needed to remove barriers for better use of tecnnology. Every teacher has access to a variety of technology available to them to use both in their classroom and the computer lab including various software programs. The software programs available to the teachers allow students to monitor students' progress and what they are spending time on when assigned to complete a task. Memorial Intermediate School needs professional development in implementation of technology in the classroom. We need to improve Infrastructure in technology Page 242
Increase technical support for students and teachers We are fortunate that our school was provided several different Apple products in an initiative to get technology integrated into each classroom. Each teacher received a iPad to provide additional avenues for learning to our students. Each classroom is outfitted with a a mimimum of 4 student computers and 1 teacher computer. In addition students have access to a 24 unit Apple computer lab and a 12 unit Dell Sci Tek lab. The committee finds the following the be issues that need to be immediately addressed: Technology Need 1 faster, stronger internet connection funds to repair/update aging technology funds for accessories Better computers in classroom due to AR upgrades (operating systems which will be supported by RenLearn ( this is going to become a usage/non-usage factor) complete update of computer lab change rarely used Orchard software subscription to RenLearn Math Technology Inservices Staffing to address technological needs Extra Reading Coach
Technology inventory includes computers in labs and classrooms, smart boards in the library and 2 special ed classrooms, document cameras, class pads. Staff and students are fairly proficient in technology. Staff value technology as a tool and need additional training. A barrier that prevents effective use of technology is when computers stop working and need repair or upgrades. No professional development has been provided in technology. Technology is used in reading and math programs. All users have access. Technology is necessary for CSCOPE, Eduphoria and DMAC
The school maintains a Sci-Tech lab to support science instruction. Various computer programs and applications are installed in every computer and readily Page 243
accessible to provide quality instruction and practice for students. Numerous assessment information assessed from the eduphoria program. Wifi is in great need due to IPADs which are used for TPRI and Dibels.
Technology is being used to support learning on our campus. The majority of the teachers use technology daily. The evidence is based on teacher requests and weekly use of programs. The Technology lab shows use of teacher led activities. Students are also able to accomplish simple tasks when given directions on how to work on the computers and other technology equipment. Although we have 2 labs, one of them is outdated and the computers often do not work. Classroom computers are also outdated. Classpads are not being used to their full potential because teachers do not feel confident about using them.
Technology Strengths Desktop computers for all staff and all teachers have printers and email. Staff feels they are proficient Extensive training in Math and Science Overall good computer equipment Using up to date equipment in Math-NSpire calculators, smartboards, document cameras. Most students have access to computers, printers, and internet. Many computer labs available for instruction 1. Acquisition of additional calculators; 2. On-going prpfessional development;
Efficient technology in the classroom Software programs available to students Connecting technology with content areas Leadership and support from administration Mary R. Garcia utilizes technology to enhance learning opportunities for students and teachers. The following are identified as technology strengths: Page 244
3 of 6 reports show positive growth Kinder students are taking AR tests More teachers are using technology for assessing and practicing instruction Most software programs have tools for reporting growth Software is being used as an intervention method
Upgraded Equipment Variety of Software Current/Updated Software New Hardware New Science Lab Staff value technology as a tool. Technology is used in reading and math programs. All users have access. The school maintains a Sci-Tech lab to support science instruction. Various computer programs and applications are installed in every computer and readily accessible to provide quality instruction and practice for students. Numerous assessment information assessed from the eduphoria program. -Frequent use of technology -One lab is updated with new computers -Scheduled lab time
Technology Needs Smartboard training Smartboard in other content areas (ELA,Sci, SS) Updated computer equipment in some classes Computer Lab for English classes. Page 245
Not enough planning time to effectively use technology. Better content filtering-too restricting. Need for access of computers/printers during the weekend by students without computers. Computers on Wheels (COWS) need better connectivity/bad batteries. Use of Drop Box technology for students to submit assignments for teachers. Training for specific content 1. Purchase additional printers and computers; 2. Continue ongoing professional development; 3. Updating classpads for classroom use Student success Loss of instruction time More enrichment time Technology professional development offered Efficient technology in the computer lab Professional development in technology Improve student mastery of technology applications and implementation Improve technology infrastructure Increase technology budget Technical support
New software needed Increase integration of technology into classroom instruction Teachers need to attend more professional development on different programs to be utilized by teachers/student The following technology needs are listed as priority order:
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Better computers in classrooms due to AR upgrades Funds to repair/update aging technology Funds for accessories, cables/adaptors faster internet to keep up with growing usage requirements change orchard software purchase to RenLearn Math complete update of computer lab add data from fast math, next year's kinder program and easy teach
Technology Inservices Staffing to address technological needs Extra Reading Coach No professional development has been provided in technology. Increase in technology inventory. A barrier that prevents effective use of technology is when computers stop working and need repair or upgrades. Wifi is in great need due to IPADs which are used for TPRI and Dibels. -Staff developement needed for new programs -Computers need to be updated or replaced -Teachers need training in the use of classpads. -Need more math programs
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Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis:
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Goals Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 1: ELAR Student Achievement: 1) A minimum of 60% of All Students will meet the state assessment standard at Phase II calculated across all subject areas tested at the campus/district level. [Index 1] 2) 100% of Exit Level Senior Re-testers will demonstrate mastery on TAKS ELA. 3) A minimum of 85% in Grades K-1 will reach "Developed" on EOY screening according to the Texas Primary Reading Inventory; 4) A minimum of 85% of all 2nd grade students will pass the district developed end of year assessment; 5) A minimum of 85% of PK students will demonstrate "School Readiness" according to CIRCLE Literacy Assessment.
Strategy Description
TITLE I
State System Safeguard Strategies
2, 4
Critical Success Factors CSF 1 CSF 4 CSF 7 1) Provide staff development and onsite support/coaching in differentiation and balanced literacy strategies to all English/Language Arts and Reading teachers K-12 through collaboration with: Education Service Center Region 2; The Collette Consulting Group; the University of Texas Vaughn Gross Center for Reading and Language Arts.
Critical Success Factors CSF 1 CSF 4 2) Provide dyslexia services for identified dyslexic students.
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
UT-VGC Sign in Sheets and agendas Consultants Collette Consulting Group ELAR teachers Principals Directors of Instructional Services, Assistant Superintendent for Curriculum ESC2 Consultants Contracted Consultants Funding Sources: TLI - $42368.19 4, 9, 10 ELAR teachers, Tutoring logs, teacher documentation, summative Principals, Director reports of Instructional Services, Assistant Superintendent for Curriculum, ESC2 Consultants, Reading Specialists and dyslexia teachers Page 249
Nov Jan Mar June
State System Safeguard Strategies Critical Success Factors CSF 1 CSF 7 3) Provide professional development for all teachers (including special education teachers) on complete implementation of TEKS Resource System English/Language Arts and Reading curriculum and lessons 3-12.
State System Safeguard Strategies Critical Success Factors CSF 1 CSF 7 4) Provide STAAR & EOC professional development for teachers in grades 310 on addressing the hard to teach standards such as Fig. 19 and training over the reading & writing test design, assessed curriculum, and blueprints.
4, 10
University of Texas Sign in sheets and agendas Vaughn Gross Center Consultants; English Language Arts and Reading Teachers; Principals; Director of Instructional Services; Assistant Superintendent for Curriculum; South Texas Curriculum Consortium (STCC); ESC2 Consultants; ESC2 ELAR Consultants Funding Sources: Title II - $42368.19 2, 4, 10 South Texas Sign in sheets and agendas Curriculum Consortium (STCC); University of Texas Vaughn Gross Center Consultants; English Language Arts and Reading Teachers; Principals; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC2 Consultants; ESC2 ELAR Consultants; Writing Consultants Funding Sources: Title II - $74716.50
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State System Safeguard Strategies
2, 4, 10 South Texas Sign in sheets and agendas Curriculum Critical Success Factors Consortium CSF 1 CSF 7 (STCC); University 5) Provide specialized training for all ELAR teachers including Bilingual, ESL, of Texas Vaughn and Special Education for STAAR Writing through Gretchen Bernabei, Barry Gross Center Lane, The Writing Academy, STCC, and ESC2 trainings. Consultants; English Language Arts and Reading Teachers; Principals; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC2 Consultants; ESC2 ELAR Consultants; Writing Consultants Funding Sources: TLI State System Safeguard Strategies 2, 4, 10 University of Texas Sign in sheets and agendas Vaughn Gross Critical Success Factors Center Consultants; CSF 1 CSF 7 English Language 6) Provide support for the Sheltered Instruction Observation Protocol (SIOP) in Arts and Reading grades 5-12 and ELPS K-12 professional development for all teachers serving Teachers; English Language Learners. Principals; Director of Bilingual/ESL, Director of Instructional Services; Assistant Superintendent for Curriculum; ESC2 Consultants; ESC2 ELAR Consultants; Writing Consultants Funding Sources: Title III - $5482.00
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State System Safeguard Strategies
2, 4
Teachers; Sign in sheets and agendas Principals; Critical Success Factors Superintendent of CSF 1 CSF 7 Schools; Director of 7) Curriculum &Instruction/Professional Development:Provide staff Instructional development in the implementation of research-based instructional strategies Services; Assistant and provide onsite support/coaching in an effort to improve student performance Superintendent for K-12 in all content areas through: TEKS Resource System; South Texas Curriculum; ESC-2 Curriculum Consortium; Texas Literacy Initiative Consultants; Core Vertical Teams; South Texas Curriculum Consortium; Collette Consulting Group; Vaughn Gross Center for Reading and Language Arts Consultants Funding Sources: Title II - $19937.00 State System Safeguard Strategies 2 Principals; Walk through documentation and debriefing meetings Superintendent of with principals Critical Success Factors Schools; Directors CSF 1 CSF 2 CSF 7 of Instructional 8) Curriculum & Instruction/Professional Development: Improve instruction in Services; Assistant all content areas through increased monitoring of instruction (walkthroughs) and Superintendent for student performance and feedback to teachers. Use Eduphoria! PDAS, AWARE Curriculum and FORETHOUGHT to gather and analyze teacher/student data. Funding Sources: Title II - $14256.00
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Critical Success Factors CSF 1 CSF 2 CSF 7
2, 4
Teachers; Sign-in sheets; agendas Principals; Superintendent of 9) Curriculum & Instruction/Professional Development: Improve curriculum Schools; Director of implementation through campus vertical team planning in ELAR via Campus Instructional Based Literacy Team meetings, Balanced Literacy training and meetings, and Services; Assistant ENCORE/STEP training sessions. Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; Director of Texas Literacy Grant; Collette Consulting Group; Vaughn Gross Center for Reading and Language Arts Consultants Funding Sources: TLI State System Safeguard Strategies 4 Teachers; Sign in sheets and agendas Principals; Critical Success Factors Superintendent of CSF 1 CSF 2 CSF 7 Schools; Director of 10) Curriculum & Instruction/Professional Development: Provide staff Instructional development for instructional strategies for at-risk students by providing: Services; Assistant substitute teachers, contracted professional services, travel and subsistence, ESC Superintendent for cooperative fees, and staff development materials. Curriculum; Director of Federal Programs; South Texas Curriculum Consortium (STCC);ESC-2 Consultants; Core Vertical Teams; Vaughn Gross Center for Reading and Language Arts Consultants Funding Sources: TLI - $1900000.00
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11) Curriculum & Instruction/Professional Development: Provide staff development for integrating the Technology Applications TEKS into the core curriculum.
Critical Success Factors CSF 3 CSF 7 12) Curriculum & Instruction/Professional Development: Ensure that campus administrators attend professional development opportunities with their staff to ensure fidelity of implementation, consistency and continuity.
4
Teachers; Sign in sheets and agendas Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; Technology Coordinator; ESC-2 Consultants. 4 Teachers; Sign-in sheets and agendas Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; South Texas Curriculum Consortium (STCC); ESC-2 Consultants; Core Vertical Teams; College Board consultants; Vaughn Gross Center for Reading and Language Arts Consultants Funding Sources: TLI - $270000.00
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Critical Success Factors CSF 1 CSF 7
4
Teachers; Sign-in sheets; agendas; certificates Principals; Superintendent of 13) Curriculum & Instruction/Professional Development: Provide dyslexia Schools; Director of professional development regarding the research-based reading program and Instructional resources used by the campus reading specialists. Services Coordinator for Dyslexia; Assistant Superintendent for Curriculum; ESC-2 Consultants Funding Sources: Local - $7900.00 State System Safeguard Strategies 4 Principals; Sign-in sheets; Agendas Superintendent of Critical Success Factors Schools; Directors CSF 3 of Instructional 14) Curriculum & Instruction/Professional Development: Conduct monthly Services; Assistant principal meetings led by the Superintendent of Schools and the Assistant Superintendent for Superintendent for Curriculum and Instruction to address curriculum Curriculum; implementation and campus needs. Director of Federal Programs; Technology Director; Director of Special Education Critical Success Factors 2 Teachers; Lesson plans CSF 1 Principals; Director of Advanced 15) Include the College and Career Readiness Standards (C&CRS) in the Academics; general curriculum and ensure full implementation of such standards for grades Assistant K-12. Superintendent for Curriculum; Counselors; ESC 2 Consultants; College Professors; Dual Credit College/University Coordinators
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State System Safeguard Strategies
UT-VGC Sign in Sheets and agendas Consultants Critical Success Factors Collette Consulting CSF 1 CSF 4 CSF 7 Group 16) Provide staff development and onsite support/coaching for reader's workshop ELAR teachers (specifically guided reading and small group instruction) to all Principals English/Language Arts and Reading teachers K-12 in order to address the needs Directors of of the Special Education and Bilingual/ESL students through collaboration with: Instructional Education Service Center Region 2; The Collette Consulting Group; the Services, University of Texas Vaughn Gross Center for Reading and Language Arts. Assistant Superintendent for Curriculum ESC2 Consultants Contracted Consultants Funding Sources: TLI, TLI State System Safeguard Strategies 2, 4 Teachers; Sign in sheets and agendas Principals; Critical Success Factors Superintendent of CSF 1 CSF 4 CSF 7 Schools; Director of 17) Ensure continuous improvement in the implementation of research-based Instructional instructional strategies in reading and writing that address the needs of: Services; Assistant "All students" ;"Hispanic"; "Eco. Dis."; "Sp. Ed." students through staff Superintendent for development and onsite support/coaching with: Gretchen Bernabei Writing; Curriculum; ESC-2 Barry Lane Writing; The Writing Academy; Victoria Young Training; TEKS Consultants; Core Resource System; South Texas Curriculum Consortium; Texas Literacy Vertical Teams; Initiative South Texas Curriculum Consortium; Collette Consulting Group; Vaughn Gross Center for Reading and Language Arts Consultants Funding Sources: Title II, TLI =
Accomplished
2, 4
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 2: MATH Student Achievement: 1)A minimum of 60% of All Students will meet the state assessment standard at Phase II calculated across all subject areas tested at the campus/district level. [Index 1] 2) 100% of Exit Level Senior Re-testers will demonstrate mastery on TAKS Math. Summative Evaluation:
Strategy Description
TITLE I
Staff Responsible for Monitoring
State System Safeguard Strategies
Formative Reviews Evidence that Demonstrates Success
2, 4, 10 All Principals; Increase in Mathematics scores as per the TAKSDirector of STAAR; Increase in math commended/advanced Critical Success Factors Instructional performance as per the TAKS-STAAR; Increase in CSF 1 CSF 7 Services; Assistant scores on the Grade 2 End of Year Math Assessment; 1) Improve instruction, assessment, alignment of curriculum, and student Superintendent for Increase in AP test scores in Statistics and Calculus performance of all student groups in Math K-12, including Economically Curriculum; ESC 2 AB; Increase in student passing rates in math courses Disadvantaged and those served by Special Education, through the use of TEKS Math consultants KRS curriculum and staff development to support implementation through 12; Math Teachers facilitated planning (rollouts). K-12; Independent Math Consultants; Funding Sources: Title I - $19937.00 Critical Success Factors 2, 9, 10 Elementary Administration of MOY and EOY M-Class Math in CSF 1 CSF 7 Principals; Director grades K-3; Increase in student passing rates in math of Instructional courses. 2) Monitor math progress of K-1 students using performance-based Services; Assistant assessments. Superintendent for Curriculum; Math Teachers K-2; Independent Math Consultants
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Nov Jan Mar June
Critical Success Factors CSF 1 CSF 4
2, 9, 10 Intermediate, Master schedules; student schedules Middle School and High School 3) Allocate for each learner, math instruction time of approximately 80 minutes Principals; Director per day for grades 5 and 6 and at-risk/struggling learners grades 7-12. of Instructional Services; Assistant Superintendent for Curriculum; ESC 2 Math consultants; Math Teachers 512; Independent Math Consultants State System Safeguard Strategies 2, 9 All Principals; Lab schedules, lesson plans; Mathletics reports Director of Critical Success Factors Instructional CSF 1 CSF 2 Services; Assistant 4) Differentiate instruction for math by including individualized instruction in Superintendent for math labs utilizing online resources 3-6. Curriculum; Math Teachers 3-6; Campus SS Math: Eco Dis, Sp Ed Technology Specialists 5-12 Funding Sources: Sec. Math Grant State System Safeguard Strategies 4 All Principals; sign in sheets and agendas Director of Critical Success Factors Instructional CSF 1 CSF 2 CSF 7 Services; Assistant 5) Provide professional development for all math teachers, including Special Superintendent for Education teachers, that addresses the needs of students. Curriculum; Director (TEKS RS, STAAR, EOC, TI Navigator, SIOP, Eduphoria) of Federal SS Math: Sp Ed, Eco Dis Programs; ESC 2 Math consultants K12; Math Teachers K-12; Independent Math Consultants; Campus Technology Specialists 5-12 Funding Sources: TTIPS, Title I - $19937.00
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4, 8
Critical Success Factors CSF 1 CSF 2 CSF 7 6) Provide a Summer Professional Development Institute for Math certified teachers in grades 8-12 with a focus on data driven instructional decisionmaking. SS Math: Eco Dis, Sp Ed State System Safeguard Strategies
2, 4
Critical Success Factors CSF 1 CSF 7 7) Curriculum &Instruction/Professional Development: Provide continuous improvement in the implementation of research-based instructional strategies through staff development and onsite support/coaching in an effort to improve student performance K-12 in all content areas through: -TEKS RESOURCE SYSTEM; STCC components; Curriculum, Assessments, and Instructional Components (lessons) SS Math: Eco Dis, Sp Ed State System Safeguard Strategies
Principals; Director Sign-in sheets; teacher certificates of attendance. of Instructional Services; Assistant Superintendent for Curriculum; ESC 2 Math consultants K12; Math Teachers 8-12; Independent Math Consultants Teachers; Sign in sheets; consultant logs Increase in student Principals; achievement scores; Decrease in retention rate; Superintendent of Increase in student scores as per the TAKS-STAAR in Schools; Director of all core areas; Increase in student commended Instructional performance as per the TAKS-STAAR in all core Services; Assistant areas. Superintendent for Curriculum; ESC-2 Consultants;
Funding Sources: Title I - $19937.00 2
Teachers; Walk through documentation and debriefing meetings Principals; with principals Critical Success Factors Superintendent of CSF 1 CSF 2 CSF 7 Schools; Director of 8) Curriculum & Instruction/Professional Development: Improve instruction in Instructional all content areas through increased monitoring of instruction (walkthroughs) and Services; Assistant student performance and feedback to teachers. Use Eduphoria! PDAS, AWARE Superintendent for and FORETHOUGHT to gather and analyze teacher/student data. Curriculum; SS Math: Eco Dis, Sp Ed Funding Sources: Title II - $14256.00 Critical Success Factors 2, 4 Teachers; sign in sheets and agendas CSF 1 CSF 2 CSF 3 CSF 7 Principals; Superintendent of 9) Curriculum & Instruction/Professional Development: Improve curriculum Schools; Director of implementation through vertical team planning in math on designated staff Instructional development days. Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams;
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4
Teachers; sign-in sheets and agendas; ESC contracts Principals; Critical Success Factors Superintendent of CSF 1 CSF 2 CSF 7 Schools; Director of 10) Curriculum & Instruction/Professional Development: Provide staff Instructional development for instructional strategies for at-risk students by providing: Services; Assistant substitute teachers, contracted professional services, travel and subsistence, ESC Superintendent for cooperative fees, and staff development materials. Curriculum; Director SS Math: Eco Dis, Sp Ed of Federal Programs; ESC-2 Consultants; Core Vertical Teams; Funding Sources: Local, Title I Critical Success Factors 4 Teachers; sign-in sheets; agendas; walk-through documentation CSF 1 CSF 3 CSF 7 Principals; and lesson plans Superintendent of 11) Curriculum & Instruction/Professional Development: Provide professional Schools; Director of development and ensure implementation in the English Language Proficiency Bilingual/ESL; Standards for all content area teachers. Director of Instructional Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; Math Coordinator Funding Sources: Title III - $13426.00 Critical Success Factors 4 Teachers; Sign-in sheets CSF 3 CSF 7 Principals; Superintendent of 12) Curriculum & Instruction/Professional Development: Ensure that campus Schools; Director of administrators attend professional development opportunities with their staff to Instructional ensure fidelity of implementation, consistency and continuity. Services; Assistant Superintendent for Curriculum; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams; Math Coordinator Funding Sources: Sec. Math Grant
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Critical Success Factors CSF 3
4
Teachers; Sign-in sheets and agendas Principals; Superintendent of 13) Curriculum & Instruction/Professional Development: Conduct monthly Schools; Director of principal meetings led by the Superintendent of Schools and the Assistant Instructional Superintendent for Curriculum and Instruction to address curriculum Services; Assistant implementation and campus needs. Superintendent for Curriculum; Technology Coordinator; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams; Critical Success Factors 2 Teachers; Lesson Plans CSF 1 Principals; Assistant Superintendent for 14) Include the College and Career Readiness Standards (C&CRS) in the Curriculum; general curriculum and ensure full implementation of such standards for grades Counselors; ESC 2 K-12. Consultants; College Professors; Dual Credit College/University Coordinators Critical Success Factors 4 Mathematics Copies of sessions attended. CSF 1 CSF 3 CSF 7 Coordinator; Campus Principal; 15) Designated teachers will attend Conference For the Advancement of Director of Mathematics (CAMT) and share new learning with district math teachers as Instructional appropriate. Services Funding Sources: Title II - $724.00 State System Safeguard Strategies 9 All principals; Tutoring Logs; Increase in mathematics scores as per Director of STAAR; increase in math Advanced Levels on Critical Success Factors Instructional STAAR; increase in AP scores in Statistics and CSF 1 CSF 2 Services; Assistant Calculus AB; increase in student passing rates in math 16) Tutoring provided for at-risk students during or adjacent to the school day Superintendent for courses based on data. Curriculum; Math SS Math: Eco Dis, Sp Ed Teachers K-12 Funding Sources: Rural and Low Income - $49774.00
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High School Sign in Sheets; agendas; pre and post test Principal; Dean of Instruction; 17) Provide staff development for the advancement of teacher content Assistant knowledge in advanced mathematics courses (Professional Development Superintendent for Partnerships for Advanced Math and Science Courses) Curriculum and Instruction; Director of Instructional Services; designated teachers Funding Sources: Professional Development Partnerships for Advanced - $135000.00 State System Safeguard Strategies 4 Principals; Dean of Sign in sheets; agendas Instruction; Critical Success Factors Assistant CSF 1 CSF 7 Superintendent for 18) Include Special Education teachers in math staff development to provide Curriculum and appropriate support for students served by the special education program as well Instruction; Director as students identified as Economically Disadvantaged. of Instructional Services; designated teachers =
Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 3: SCIENCE Student Achievement: 1) A minimum of 60% of All Students will meet the state assessment standard at Phase II calculated across all subject areas tested at the campus/district level. [Index 1]; 2)100% of Exit Level Senior Re-testers will demonstrate mastery on TAKS Science; 3) A minimum of 90% in Grades 2, 3, 4, 5, 6 and 7 will demonstrate mastery on Unit Assessments
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2
2
Staff Responsible for Monitoring
Science Teachers; Principals; Director of Instructional 1) Curriculum based unit assessments from TEKS Resource System and Services; Assistant Eduphoria in Science will be given following each unit in grades 2-12 and Superintendent for disaggregated for mastery of TEKS. Curriculum State System Safeguard Strategies 2 Science Teachers; Principals; Director Critical Success Factors of Instructional CSF 1 Services; Assistant 2) Science teachers will ensure utilization of interactive science journals in Superintendent for grades K-12 on a daily basis to document the learning in the classroom. Curriculum; ESC 2 Consultants 4 Science Teachers; 3) Designated teachers will attend Conference For the Advancement of Science Principals; Director Teaching (CAST) and share new learning with district science teachers as of Instructional appropriate. Services; Assistant Superintendent for Curriculum; ESC 2 Consultants Funding Sources: Title II State System Safeguard Strategies 2 Science Teachers; Principals; Director Critical Success Factors of Instructional CSF 2 CSF 4 Services; Assistant 4) All science classes will provide data driven differentiated instruction in small Superintendent for groups during Science class as a Tier2 RtI. (to include Hispanic, ELL, SPED Curriculum and Eco Dis. student groups)
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Formative Reviews Evidence that Demonstrates Success Increase in Science scores as per the TAKS-STAAR; Increase in science commended performance as per the TAKS-STAAR; Increase in AP test scores in AP Biology, AP Physics B and AP Environmental Science; Increase in student passing rates in science courses; Eduphoria reports Lesson plans
Certificates of attendance
Lesson plans and small group rosters
Nov Jan Mar June
Critical Success Factors CSF 1 CSF 3
2
Science Teachers; Master schedule; class rosters Principals; Director of Instructional 5) Science classes in grades 5-6 will be up to 90 minutes per period. Services; Assistant Superintendent for Curriculum; ESC 2 Consultants Critical Success Factors 2 Science Teachers; Lab inventories CSF 1 Principals; Director of Instructional 6) Laboratory and field materials in science classrooms by grade level will meet Services; Assistant the required and recommended equipment lists provided by TEKS Resource Superintendent for System curriculum in order to teach Science Concepts/TEKS. Curriculum; ESC 2 Consultants 2 Science Teachers; Lesson plans 7) Video clips will be incorporated into Science lessons in grades K-12 to Principals; Director incorporate various learning styles. of Instructional Services; Assistant Superintendent for Curriculum; ESC 2 Consultants Critical Success Factors 2 Science Teachers; Lesson plans CSF 1 Principals; Director of Instructional 8) Edusmart (TECH LABS) presentations will be coordinated with TEKS Services; Assistant Resource System curriculum in grades K-12. Superintendent for Curriculum; ESC 2 Consultants 4 Science Teachers; sign-in sheets 9) Provide and attend STAAR/EOC professional development. Principals; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC 2 Consultants Funding Sources: Title II - $14256.00 State System Safeguard Strategies 4 Science Teachers; Attendance records; sign-in sheets Principals; Director Critical Success Factors of Instructional CSF 1 CSF 2 Services; Assistant 10) Provide professional development for Science certified teachers in grades 5Superintendent for 12 with a focus on data driven instructional dexision-making for all students Curriculum; ESC 2 including Hispanic, ELL, SPED and Eco Dis. student groups. Consultants
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Teachers; Lesson plans; sign-in sheets Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams; Math Director Funding Sources: Title II - $19937.00 2 Teachers; Walk through documentation 12) Curriculum & Instruction/Professional Development: Improve instruction in Principals; all content areas through increased monitoring of instruction (walkthroughs) and Superintendent of student performance and feedback to teachers. Use Eduphoria! PDAS, AWARE Schools; Director of and FORETHOUGHT to gather and analyze teacher/student data. Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; Technology Coordinator; ESC-2 Consultants; Core Vertical Teams; Math Coordinator Funding Sources: Title II - $14256.00 State System Safeguard Strategies 2, 4 Teachers; Sign in sheets; agendas Principals; 13) Curriculum & Instruction/Professional Development: Improve curriculum Superintendent of implementation through vertical team planning K-5, 6-8, and 7 & EOC. Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; Math Director. 11) Curriculum & Instruction/Professional Development: Provide continuous improvement in the implementation of research-based instructional strategies through staff development and onsite support/coaching in an effort to improve student performance K-12 in all content areas through: -TEKS Resource Curriculum, Assessments, and Instructional Components (lessons)
2, 4
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14) Curriculum & Instruction/Professional Development: Provide staff development for instructional strategies for at-risk students by providing: substitute teachers, contracted professional services, travel and subsistence, ESC cooperative fees, and staff development materials.
15) Curriculum & Instruction/Professional Development: Provide professional development and ensure implementation in the English Language Proficiency Standards.
4
Teachers; Payroll records; budget records; contracts; staff Principals; development materials; sign in sheets Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams; Math Coordinator Funding Sources: TTIPS 4 Teachers; sign in sheets and agendas Principals; Superintendent of Schools; Director of Bilingual/ESL; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; Math Coordinator Funding Sources: Title III - $13426.00
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16) Curriculum & Instruction/Professional Development: Attend professional development training opportunities on research based instructional strategies development.
17) Curriculum & Instruction/Professional Development: Attend STAAR/EOC professional development training.
18) Curriculum & Instruction/Professional Development: Ensure that campus administrators attend professional development opportunities with their staff to ensure fidelity of implementation, consistency and continuity.
4
Teachers; certificates of attendance; sign in sheets Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; Technology Coordinator; ESC-2 Consultants; Core Vertical Teams; College Board consultants; Math Director Funding Sources: Title II - $14256.00 4 Teachers; Sign in sheets; certificates of attendance Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; Math Coordinator 4 Teachers; sign -in sheets Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams; Math Coordinator Funding Sources: TTIPS
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19) Curriculum & Instruction/Professional Development: Conduct monthly principal meetings led by the Superintendent of Schools and the Superintendent for Curriculum and Instruction to address curriculum implementation and campus needs.
4
20) Include the College and Career Readiness Standards (C&CRS) in the general curriculum and ensure full implementation of such standards for grades K-12.
2
=
Accomplished
= Considerable
Teachers; sign in sheets and agenda Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Technology Coordinator; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams; College Board consultants; Math Coordinator Teachers; Lesson Plans Principals; Director of Advanced Academics; Assistant Superintendent for Curriculum; Counselors; ESC 2 Consultants; College Professors; Dual Credit College/University Coordinators = Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 4: Social Studies Student Achievement: 1) A minimum of 60% of All Students will meet the state assessment standard at Phase II calculated across all subject areas tested at the campus/district level. [Index 1] 2)100% of Exit Level Senior Re-testers will demonstrate mastery on TAKS Social Studies;
Strategy Description 1) Incorporate Freedom Week activities into the curriculum.
State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 7 2) Curriculum & Instruction/Professional Development: Provide continuous improvement in the implementation of research-based instructional strategies through staff development and onsite support/coaching in an effort to improve student performance K-12 in all content areas through: -TEKS Resource System, Curriculum, Assessments, and Instructional Components (lessons)
TITLE I
Staff Responsible for Monitoring
2
Formative Reviews Evidence that Demonstrates Success
Teachers; Lesson plans Principals; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC 2 Consultants 2, 4 Teachers; sign in sheets and agendas Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; ESC-2 Consultants Funding Sources: Title II - $19937.00, Title II - $19937.00
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State System Safeguard Strategies
2
Teachers; Walk through documentation Principals; Critical Success Factors Superintendent of CSF 2 CSF 7 Schools; Director of 3) Curriculum & Instruction/Professional Development: Improve instruction in Instructional all content areas through increased monitoring of instruction (walkthroughs) and Services; Assistant student performance and feedback to teachers. Use Eduphoria! PDAS, and Superintendent for AWARE to gather and analyze teacher/student data. Curriculum; Director of Federal Programs; Technology Coordinator; ESC-2 Consultants; Funding Sources: Title II - $14256.00, Title II - $14256.00, Title II - $14256.00 State System Safeguard Strategies 2, 4 Teachers; Sign in sheets; meeting agendas Principals; Critical Success Factors Superintendent of CSF 1 CSF 2 CSF 3 CSF 7 Schools; Director of 4) Curriculum & Instruction/Professional Development: Improve curriculum Instructional implementation through vertical team planning in all content areas, 5-12. Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; State System Safeguard Strategies 4 Teachers; sign in sheets; budget reports; payroll reports; staff Principals; development materials Critical Success Factors Superintendent of CSF 1 Schools; Director of 5) Curriculum & Instruction/Professional Development: Provide staff Instructional development for instructional strategies for at-risk students by providing: Services; Assistant contracted professional services, travel and subsistence, ESC cooperative fees, Superintendent for and staff development materials. Curriculum; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams;
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4
Teachers; Sign in sheets; certificates of attendance. Principals; Critical Success Factors Superintendent of CSF 1 CSF 7 Schools; Director of 6) Curriculum & Instruction/Professional Development: Provide professional Bilingual/ESL; development in the English Language Proficiency Standards. Director of Instructional Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; Funding Sources: Title III - $13426.00, Title III - $13426.00 State System Safeguard Strategies 4 Teachers; Lesson plans; walk throughs Principals; 7) Curriculum & Instruction/Professional Development: Ensure implementation Superintendent of of the English Language Proficiency Standards. Schools; Director of Bilingual/ESL; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; Funding Sources: Title III - $5940.00 4 Teachers; sign in sheets and agendas 8) Curriculum & Instruction/Professional Development: Provide staff Principals; development for integrating the Technology Applications TEKS into the core Superintendent of curriculum. Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Technology Coordinator; ESC-2 Consultants; Core Vertical Teams; College Board consultants;
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State System Safeguard Strategies Critical Success Factors CSF 1 CSF 7 9) Curriculum & Instruction/Professional Development: Attend professional development training opportunities on research based instructional strategies development.
State System Safeguard Strategies Critical Success Factors CSF 1 CSF 7 10) Curriculum & Instruction/Professional Development: Attend STAAR/EOC professional development training.
Critical Success Factors CSF 3 11) Curriculum & Instruction/Professional Development: Ensure that campus administrators attend professional development opportunities with their staff to ensure fidelity of implementation, consistency and continuity.
4
Teachers; sign-in sheet; agendas; certificates of attendance Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; Technology Coordinator; ESC-2 Consultants; Core Vertical Teams; College Board consultants; Funding Sources: Title II - $14256.00 4 Teachers; sign-in sheets; agendas; certificates of attendance Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; ESC-2 Consultants; Core Vertical Teams; 4 Teachers; sign-in sheets and agendas Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; ESC-2 Consultants; Core Vertical Teams; Funding Sources: TTIPS - $1125.00, TTIPS - $1125.00
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4
Critical Success Factors CSF 3 12) Curriculum & Instruction/Professional Development: Conduct monthly principal meetings led by the Superintendent of Schools and the Assistant Superintendent for Curriculum and Instruction to address curriculum implementation and campus needs.
13) Include the College and Career Readiness Standards (CCRS) in the general curriculum and ensure full implementation of such standards for grades K-12.
=
Accomplished
2
= Considerable
Teachers; Sign in sheets and agendas Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Federal Programs; Technology Coordinator; ESC-2 Consultants; Core Vertical Teams; College Board consultants Teachers; Lesson Plans Principals; Director of Advanced Academics; Assistant Superintendent for Curriculum; Counselors; ESC 2 Consultants; College Professors; Dual Credit College/University Coordinators = Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 5: Student Progress: A minimum of 35% (ES), 34% (MS), 26% (District) of students will score at Met Progress or Exceeded Progress in Reading (Gr4 through English II-Reading.), Math (Gr. 4 through Algebra I) and Writing (English I-Writing to English II-English II Writing). [Index 2] Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 6: Closing Performance Gaps: A minimum of 60% of students in Performance Gap Groups (Economic Disadvantaged and 2 lowest performing Race/Ethnicity) will pass state assessment - STAAR Gr. 3-8, EOCs, and TAKS Exit Level Gr. 11. [Index 3] Summative Evaluation: Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 7: ADVANCED ACADEMICS: The percentage of students taking the ACT/SAT and scoring at or above the criterion will increase by 4%.
Strategy Description Critical Success Factors CSF 1 1) Continue an expectation that students will take the SAT and ACT, and advertise test preparation course opportunities via campus website, counselor consults, and campus flyers/posters.
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals, Staff time, local funds, participation rate in ACT and Counselors, Dean of SAT of students from each student group Instruction
Critical Success Factors CSF 1
Principals, Dean of Student registration for SAT/ACT exams; flyers Instruction, Career Counseling 2) Communicate SAT/ACT opportunities to students as soon as school begins in Services/CT the fall. counselors, College Night Coordinator, Counselors, Graduation Coaches Funding Sources: High School Allot. - $20000.00 Page 274
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 8: ADVANCED ACADEMICS: The percentage of students taking AP exams and scoring at or above the assessment criteria will increase by 3% annually.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 5 1) Clearly communicate expectations and benefits of Advanced Placement (AP) courses by a variety of methods to parents and students prior to enrollment in the courses. Counsel intermediate and middle school students about courses they might take to help prepare for AP courses in high school.
Critical Success Factors CSF 1 CSF 7 2) Provide AP on-going professional development to enable teachers to utilize research-based practices, including innovative methods and strategies. Support participation in Advanced Placement institutes and workshops. Critical Success Factors CSF 1 CSF 5 3) Continue to ensure that all populations of the District have access to assessment and, if identified, are offered Gifted & Talented services.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals, Dean of Staff time, class time, district website, local funds, Instruction, meeting agendas Counselors, and Career Counseling Services/CT Counselor, Director of Gifted & Talented/Advanced Academics, Parent Involvement Coordinators Dean of Instruction, Staff time, local funds, Professional development Staff Development offerings, attendance at professional development Coordinator, and sessions Gifted & Talented/Advanced Academics Funding Sources: Gifted/Advanced Academics - $5736.00 Director of Gifted & Local funds, professional development, assesssment Talented/Advanced components, increase in percentages identified within Academics, Dean of sub-groups Instruction, Principals and Counselors
= Considerable
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 9: ADVANCED ACADEMICS: Education of Gifted/Talented Students The district will meet the Compliance level of the Texas State Plan for the Education of Gifted/Talented Students.
Strategy Description
TITLE I
Critical Success Factors CSF 1
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers; Increased participation of G/T student out-of-school Principals; Director activities; Pre-AP/AP course descriptions; Written of Advanced scope &sequences; 90% of G/T will master all areas of 1) Provide opportunities for out-of-school activities relevant to G.T. students' Academics; TAKS/STAAR; Compliance with District and State areas of strength. These activities will be challenging and provide for the Assistant mandates; Increase in post secondary awareness; interest, motivation, and exceptional ability of learners in the G.T. program, Superintendent for College Board Reports grades K-12. Such programs include: Destination Imagination, Octathlon, Curriculum; Pentathlon, Decathlon and Spelling Bee, out of school field activities. Counselors; Academic Coaches; ESC 2 Consultants Funding Sources: Gifted/Advanced Academics - $162452.00 Critical Success Factors 2 Teachers; Resources listed on lesson plans; walk-throughs CSF 1 CSF 7 Principals; Director conducted; debriefing with principals of Advanced 2) Continue to make available researched based gifted and talented curriculum Academics; resources for classroom instruction such as: curriculum differentiation Assistant enrichment material -TEKS RS (FIGS), Prufrock Press Academic Enrichment Superintendent for Curriculum (K-2), the Center for Gifted Education, College of William & Mary Curriculum; enrichment gifted curriculum and Kendal Hunt. Counselors; Academic Coaches; ESC 2 Consultants Funding Sources: Gifted/Advanced Academics - $2000.00 Critical Success Factors 2 Teachers; TPSP products at each campus CSF 1 CSF 4 CSF 5 Principals; Director of Advanced 3) Provide students with opportunities to pursue areas of interest through guided Academics; and independent research via the TEA's G/T Texas Performance Standards Assistant Project as per the Texas State Plan. Superintendent for Curriculum; Counselors; Academic Coaches; ESC 2 Consultants Funding Sources: Gifted/Advanced Academics - $1000.00 Page 277
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Critical Success Factors CSF 1 CSF 7
Dean of Instruction; College Board audit principal, teachers, Director of 4) Ensure that all District AP courses are approved by the College Board via the Advanced College Board Audit process. Academics; Assistant Superintendent for Curriculum. Critical Success Factors 2 Dean of Instruction, Dual credit grade and enrollment reports show CSF 1 Principals; increased participation and individual credit courses; Counselors; Dual completion of dual credit courses. 5) Provide dual credit enrollment opportunities for all students. Credit College/University Coordinators, Assistant Superintendent for Curriculum & Instruction. Funding Sources: High School Allot. =
2
Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 10: HEALTH AND PHYSICAL EDUCATION: Promote awareness of healthy lifestyles by providing health fairs and fitness assessments (FitnessGram).
Strategy Description 1) Participate in the Fitness Gram program in grades K-12 and complete all of the reporting requirements to TEA.
TITLE I 2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Health education Fitness Gram reports on all students 2-12; Increase at and physical least 5% from previous year's FitnessGram education teachers; performance; Campus P.E. schedules; Dates and Principals; Director minutes of SHAC meetings of Advanced Academics; School Health Advisory Council Members; District Coordinated School Health Program Members; Director of Instructional Services; Assistant Superintendent for Curriculum; Safety Coordinator; School Nurses; Counselors; Director of Food Services
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2) Provide moderate or rigorous daily physical activity for at least 30 minutes of each P.E. class throughout the school year; a minimum of at least 135 minutes during each school week if daily scheduling is not possible to improve the health and well-being of all students.
2
3) Meet with the School Health Advisory Council (SHAC) a minimum of four times to assist the District in ensuring that local community values and health issues are reflected in the District's health education instruction.
2
Health education Fitness Gram reports on all students 2-12; Increase at and physical least 5% from previous year's FitnessGram education teachers; performance; Campus P.E. schedules; Dates and Principals; Director minutes of SHAC meetings of Advanced Academics; School Health Advisory Council Members; District Coordinated School Health Program Members; Director of Instructional Services;Assistant Superintendent for Curriculum; Safety Coordinator; School Nurses; Counselors; Director of Food Services Health education Fitness Gram reports on all students 2-12; Increase at and physical least 5% from previous year's FitnessGram education teachers; performance; Campus P.E. schedules; Dates and Principals; Director minutes of SHAC meetings of Advanced Academics; School Health Advisory Council Members; District Coordinated School Health Program Members; Director of Instructional Services; Assistant Superintendent for Curriculum; Safety Coordinator; School Nurses; Counselors; Director of Food Services
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4) Implement the Coordinated Approach to Child Health (CATCH) Teams (K8) that develop goals and objectives based on fitness assessment data, academic performance and attendance rates and ensure students are reaching required moderate to vigorous physical activity as indicated by SHAC.
2
5) Continue implementation of instruction in Human Sexuality as adopted by the Board of Trustees as recommended by the SHAC.
2
=
Accomplished
= Considerable
Health education Fitness Gram reports on all students 2-12; Increase at and physical least 5% from previous year's FitnessGram education teachers; performance; Campus P.E. schedules; Dates and Principals; Director minutes of SHAC meetings of Advanced Academics; School Health Advisory Council Members; District Coordinated School Health Program Members; Director of Instructional Services; Assistant Superintendent for Curriculum; Safety Coordinator; School Nurses; Counselors; Director of Food Services Health education Dates, minutes of SHAC meetings; campus schedules and physical for instruction in human sexuality education teachers; Principals; Director of Advanced Academics; School Health Advisory Council Members; District Coordinated School Health Program Members; Director of Instructional Services; Assistant Superintendent for Curriculum; Safety Coordinator; School Nurses; Counselors; Director of Food Services = Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 11: AT-RISK STUDENTS: The number of AISD At-Risk Students identified because of STAAR assessment (grades 3-12) or Readiness test (Pre-K through 3rd grade) will decrease by 10% by providing supplemental instructional activities and support services.
Strategy Description
TITLE I
State System Safeguard Strategies
2, 9
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers; Reading Course list; tutorial logs; master schedules; SST Specialists; minutes; Dyslexia Teachers; Principals; Director 1) Provide supplemental services/intervention to at-risk students through: of Instructional - Specialized course offerings (Support Tier II and Tier III classes) Services; RTI - Additional supplies, materials, software and incentives Coordinator, - Tutorials, enrichment periods, summer school, evening school Assistant - Elementary school reading specialists Superintendent for - Optional Flexible School Day Program (AHS) Curriculum; Director of Special Education; Director of Federal Programs; University of Texas Vaughn Gross Center Consultants Funding Sources: St. Comp. - $2272256.00, Rural and Low Income - $49774.00 State System Safeguard Strategies 2, 9 Secondary RTI plan; 504 minutes; lesson plans Principals, PEP Critical Success Factors personnel, Director CSF 1 CSF 2 of Federal 2) Implement district Response to Intervention (RtI) plan with practices and Programs, procedures for K-10 in all core content areas. Share RTI plan with all Counselors, instructional staff. Provide flexible scheduling opportunities for Tier II and Tier Dropout Prevention III interventions during the instructional day. Coordinator, RTI Coordinator Funding Sources: St. Comp. - $2272256.00 Critical Success Factors CSF 1 CSF 2 CSF 4
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State System Safeguard Strategies
2
Teachers; Reading Master schedules Specialists; Critical Success Factors Dyslexia Teachers; CSF 1 CSF 2 CSF 4 Principals; Director 3) Implement master schedules at grades K-12 that provide increased time for of Instructional all core subjects and an enrichment/intervention period when possible during the Services; Assistant school day for all students. Superintendent for Curriculum; Director of Special Education; University of Texas Vaughn Gross Center Consultants Funding Sources: Special Education - $1553.70 State System Safeguard Strategies 2, 9 Teachers; Reading LPAC minutes; TELPAS reports; Eduphoria student Specialists; progress monitoring form Critical Success Factors Dyslexia Teachers; CSF 1 CSF 2 CSF 7 Principals; Director 4) Monitor progress of students exited within the past two years from SPED and of Bilingual/ESL; Bilingual /ESL services and provide accelerated instruction to those who are Director of failing coursework or do not pass TAKS/STAAR in any area. Instructional Services; Assistant Superintendent for Curriculum; Director of Special Education; University of Texas Vaughn Gross Center Consultants State System Safeguard Strategies 2, 9 Teachers; Reading Copies of Running records, fluency checks; TPRI Specialists; reports; Eduphoria reports Critical Success Factors Dyslexia Teachers; CSF 1 CSF 2 Principals; Director 5) Utilize the following assessment instruments and classroom practices to of Bilingual/ESL; monitor student performance and to identify individual at-risk student Director of needs/intervention strategies: Instructional -Running records Services; Assistant -Fluency checks & probes Superintendent for -TPRI Curriculum; -Benchmark Tests K-6th Director of Special -TEKS RS Unit Assessments in core areas Education - Reading, Math, Science, Social Studies Benchmark STAAR formatted 3rdFunding Sources: Title I - $19937.00 11th
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2, 4
Critical Success Factors CSF 1 CSF 2 6) Disaggregate STAAR data and other assessment data to identify students in need of intervention and provide staff development in core academic areas.
7) Pregnancy Related: Continue to provide support for student parents or expecting parents in an effort to increase the graduation and completion rate of this group.
8) Pregnancy Related: Services of the PEP program Include: CEHI (Compensatory Education Home Instruction), counseling and instructional monitoring by social worker and academic/career counselor, parenting skills, transportation, referrals for child care, and case management.
=
Accomplished
Teachers; Reading Agendas and sign-in sheets; AEIS and PBMAS Specialists; Dyslexia Teachers; Principals; Director of Instructional Services; Assistant Superintendent for Curriculum; Director of Special Education 2 Secondary Class list; attendance reports; home visit logs Principals, PEP personnel, Director of Federal Programs, Counselors, Dropout Prevention Coordinator 2 Secondary Counseling records; home-visits; child-care referral Principals, PEP forms; transportation vouchers personnel, Director of Federal Programs, Counselors, Dropout Prevention Coordinator Funding Sources: TTIPS - $17190.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 12: MIGRANT: 90% of AISD Priority For Services (PFS) migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 5 CSF 6
2, 6
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers; Copies of advertisements, flyers, sign-in sheets, Principals; Director records of home visits, minutes of parent meetings. of Federal 1) Increase awareness of the migrant program and its benefits in order to ensure Programs; Assistant that students and parents are able to access any services and benefits for which Superintendent for they are eligible through: advertisements, newspaper, flyers, home visits, Curriculum; surveys, school newspaper, and Informational parent meetings. Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $64418.00 Critical Success Factors 2 Teachers; Records of home-visits, signature pages; CSF 1 CSF 5 Principals; Director documentation of staff trained. of Federal 2) Provide Building Bridges program, an early childhood development service Programs; Assistant for 3 and 4-year olds, to eligible migrant families. Superintendent for Curriculum; Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $1000.00 State System Safeguard Strategies 2, 9 Teachers; NGS reports; tutorial logs; sign-in sheets; weekly Principals; Director narrative report by tutors Critical Success Factors of Federal CSF 1 CSF 2 CSF 4 Programs; Assistant 3) Identify priority for services migrant students who need supplemental Superintendent for interventions. Develop a PFS migrant plan for each campus. Curriculum; Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $128997.00
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Critical Success Factors CSF 1 CSF 4 CSF 5
2
Teachers; sign-in sheets; purchase orders for supplies Principals; Director of Federal 4) Migrant students will be provided with supplies and consumable materials to Programs; Assistant successfully complete their assignments in all classes. Superintendent for Curriculum; Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $128997.00 Critical Success Factors 2 Teachers; sign-in sheets for vouchers; receipts CSF 1 CSF 4 CSF 6 Principals; Director of Federal 5) Migrant students will be provided clothing and hygienic supplies to help with Programs; Assistant home and school environment as well as assist with school attendance. Superintendent for Curriculum; Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $1200.00 Critical Success Factors 2, 6 Teachers; advertisements; flyers, radio advertisements; school CSF 1 CSF 5 Principals; Director marquees; rewards for accumulated meetings of Federal attended;sign-in sheets from meetings 6) Migrant parents will be encouraged to attend a parent meeting at least three Programs; Assistant times per year. Superintendent for Curriculum; Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $500.00 State System Safeguard Strategies 6 Teachers; agendas from meetings; sign-in sheets Principals; Director Critical Success Factors of Federal CSF 1 CSF 4 CSF 5 CSF 6 Programs; Assistant 7) Provide workshops and support services for parents of migrant students, (e.g., Superintendent for Family Literacy Nights, Technology Nights, Parent Advisory Council). Curriculum; Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $500.00
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Critical Success Factors CSF 1 CSF 5 CSF 6
2
8) Provide counseling services to migrant students during the school day by Migrant counselor.
Critical Success Factors CSF 1 CSF 4 CSF 6 9) Encourage migrant students to register for ACT/SAT and other college specific exams.
Critical Success Factors CSF 1 CSF 5 CSF 6 10) Provide opportunities for migrant students to learn about college programs geared specifically towards migrant students through college visits.
=
Accomplished
Teachers; Counseling logs; tutor's narrative reports Principals; Director of Federal Programs; Assistant Superintendent for Curriculum; Counselors; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $47941.00 2 Teachers; Principals; Director of Federal Programs; Assistant Superintendent for Curriculum; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $500.00 2, 6 Teachers; Principals; Director of Federal Programs; Assistant Superintendent for Curriculum; Migrant Counselor; Migrant Tutor Funding Sources: Title I, Part C - $128997.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 13: SPECIAL EDUCATION: The district and campuses will meet all State and Federal compliance requirements for Special Education.
Strategy Description 1) The District will provide Child Find awareness to ensure that all children with disabilities, ages 0-22, are able to access services benefits.
Critical Success Factors CSF 1 CSF 7 2) Provide staff development on behavior management and strategies for students with ADHD and Emotional Disturbance.
Critical Success Factors CSF 1 CSF 7 3) On-Site Inclusion/Co-teaching support will be provided to all campuses.
TITLE I
Staff Responsible for Monitoring
2
Formative Reviews Evidence that Demonstrates Success
Director of Special AISD will be in compliance with all state and federal Education; Campus program requirements as evidenced through the Administrators; October Snapshot, State Performance Plans, flyers, Teachers; SPED announcements, and school website. Department Staff; Contracted Services Consultants; Special Education Social Case Worker, School Nurse Funding Sources: Special Education - $682.45 4 Director of Special The number of discipline referrals will decrease and Education; Campus the number of students in disciplinary placements will administrators; decrease as evidenced through PBMAS report; SPED Department agendas and sign-in sheets. Staff; LSSP; ESC 2 consultants; Section 504 Coordinator Funding Sources: Special Education - $6482.88 4 Director of Special The number of students in Least Restrictive Education; Campus Environment will increase as evidenced on the administrators; PBMAS report and the October snapshot and agendas, Teachers; SPED sign-in sheets, and powerpoint presentation. Department Staff; Contracted Services Consultants Funding Sources: Special Education - $2280.00
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2, 9
Critical Success Factors CSF 1 CSF 7 4) ARD Committee will recommend an Intensive Program of Instruction for students who fail any area of the State Assessment.
Critical Success Factors CSF 1 CSF 3 5) Train campus administrators on the STAAR ALT 2 participation requirements. Critical Success Factors CSF 1 6) Monitor and review STAAR ALT 2 participation requirements form to ensure students meet criteria for STAAR ALT 2 =
Accomplished
= Considerable
Director of Special Training provided at all campus--sign-in sheets and Education; Campus agendas, IEP documentation, logs and progress Administrators; reports. Teachers; SPED Department Staff; ARD Committee; Counselors;Texas Education Agency Special Education Sign in sheets and agendas Director; Campus Administrators; Educational Diagnosticians, Testing Coordinator Special Education STAAR ALT 2 Participation Requirement Forms Director; Special Education Supervisor
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 14: CTE: The district and campuses will meet all State and Federal compliance requirements for Career and Technology Education.
Strategy Description
TITLE I
1) Provide career education to all students through counseling and guidance curriculum and supporting activities such as career fairs and guest speakers.
2
2) Increase opportunities for students to obtain licenses and industry standard certifications.
2
3) Enhance all programs of study established to ensure that more students earn a certificate upon graduation.
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers; Flyers; agendas; sign-in sheets Principals; Assistant Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Teachers; Course offerings; certificates earned Principals; Assistant Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Teachers; Course sequence and offerings; student enrollment Principals; Assistant numbers; certificates earned Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors
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4) Create student organizations and participate in organizational competitions in every program of study.
2
5) Review and create a 4-year plan for every student on campus.
2
6) Implement computer based program that allows for student interest inventory, 4-year plans, and student portfolios.
2
7) Integrate Exploring Careers at 8th grade level for all students to prepare them for their chosen program of study.
2
Teachers; Organization rosters and records of competitions Principals; Assistant Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Teachers; Graduation plans on file Principals; Assistant Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Teachers; Career Cruising Springboard program available in GoPrincipals; Assistant Center; Superintendent for Career Scope reports (Special Education); Curriculum; Agendas for awareness sessions Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Teachers; Student schedules; master schedules; Career Scope Principals; Assistant (Special Education); transitional planning. Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors
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8) Provide CTE Principles courses of choice to all incoming freshman.
2
9) Partner Coastal Bend College and Del Mar College to provide enrichment in additional trade areas of interest.
2
10) Continue to evaluate and analyze the needs of programs i.e. Upgrade Culinary Arts classroom needs additional storage and prep area, computers are purchased on a rotation basis to replace old computers; Ag Barn Upgrades as needed.
2
Critical Success Factors CSF 2
2, 9
11) PBMAS - CTE Annual Dropout Rate: An At-Risk Academic Committee will be formed at Alice High School to review the Academic standing of all students. The committee will meet every month to review the number of students that are failing 1 or more classes per 3 week period and track students that are most at-risk of dropping out and ensure that interventions are prescribed. 12) CTE Department will create a google calendar for all activities, competitions and event.
2, 9
Teachers; Student schedules; master schedules and graduation Principals; Assistant plans Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Teachers; MOU and Articulation Agreement for Partnership with Principals; Assistant Coastal Bend College Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Teachers; Ag Barn upgrades, Kitchen upgrades; requisitions; Principals; Assistant purchase orders; board meeting agendas Superintendent for Curriculum; Counselors; Guest Speakers; Craft Training Center Instructors; Coastal Bend College Instructors Principal, Dean of The number of students failing 4 or more classes will Instruction, CTE decrease. Lead Teacher, Director of CTE, Committee
Principal, Dean of Instruction, CTE teachers, CTE Lead Teachers, Director of CTE, Committee Page 292
= Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 15: BILINGUAL/ESL: The district and campuses will meet all compliance requirements for Bilingual/ESL education program and Title III, Part A ESL Federal Program.
Strategy Description
TITLE I
State System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 2 CSF 6 1) Determine individual ELL student academic progress as well as bilingual program success through: - STAAR Reading and Writing scores - TELPAS Scores - LAT Scores - ITBS -LAS LINKS scores -Student progress reports, grades 2-12.
State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 6 2) Continue the Bilingual/ESL Continuous Improvement Plan and Recommendations from the TEA Onsite Findings Report.
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Bilingual Teachers; TELPAS reports; STAAR reports; OLPT reports; ESL Teachers; AMAOs report Teachers of ELLs; Campus Bilingual Representatives; Principals; Director of Bilingual/ESL; Assistant Superintendent for Curriculum; Parents; ESC-2 Consultants; Counselors; LPAC members Funding Sources: BE/ESL Local Budget - $45679.00 2 Bilingual Teachers; Corrective action plan submitted; monthly progress ESL Teachers; reports to TEA; certification records for bilingual/ESL Teachers of ELLs; certified teachers Campus Bilingual Representatives; Principals; Director of Bilingual/ESL; Assistant Superintendent for Curriculum; Parents; ESC-2 Consultants; Counselors; LPAC members Funding Sources: BE/ESL Local Budget - $45679.00
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State System Safeguard Strategies
4
Bilingual Teachers; Sign-in sheets; agendas; purchase orders for books and ESL Teachers; materials; teacher-coaching reports Critical Success Factors Teachers of ELLs; CSF 1 CSF 2 CSF 4 CSF 7 Campus Bilingual 3) Provide professional development in sheltered instruction strategies (SIOP) Representatives; and English Language Proficiency Standards (ELPS). Principals; Director of Bilingual/ESL; Assistant Superintendent for Curriculum; Parents; ESC-2 Consultants; Counselors; LPAC members Funding Sources: Title III - $45679.00 Critical Success Factors 2, 9 Bilingual Teachers; LPAC monitoring reports; annual LPAC review; CSF 1 CSF 2 ESL Teachers; Teachers of ELLs; 4) Increase efforts and improve monitoring of all ELL students and exited firstCampus Bilingual year (F) and second-year (S) students. Representatives; Principals; Director of Bilingual/ESL; Assistant Superintendent for Curriculum; Parents; ESC-2 Consultants; Counselors; LPAC members Funding Sources: BE/ESL Local Budget - $45679.00 State System Safeguard Strategies 2 Bilingual Teachers; sign-in sheets; certificates of attendance ESL Teachers; Critical Success Factors Teachers of ELLs; CSF 1 CSF 2 CSF 7 Campus Bilingual 5) Attend training specializing in Bilingual/ESL program system procedures and Representatives; best practices. Principals; Director of Bilingual/ESL; Assistant Superintendent for Curriculum; Parents; ESC-2 Consultants; Counselors; LPAC members Funding Sources: BE/ESL Local Budget - $3000.00 Page 295
State System Safeguard Strategies
Bilingual Teachers; Sign-in sheets; agendas ESL Teachers; Critical Success Factors Teachers of ELLs; CSF 1 CSF 2 CSF 4 CSF 7 Campus Bilingual 6) Provide training specializing in Bilingual/ESL program system procedures Representatives; and best practices. Principals; Director of Bilingual/ESL; Assistant Superintendent for Curriculum; Parents; ESC-2 Consultants; Counselors; LPAC members Funding Sources: BE/ESL Local Budget - $3000.00 State System Safeguard Strategies 2, 9 Bilingual Teachers; Eduphoria Student Progress Monitoring Forms; Teachers of ELLs; TELPAS scores; STAAR scores Critical Success Factors Campus principals; CSF 1 CSF 2 CSF 4 CSF 5 CSF 6 CSF 7 Director of Federal 7) Concentrate all ELL students in grades PK-4 at two campuses and Special Programs; Assistant Superintendent for Curriculum and Instruction: LPAC members Funding Sources: BE/ESL Local Budget - $15418.00 Critical Success Factors 4, 8, 10 Director of Federal Sign-in sheet, agendas, calibration scores and CSF 1 CSF 2 CSF 7 and Special certificates. Programs, District 8) Utilize the state-apporved TELPAS training system to assist teachers in Testing understanding the TELPAS rating system and complete calibration activities for Coordinator, rating credentials Teachers, and Special Programs staff Funding Sources: Local =
Accomplished
4
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 16: NCLB: The district and campuses will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) School-wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education.
Strategy Description
TITLE I
2) Work with campuses to use the annual Comprehensive Needs Assessment to strengthen the Campus Improvement Plan to include research-based best practices and strategies.
Accomplished
Formative Reviews Evidence that Demonstrates Success
10
1) Submit all compliance reports to TEA in a timely manner.
=
Staff Responsible for Monitoring
Director of Federal All reports submitted appropriately to TEA before Programs, Director deadline. of Instructional Services, Assistant Superintendent for Curriculum Funding Sources: Title I - $1226.00 1 Principals, Assistant Copies of the Comprehensive Needs Assessment for Superintendent for each campus. Curriculum, Director of Federal Programs Funding Sources: Title I - $161990.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the district and each campus to 95% or better. Summative Evaluation: Attendance rates did not increase. District attendance rate was 90.87%. All campuses were below 95%.
Strategy Description State System Safeguard Strategies Critical Success Factors CSF 1 1) Implement campus attendance procedures that include roles, responsibilites and plans for monitoring/management of student attendance.
State System Safeguard Strategies Critical Success Factors CSF 1 2) Train Attendance Clerks to consistently monitor and communicate students' daily absences and tardies to parents and staff.
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals, Director Records of campus attendance procedures and plans of Instructional for monitoring attendance; sign-in sheets; agendas Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff Funding Sources: TTIPS - $56500.00 Principals, Director Agendas, sign-in sheets; call logs of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff
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State System Safeguard Strategies
Principals, Director Copies of campus incentive plans and rewards given; of Instructional lists of students with perfect attendance by campus Critical Success Factors Services, Assistant CSF 1 Superintendent for 3) Recognize and award incentives to students with perfect attendance every six Curriculum, weeks and at the end of the year. Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff State System Safeguard Strategies Principals, Director Truancy court records of Instructional 4) Utilize the court system to enforce attendance requirements as required by Services, Assistant law (truancy/nonattendance). Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff State System Safeguard Strategies Principals, Director Home visit reports, counselor and social worker logs; of Instructional truancy reports 5) Utilize a Truancy officer to collaborate with the high school dropout Services, Assistant prevention and recovery team (Coyote Graduation Center) and the District Superintendent for Transformation Office in an effort to reduce truancy as a risk factor for dropping Curriculum, out and delinquency. Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff Funding Sources: TTIPS - $754294.70
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State System Safeguard Strategies 6) Employ a Social Worker to work with students and families in grades 9-12 to improve student attendance.
State System Safeguard Strategies 7) Host an Attendance Summit to develop solutions to the student attendance challenges.
State System Safeguard Strategies 8) Continue the implementation of "School Reach" automated phone system to notify parents of students.
Principals, Director Employee records; social worker logs; of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff Funding Sources: TTIPS - $74794.48 Principals, Director attendance records and agendas of meeting of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff Principals, Director School reach summary logs of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff
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9) Provide counseling via Women's Shelter Counselors
State System Safeguard Strategies 10) Provide counseling via AISD School Counselors
11) Mandated classes - Practical Parenting
Principals, Director Visitor's sign in sheet for counselor of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff Principals, Director Counseling logs of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff Principals, Director Sign-in sheets and agendas of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff
Page 301
Principals, Director List of courses offered; sign-in sheets of Instructional Services, Assistant Superintendent for Curriculum, Campus SBDM Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff 1, 6 Principals, Director sign-in sheets; lists of students ordered to attend; 13) Implement the 'Saturday School Leadership Forum' to include the following of Instructional sessions: Ropes Course, Technology Training (Writing, Resumes, Letter of Services, Assistant Application, Applications, etc.), Group Counseling 'Making Good Choices', Superintendent for Higher Order Thinking Skill Building, Science Camp (Lab Experiments), math Curriculum, Camp (Use of Manipulatives for Solving Math Problems); Evening School; Campus SBDM Workforce Solutions (Ken Trevino) on Saturdays; Project Outreach Committees, PEIMS Coordinator, Attendance Staff, Counselors, Coyote Graduation Center Staff Funding Sources: St. Comp. - $41262.25 12) Offer Adult Education
=
Accomplished
= Considerable
= Some Progress
Page 302
= No Progress
= Discontinue
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 2: All campuses will develop prevention and intervention strategies that will support reducing the dropout rate to less than 1% in Middle School and increase the High School Completion Rate to 95%. Summative Evaluation: Interventions were put in place but goals are not met. Drop out rate for High School was 1.2%. Students on a 4 year Graduation Rate 9-12 was 82%, 5-year extended graduation rate was 85.4%. We did not meet the goal 95%.
Strategy Description State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 7 1) Monitor the success of tutorials and intervention strategies for lowperforming students (ELLs, Title I, Sp. Ed, Migrant, CTE) and remediating strategies in the core subjects.
Staff TITLE I Responsible for Monitoring 9
Formative Reviews Evidence that Demonstrates Success
Teachers; Tutorial logs turned in by teachers. Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director Funding Sources: St. Comp. - $1697968.38, Rural and Low Income - $49774.00
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2) Implement a comprehensive, developmental Guidance and Counseling Program designed to serve all students and all student groups by campus.
3) Provide training to campus personnel on the identification and coding of students at-risk of dropping out.
2, 9
4
Teachers; Counselor logs and counseling session agendas/plans. Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director Teachers; Agendas; sign-in sheets; PEIMS data Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director
Page 304
Teachers; Agendas, sign-in sheets; PEIMS data Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director Funding Sources: TTIPS - $246484.08 9 Teachers; Cohort reports; graduation lists; home visits 5) Monitor cohort groups 7-12 by providing district and campus dropout rosters Principals; and reports to campuses. Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director Funding Sources: TTIPS - $56500.00 4) Provide training to campus administration on the dropout rate, graduation rate, and completion rate sections of the Accountability Manual.
4
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State System Safeguard Strategies
9
Teachers; intervention plans; lesson plans; assessment results; Principals; attendance records and student schedules Critical Success Factors Superintendent of CSF 1 CSF 2 CSF 7 Schools; Director of 6) Provide academic interventions to individual students and monitor the Instructional effectiveness of interventions. Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director Funding Sources: St. Comp. - $1697968.38 State System Safeguard Strategies 2, 9 Teachers; Attendance lists; rosters; grade reports; transcripts Principals; Critical Success Factors Superintendent of CSF 1 Schools; Director of 7) Provide tuition free summer programs for all eligible students for the purpose Instructional of regaining of credit and/or acceleration for cohort groups required graduating Services; Assistant by August 31st of each cohort year. Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director Funding Sources: TTIPS - $84000.00
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8) Conduct home visits, monitor withdrawal leaver codes to ensure accuracy and dedicate a focused effort to recover non-returning students.
State System Safeguard Strategies 9) Monitor the number of students who are classified as dropouts on a systemic cycle throughout the school year.
2, 9
2
Teachers; Home visit logs; attendance and enrollment reports Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; TTIPS Transformation Director Teachers; Leaver reports; PEIMS and PBMAS reports Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education;
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State System Safeguard Strategies
2
Critical Success Factors CSF 1 10) Offer an Optional Flexible School Day Program for at-risk students.
State System Safeguard Strategies 11) Utilize the Coyote Graduation Center (Social Workers, Case Manager, Parental and Community Liaison) to lead the efforts in dropout recovery and prevention.
=
Accomplished
Teachers; Attendance reports; lesson plans Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education; Funding Sources: TTIPS - $246484.08 2 Teachers; Sign in logs; home visit logs Principals; Superintendent of Schools; Director of Instructional Services; Assistant Superintendent for Curriculum; Coyote Graduation Center Staff; Counselors; Technology and PEIMS Coordinators; PEIMS Clerks; Director of Federal Programs; Director of Special Education Funding Sources: Title I
= Considerable
= Some Progress
Page 308
= No Progress
= Discontinue
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 3: Postsecondary Readiness: A minimum of 86% of potential graduates will graduate under Recommended or Advanced High School Programs (4-year rate for Cohort Class of 2013 or 5-year rate for Cohort Class of 2012). [Index 4] Summative Evaluation: Drop out rate for High School was 1.2%. Students on a 4 year Graduation Rate 9-12 was 82%, 5-year extended graduation rate was 85.4%. We did not meet the goal 95%. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Expand opportunities for students, parents, and teachers to learn about and make informed decisions regarding the high school graduation programs, college access opportunities
2) Provide information about student financial aid opportunities.
=
Accomplished
2, 6
2
= Considerable
Formative Reviews Evidence that Demonstrates Success
Teachers; College Night agenda and sign-in sheets; completed Principals; Director personal graduation plans of Advanced Academics; Assistant Superintendent for Curriculum; Counselors; College Access Coordinator; ESC 2 Consultants; College Professors; Dual Credit College/University Coordinators Teachers; Brochures, meeting agendas and sign-in sheets Principals; Director of Advanced Academics; Assistant Superintendent for Curriculum; Counselors; College Board Consultants; ESC 2 Consultants; College Professors; Dual Credit College/University Coordinators = Some Progress Page 309
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Highly Qualified Staff/ Recruitment and Retention: Recruit and maintain the percentage of highly qualified staff at 100%. Summative Evaluation: Staff was not retained at 100%.
Strategy Description
TITLE I
Critical Success Factors CSF 7
5
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals; Assistant Highly Qualified Summary Report Superintendent for Human Resources; 1) Recruit highly qualified teachers for high needs students through an extensive Human Resources variety of methods: job fairs, newspaper ads in local & surrounding cities and Department; online recruiting sites (ESC2 and TASA) Director of Federal Programs; Assistant Superintendent for Curriculum Funding Sources: Title II - $2578.00 Critical Success Factors 5 Principals; Assistant Study guides; requests for study guides and sign-in CSF 7 Superintendent for sheets for them. Human Resources; 2) Provide study guides free of charge to teachers wanting to gain additional Human Resources certification. Department; Director of Federal Programs; Assistant Superintendent for Curriculum Funding Sources: Title II - $568.00 Critical Success Factors 4 Principals; Assistant Sign-in sheets and agendas for new teacher trainings. CSF 7 Superintendent for Human Resources; 3) Provide staff development and mentoring program for all new teachers to Human Resources AISD beginning with a 5-day teacher academy at the beginning of the school Department; year to provide professional development and support for success in the Director of classroom. Instructional Services; Director of Federal Programs; Assistant Superintendent for Curriculum Funding Sources: Title II - $3752.00 Page 310
Nov Jan Mar June
Critical Success Factors CSF 7
Principals; Assistant Payroll records Superintendent for Human Resources; 4) Recruit and maintain retention stipends for Math, Science and Bilingual/ESL Human Resources certified teachers teaching in their content areas for grades PK-12. Department; Director of Federal Programs; Assistant Superintendent for Curriculum Funding Sources: Title II - $194548.00 =
6
Accomplished
= Considerable
= Some Progress
Page 311
= No Progress
= Discontinue
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 10%. Summative Evaluation: The number of discipline incidences decreased. Numbers decreased by 205 referrals.
Strategy Description
TITLE I
1) Promote awareness and notification of Student Code of Conduct to students, parents, staff & community through campus distribution, use of District web site, and campus presentations.
=
Accomplished
10
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals; Director Signed receipt of student handbook; student code of of Operations; conduct on district website; Report a Bully website Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors = Some Progress
Page 312
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease by 10%. Summative Evaluation: The number of out of school suspensions did not decrease by 10% although suspensions were down by 205 referrals.
Strategy Description
TITLE I 2
1) Ensure parents are notified of any discipline referral as outlined in the Student Code of Conduct.
Critical Success Factors CSF 6
4
2) Provide training for administrators and new teachers: - to effectively handle classroom discipline so that out-of-school suspensions and discretionary removals are used as a last resort; - assure student rights and due process are afforded.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals; Director Parent contact logs; copies of office referrals. of Operations; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors Principals; Director Sign in sheets; agendas of Operations; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors = Some Progress
Page 313
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of in school suspensions will decrease by 25%. Summative Evaluation: In school suspensions reached a decline but did not decrease by 25%.
Strategy Description
TITLE I
1) Monitor discipline reports each six weeks to analyze number of referrals and actions taken.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1, 2, 9, 10 Principals; assistant Discipline reports; PEIMS 425 record principals; PEIMS staff
= Considerable
= Some Progress
Page 314
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: Decrease the Annual Violent or Criminal Incidents by 5%.
Strategy Description
TITLE I
Critical Success Factors CSF 6
10
1) Ensure that campuses develop and maintain an Emergency Operations Plan. - Plan must be multi-hazard in nature - Must be reviewed and updated annually - The following drills must be practiced accordingly: Lock down drills (3 times per year), Shelter-in place, Reverse evacuation, Drop & Cover, and Evacuation. Critical Success Factors CSF 6
10
2) Ensure that campuses have an identification security system.
Critical Success Factors CSF 6 3) All staff must obtain and display an identification card while on school grounds.
10
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals; Director Emergency plan; record of trainings and sign-in sheets; of Operations; record of drills;office referrals; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors Principals; Director Safety manager report or updates; safety walk throughs of Operations; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors Principals; Director Identification cards made for each campus. of Operations; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors
Page 315
Nov Jan Mar June
Critical Success Factors CSF 6 4) Visitors must present identification at Sign-In while on any school campus.
10
Principals; Director Visitor sign-in logs. of Operations; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors
Page 316
Critical Success Factors CSF 6
4, 10
5) Provide Nonviolent Crisis Intervention Training to individuals working with populations that may require proper restraint.
Critical Success Factors CSF 6
10
6) Continue the use of the Building Good Citizens for Texas PK-12.
=
Accomplished
= Considerable
Principals; Director sign-in sheets; certificate of attendance of Operations; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors Principals; Director List of students to present at board meetings; of Operations; Assistant Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors = Some Progress
Page 317
= No Progress
= Discontinue
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Continue the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 6
4
1) Provide professional development based on level of need in the following areas: Bullying Prevention, Violence/conflict resolution, Recent drug use trends, Resiliency/Developmental Assets, Dating Violence, and the Positive Behavior Intervention Supports (PBIS).
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals; Director Sign in sheets and agendas; policies and procedures of Operations; available on website, and parental involvement Assistant conference agenda. Superintendent for Curriculum; PEIMS Coordinator; Safety Coordinator; ESC-2 Consultants; Counselors = Some Progress
Page 318
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report. Summative Evaluation: Parental involvement participation in meetings increased by 10% as documented in the Parent Involvement Yearly Report.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 5 CSF 6
4, 6
1) Provide program awareness sessions on parenting skills, with special emphasis on parents of at-risk students. Parent education program topics to include: discipline, conflict resolution, self-esteem, alcohol and drug danger, gang awareness, building strong parent/child/school communication via the Annual Parent Involvement Conference and spring parent programs, and/or PTA parent sessions. Critical Success Factors CSF 5 2) Parent/student/school compact will be provided and signed by all parents at the beginning of the year.
Critical Success Factors CSF 5 3) Enhance the development of family-friendly campuses by planning and implementing parent activities at all campuses that emphasize the value of parental involvement.
Staff Responsible for Monitoring
Evidence that Demonstrates Success
Principals; Parental Surveys (parent and student); Yearly summary reports Involvement of number of parent involved; School compacts Coordinator; Director of Federal Programs; Parents; Campus Parental Involvement Staff; Mentors
Funding Sources: Title I - $16437.00 2, 6, 10 Principals; Director School compacts of Federal Programs; Parents; Campus Parental Involvement Staff; Mentors; Human Resources Department; Safety Coordinator Funding Sources: Title I - $90519.00 6 Principals; Parent Parents' evaluations of conferences and school events; Involvement Yearly Summary Report Coordinator;Director of Federal Programs; Parents; Campus Parental Involvement Staff; campus literacy coaches, and Migrant Staff Funding Sources: Title I - $90519.00
Page 319
Formative Reviews Nov Jan Mar June
Critical Success Factors CSF 5
Principals, Director Sign-in sheets and agendas for Practical Parenting of Instructional meetings and the Parent Conference Services, Assistant 4) Improve campus-level family involvement by providing parent Superintendent for informational meetings to include strategies to engage families in the education Curriculum, Director of students. of Federal Programs, Campus literacy coaches, Parent Involvement Coordinator Funding Sources: Title I =
1, 10
Accomplished
= Considerable
= Some Progress
Page 320
= No Progress
= Discontinue
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the district and community entities in regards to Transitional Services by 5%.
Strategy Description
TITLE I
State System Safeguard Strategies Critical Success Factors CSF 6
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
6, 7, 10 Campus Principals; Records of orientation sessions, flyers. counselors
1) Campus orientation for students transitioning to new campuses are coordinated by campus principals and counselors. =
Accomplished
= Considerable
= Some Progress
Page 321
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 3: Transitional Services will be provided for 100% of the Head Start and private school entities in the Alice ISD attendance zone. Summative Evaluation: Transitional Services were provided for 100% of the Head Start and private school entities in the Alice ISD attendance zone.
Strategy Description
TITLE I
Critical Success Factors CSF 5
7
1) Transitional Services: Provide collaboration of efforts and expectations between Head Start and the district to improve transition services to preschool students and parents: - Schedule parent/ student campus visits in the Spring. District personnel participation in Head Start planning and evaluation efforts. =
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Head Start Director; Flyers, letters and contact logs. Elementary Principals; Director of Instructional Services; Director of Federal Programs Funding Sources: Title I - $14294.00
= Considerable
= Some Progress
Page 322
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills. Summative Evaluation: 100% of the students were provided with technology access for instruction.
Strategy Description
TITLE I
1) Ensure that all Technology Applications TEKS are taught to every student at the appropriate grade level through the use of the Technology Application TEKS online K-8 curriculum.
2
2) Alice High School will offer technology based courses such as Business Information Management, Digital Graphics, and Touch Data Systems Entry
4
3) Students will have access to internet based reference material and streaming video to support the classroom curriculum.
2
4) All students will participate in classroom activities that incorporate technology into the curriculum.
2
5) Students will be taught the tenets of using e-mail in an acceptable, ethical manner. Common Sense Media will be used to teach cyber-bullying and appropriate use of social media.
4
Staff Responsible for Monitoring Technology Coordinator; Principals; Teachers; Technology Department Principals; Teachers; Technology Department Technology Coordinator; Principals; Teachers; ESC Region II Technology Coordinator; Principals; Teachers; Technology Department Technology Coordinator; Assistant Superintendent for Curriculum; Principals; Teachers;
Page 323
Formative Reviews Evidence that Demonstrates Success Computer lab schedules and program progress.
Master schedule and course catalog.
ESC2 Coop agreement; eRate application and awards; links on campus websites
Computer lab schedules and lesson plans
Class rosters and lesson plans documentation
Nov Jan Mar June
6) Students will be given opportunities for distance learning in dual credit courses such as psychology and sociology.
= Accomplished
= Considerable
2
Technology Course catalogs and master schedules Coordinator; Assistant Superintendent for Curriculum; HS Principal; Counselors = Some Progress
Page 324
= No Progress
= Discontinue
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide meaningful and powerful ongoing technology staff development for all educators to effectively facilitate technology into the curriculum. Summative Evaluation: Limited technology staff developments were offered to educators during the 2013 - 2014 school year. Technology staff developments were offered during the 2014 summer to show staff how to integrate various iPad into the curriculum. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
Technology ESC2 Cooperative; campus and district websites; Coordinator; eRate funding. Director of Library Services 2 Technology Professional development schedule; sign-in sheets 2) Provide professional development on technology innovations and ways to Coordinator; incorporate technology into classroom instruction. Director of Instructional Services; Assistant Superintendent for Curriculum; Principals Technology E-Rate funding; robust wireless network 3) Continue to expand wireless network district-wide. Coordinator; Technology Staff Technology Lab usage; Increase in student achievement 4) Train district and campus technology specialists to partner with classroom Coordinator; teachers to utilize labs as an extension of instruction. Technology Department; Principals 2 District Technology Sign-in sheets; meeting agendas; POs 5) Utilize grant funding from GEAR UP and TLI (Texas Literacy Initiative) to Coordinator; Grant train teachers on emerging technologies to include iPads, tablets, and Ti NSpire Administrators; Navigator Systems. Literacy Coaches and Specialists; Math Coordinators Funding Sources: Gear Up - $42500.00 1) Teachers will have access to internet based reference material and streaming video to support the classroom curriculum
=
Accomplished
2
= Considerable
= Some Progress Page 325
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community. Summative Evaluation: A Facebook and Twitter account were created in January 2014 to increase the communication between the district and the community. A school-wide/district wide messaging service was utilized to communicate upcoming events and relay information about any circumstances that arose.
Strategy Description
Staff TITLE I Responsible for Monitoring
Evidence that Demonstrates Success
Technology Budget and POs Coordinator; Director of Instructional Services; Assistant Superintendent for Curriculum; Principals; Teachers; Technology Department Funding Sources: 199 Tech - $484110.00 2 Technology Sign-in sheets 2) Provide staff development in technology applications, tools, and management Coordinator; of student and teacher computer use. Director of Instructional Services; Assistant Superintendent for Curriculum; Principals; Teachers; Technology Department 1) Purchase hardware and software updates for instruction and administrative use.
2
Formative Reviews
Page 326
Nov Jan Mar June
Technology E-rate applications Coordinator; Director of Instructional Services; Assistant Superintendent for Curriculum; Principals; Teachers; Technology Department Technology District and campus websites 4) Publish and maintain a website that can be accessed by parents and the Coordinator; community to facilitate communication. Technology Specialist for Web Site; Campus Technology Specialists; ESC Region II Funding Sources: 199 Tech - $2000.00 Technology txConnect reports 5) Provide parent access to grades, attendance, and discipline via the parent Coordinator portal txConnect, Funding Sources: 199 Tech - $484110.00 2 District Technology campus and district websites 6) Post links on the campus website in order to facilitate the use of instructional Coordinator; based programs by students and parents from home and utilize teacher pages in Campus Project Share. Technology Specialists; ESC Region II 3) Apply for E-Rate funding for local and long distance telephone services, broadband lines, Internet and e-mail access, maintenance of networking equipment, internal connections, and web-based communication services which allow campuses to communicate with parents via campus/classroom district web sites.
=
Accomplished
2
= Considerable
= Some Progress
Page 327
= No Progress
= Discontinue
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: Provide the knowledge and skills necessary to fully integrate technology into administrative functions and allow all administrators to make informed decisions on technology acquisitions and usage. Summative Evaluation: Limited integration of technology into administrative functions occurred. Administrators seek advice on technology acquisitions are make the decisions for what works for their campus. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) All administrators will receive annual professional development in Instructional Technology.
District Technology Sign in sheets; agendas; on-demand training Coordinator
2) Utilize the District Technology Plan to drive decisions in regard to technology needs at all levels.
District Technology E-Plan (District Technology Plan); District Coordinator; Improvement Plan; Campus Improvement Plan; Needs Assistant assessments Superintendent of Curriculum; Principals
=
Accomplished
= Considerable
= Some Progress
Page 328
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: Provide a high-speed, quality infrastructure and high value hardware for all schools and district offices. Summative Evaluation: Provided a high-speed, quality infrastructure and high value hardware for all schools and district offices.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
District Technology Payroll records Coordinator; Campus Technology Specialists Funding Sources: 199 Tech - $484110.00 2 District Technology ESC 2 Co-op Agreement 2) Maintain an internet filtering service that will not hinder the speed of the Coordinator; internet in accordance to CIPA. Region II Service Center Funding Sources: 199 Tech - $484110.00 District Technology Eduphoria! HelpDesk ticket reports 3) Utilize Eduphoria! HelpDesk to assign tickets at the campus level that can be Coordinator; elevated to the district level to best utilize district technicians for the repair of District and technology hardware. Campus Technology Specialists Funding Sources: 199 Tech - $484110.00 1) Maintain network support staff and network specialists proportionally with the growth of the network.
=
Accomplished
= Considerable
= Some Progress
Page 329
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
1
Provide staff development and onsite support/coaching in differentiation and balanced literacy strategies to all English/Language Arts and Reading teachers K-12 through collaboration with: Education Service Center Region 2; The Collette Consulting Group; the University of Texas Vaughn Gross Center for Reading and Language Arts.
1
1
3
Provide professional development for all teachers (including special education teachers) on complete implementation of TEKS Resource System English/Language Arts and Reading curriculum and lessons 3-12.
1
1
4
Provide STAAR & EOC professional development for teachers in grades 3-10 on addressing the hard to teach standards such as Fig. 19 and training over the reading & writing test design, assessed curriculum, and blueprints.
1
1
5
Provide specialized training for all ELAR teachers including Bilingual, ESL, and Special Education for STAAR Writing through Gretchen Bernabei, Barry Lane, The Writing Academy, STCC, and ESC2 trainings.
1
1
6
Provide support for the Sheltered Instruction Observation Protocol (SIOP) in grades 5-12 and ELPS K-12 professional development for all teachers serving English Language Learners.
1
1
7
Curriculum &Instruction/Professional Development:Provide staff development in the implementation of research-based instructional strategies and provide onsite support/coaching in an effort to improve student performance K-12 in all content areas through: TEKS Resource System; South Texas Curriculum Consortium; Texas Literacy Initiative
1
1
8
Curriculum & Instruction/Professional Development: Improve instruction in all content areas through increased monitoring of instruction (walkthroughs) and student performance and feedback to teachers. Use Eduphoria! PDAS, AWARE and FORETHOUGHT to gather and analyze teacher/student data.
1
1
10
Curriculum & Instruction/Professional Development: Provide staff development for instructional strategies for at-risk students by providing: substitute teachers, contracted professional services, travel and subsistence, ESC cooperative fees, and staff development materials.
1
1
14
Curriculum & Instruction/Professional Development: Conduct monthly principal meetings led by the Superintendent of Schools and the Assistant Superintendent for Curriculum and Instruction to address curriculum implementation and campus needs.
16
Provide staff development and onsite support/coaching for reader's workshop (specifically guided reading and small group instruction) to all English/Language Arts and Reading teachers K-12 in order to address the needs of the Special Education and Bilingual/ESL students through collaboration with: Education Service Center Region 2; The Collette Consulting Group; the University of Texas Vaughn Gross Center for Reading and Language Arts.
17
Ensure continuous improvement in the implementation of research-based instructional strategies in reading and writing that address the needs of: "All students" ;"Hispanic"; "Eco. Dis."; "Sp. Ed." students through staff development and onsite support/coaching with: Gretchen Bernabei Writing; Barry Lane Writing; The Writing Academy; Victoria Young Training; TEKS Resource System; South Texas Curriculum Consortium; Texas Literacy Initiative
1
1
1
1
Page 330
Goal Objective Strategy
Description
1
2
1
Improve instruction, assessment, alignment of curriculum, and student performance of all student groups in Math K-12, including Economically Disadvantaged and those served by Special Education, through the use of TEKS RS curriculum and staff development to support implementation through facilitated planning (rollouts).
1
2
4
Differentiate instruction for math by including individualized instruction in math labs utilizing online resources 3-6. SS Math: Eco Dis, Sp Ed
1
2
5
Provide professional development for all math teachers, including Special Education teachers, that addresses the needs of students. (TEKS RS, STAAR, EOC, TI Navigator, SIOP, Eduphoria) SS Math: Sp Ed, Eco Dis
1
2
6
Provide a Summer Professional Development Institute for Math certified teachers in grades 8-12 with a focus on data driven instructional decision-making. SS Math: Eco Dis, Sp Ed
1
2
7
Curriculum &Instruction/Professional Development: Provide continuous improvement in the implementation of research-based instructional strategies through staff development and onsite support/coaching in an effort to improve student performance K-12 in all content areas through: -TEKS RESOURCE SYSTEM; STCC components; Curriculum, Assessments, and Instructional Components (lessons) SS Math: Eco Dis, Sp Ed
1
2
8
Curriculum & Instruction/Professional Development: Improve instruction in all content areas through increased monitoring of instruction (walkthroughs) and student performance and feedback to teachers. Use Eduphoria! PDAS, AWARE and FORETHOUGHT to gather and analyze teacher/student data. SS Math: Eco Dis, Sp Ed
1
2
10
Curriculum & Instruction/Professional Development: Provide staff development for instructional strategies for at-risk students by providing: substitute teachers, contracted professional services, travel and subsistence, ESC cooperative fees, and staff development materials. SS Math: Eco Dis, Sp Ed
1
2
16
Tutoring provided for at-risk students during or adjacent to the school day based on data. SS Math: Eco Dis, Sp Ed
1
2
18
Include Special Education teachers in math staff development to provide appropriate support for students served by the special education program as well as students identified as Economically Disadvantaged.
1
3
2
Science teachers will ensure utilization of interactive science journals in grades K-12 on a daily basis to document the learning in the classroom.
1
3
4
All science classes will provide data driven differentiated instruction in small groups during Science class as a Tier2 RtI. (to include Hispanic, ELL, SPED and Eco Dis. student groups)
1
3
10
Provide professional development for Science certified teachers in grades 5-12 with a focus on data driven instructional dexision-making for all students including Hispanic, ELL, SPED and Eco Dis. student groups.
1
3
13
Curriculum & Instruction/Professional Development: Improve curriculum implementation through vertical team planning K-5, 68, and 7 & EOC.
Page 331
Goal Objective Strategy 1
4
Description
2
Curriculum & Instruction/Professional Development: Provide continuous improvement in the implementation of research-based instructional strategies through staff development and onsite support/coaching in an effort to improve student performance K-12 in all content areas through: -TEKS Resource System, Curriculum, Assessments, and Instructional Components (lessons)
1
4
3
Curriculum & Instruction/Professional Development: Improve instruction in all content areas through increased monitoring of instruction (walkthroughs) and student performance and feedback to teachers. Use Eduphoria! PDAS, and AWARE to gather and analyze teacher/student data.
1
4
4
Curriculum & Instruction/Professional Development: Improve curriculum implementation through vertical team planning in all content areas, 5-12.
1
4
5
Curriculum & Instruction/Professional Development: Provide staff development for instructional strategies for at-risk students by providing: contracted professional services, travel and subsistence, ESC cooperative fees, and staff development materials.
1
4
6
Curriculum & Instruction/Professional Development: Provide professional development in the English Language Proficiency Standards.
1
4
7
Curriculum & Instruction/Professional Development: Ensure implementation of the English Language Proficiency Standards.
1
4
9
Curriculum & Instruction/Professional Development: Attend professional development training opportunities on research based instructional strategies development.
1
4
10
Curriculum & Instruction/Professional Development: Attend STAAR/EOC professional development training.
1
4
12
Curriculum & Instruction/Professional Development: Conduct monthly principal meetings led by the Superintendent of Schools and the Assistant Superintendent for Curriculum and Instruction to address curriculum implementation and campus needs.
1
11
1
Provide supplemental services/intervention to at-risk students through: - Specialized course offerings (Support Tier II and Tier III classes) - Additional supplies, materials, software and incentives - Tutorials, enrichment periods, summer school, evening school - Elementary school reading specialists - Optional Flexible School Day Program (AHS)
1
11
2
Implement district Response to Intervention (RtI) plan with practices and procedures for K-10 in all core content areas. Share RTI plan with all instructional staff. Provide flexible scheduling opportunities for Tier II and Tier III interventions during the instructional day.
1
11
3
Implement master schedules at grades K-12 that provide increased time for all core subjects and an enrichment/intervention period when possible during the school day for all students.
1
11
4
Monitor progress of students exited within the past two years from SPED and Bilingual /ESL services and provide accelerated instruction to those who are failing coursework or do not pass TAKS/STAAR in any area.
1
11
5
Utilize the following assessment instruments and classroom practices to monitor student performance and to identify individual at-risk student needs/intervention strategies: -Running records -Fluency checks & probes -TPRI -Benchmark Tests K-6th TEKS RS Unit Assessments in core areas - Reading, Math, Science, Social Studies Benchmark STAAR formatted 3rd-11th Page 332
Goal Objective Strategy
Description
1
11
6
Disaggregate STAAR data and other assessment data to identify students in need of intervention and provide staff development in core academic areas.
1
12
3
Identify priority for services migrant students who need supplemental interventions. Develop a PFS migrant plan for each campus.
1
12
7
Provide workshops and support services for parents of migrant students, (e.g., Family Literacy Nights, Technology Nights, Parent Advisory Council).
1
13
4
ARD Committee will recommend an Intensive Program of Instruction for students who fail any area of the State Assessment.
1
15
1
Determine individual ELL student academic progress as well as bilingual program success through: - STAAR Reading and Writing scores - TELPAS Scores - LAT Scores - ITBS -LAS LINKS scores -Student progress reports, grades 2-12.
1
15
2
Continue the Bilingual/ESL Continuous Improvement Plan and Recommendations from the TEA Onsite Findings Report.
1
15
3
Provide professional development in sheltered instruction strategies (SIOP) and English Language Proficiency Standards (ELPS).
1
15
5
Attend training specializing in Bilingual/ESL program system procedures and best practices.
1
15
6
Provide training specializing in Bilingual/ESL program system procedures and best practices.
1
15
7
Concentrate all ELL students in grades PK-4 at two campuses
2
1
1
Implement campus attendance procedures that include roles, responsibilites and plans for monitoring/management of student attendance.
2
1
2
Train Attendance Clerks to consistently monitor and communicate students' daily absences and tardies to parents and staff.
2
1
3
Recognize and award incentives to students with perfect attendance every six weeks and at the end of the year.
2
1
4
Utilize the court system to enforce attendance requirements as required by law (truancy/nonattendance).
2
1
5
Utilize a Truancy officer to collaborate with the high school dropout prevention and recovery team (Coyote Graduation Center) and the District Transformation Office in an effort to reduce truancy as a risk factor for dropping out and delinquency.
2
1
6
Employ a Social Worker to work with students and families in grades 9-12 to improve student attendance.
2
1
7
Host an Attendance Summit to develop solutions to the student attendance challenges.
2
1
8
Continue the implementation of "School Reach" automated phone system to notify parents of students.
2
1
10
Provide counseling via AISD School Counselors
2
2
1
Monitor the success of tutorials and intervention strategies for low-performing students (ELLs, Title I, Sp. Ed, Migrant, CTE) and remediating strategies in the core subjects.
2
2
6
Provide academic interventions to individual students and monitor the effectiveness of interventions. Page 333
Goal Objective Strategy
Description
2
2
7
Provide tuition free summer programs for all eligible students for the purpose of regaining of credit and/or acceleration for cohort groups required graduating by August 31st of each cohort year.
2
2
9
Monitor the number of students who are classified as dropouts on a systemic cycle throughout the school year.
2
2
10
Offer an Optional Flexible School Day Program for at-risk students.
2
2
11
Utilize the Coyote Graduation Center (Social Workers, Case Manager, Parental and Community Liaison) to lead the efforts in dropout recovery and prevention.
5
2
1
Campus orientation for students transitioning to new campuses are coordinated by campus principals and counselors.
Page 334
Federal System Safeguard Strategies Goal Objective Strategy 1
4
2
Description Curriculum & Instruction/Professional Development: Provide continuous improvement in the implementation of research-based instructional strategies through staff development and onsite support/coaching in an effort to improve student performance K-12 in all content areas through: -TEKS Resource System, Curriculum, Assessments, and Instructional Components (lessons)
Page 335
State Compensatory Personnel for District Improvement Plan: Name
Position
Program
FTE
AHS IA1
INST AIDE
AHS
.85
AHS IA2
INST AIDE
AHS
.99
AHS SECRETARY
SECRETARY
AHS
.48
AHS T1
MATH
AHS
.67
AHS T2
MATH
AHS
.81
AHS T3
MATH
AHS
.44
AHS T4
ELA
AHS
.23
AHS T5
MATH
AHS
.23
AHS T6
ELA
AHS
.25
AHS T7
PHYSICS
AHS
.23
AHS T8
MATH
AHS
.11
AISD SECURITY 1
SECURITY
AISD
1.0
AISD SECURITY 2
SECURITY
AISD
1.0
AISD SECURITY 3
SECURITY
AISD
1.0
AISD SECURITY 4
SECURITY
AISD
1.0
AISD SECURITY 5
SECURITY
AISD
1.0
AISD SECURITY 6
SECURITY
AISD
1.0
AISD SECURITY 7
SECURITY
AISD
1.0
AISD SECURITY 8
SECURITY
AISD
1.0
AISD SECURITY 9
SECURITY
AISD
1.0
DUBOSE IA1
INST AIDE
DUBOSE
1.0
DUBOSE SECRETARY
SECRETARY
DUBOSE
.50
Page 336
DUBOSE T1
SCIENCE
Page 337
DUBOSE
.11
DUBOSE T10
MATH
DUBOSE
.11
DUBOSE T11
SOCST
DUBOSE
.11
DUBOSE T12
MATH
DUBOSE
.11
DUBOSE T13
SCI
DUBOSE
.11
DUBOSE T14
MATH
DUBOSE
.11
DUBOSE T2
RDG/SS
DUBOSE
.11
DUBOSE T3
SOCST
DUBOSE
.11
DUBOSE T4
ELA
DUBOSE
.11
DUBOSE T5
SCIENCE
DUBOSE
.11
DUBOSE T6
ELA
DUBOSE
.11
DUBOSE T7
SOCST
DUBOSE
.11
DUBOSE T8
ELA
DUBOSE
.11
DUBOSE T9
MATH/SCI
DUBOSE
.11
HILLCREST IA1
INST AIDE
HILLCREST
1.0
HILLCREST IA2
INST AIDE
HILLCREST
.98
HILLCREST IA3
INST AIDE
HILLCREST
1.0
HILLCREST IA4
INST AIDE
HILLCREST
1.0
MEMORIAL T1
BIL MATH/SCI
MEMORIAL
.11
MEMORIAL T10
SCI
MEMORIAL
.11
MEMORIAL T11
MATH
MEMORIAL
.11
MEMORIAL T12
SCI
MEMORIAL
.11
MEMORIAL T13
SOCST
MEMORIAL
.11
MEMORIAL T14
MATH
MEMORIAL
.11
MEMORIAL T15
MATH
MEMORIAL
.11
MEMORIAL T16
SCI
MEMORIAL
.11
MEMORIAL T17
SCI
MEMORIAL
.11
MEMORIAL T2
ELA
MEMORIAL
.11
MEMORIAL T3
ELA
MEMORIAL
.11
Page 338
MEMORIAL T4
ELA
MEMORIAL
.11
MEMORIAL T5
BIL ELA/SS
MEMORIAL
.11
MEMORIAL T6
MATH
MEMORIAL
.09
MEMORIAL T7
PE
MEMORIAL
.11
MEMORIAL T8
PE
MEMORIAL
.10
MEMORIAL T9
SOCST
MEMORIAL
.11
MRG IA1
INST AIDE
MRG
1.0
MRG IA2
INST AIDE
MRG
1.0
MRG IA3
INST AIDE
MRG
1.0
NOONAN IA1
INST AIDE
NOONAN
1.0
NOONAN IA2
INST AIDE
NOONAN
1.0
NOONAN IA3
INST AIDE
NOONAN
1.0
NOONAN IA4
INST AIDE
NOONAN
1.0
NOONAN IA5
INST AIDE
NOONAN
1.0
NOONAN IA6
INST AIDE
NOONAN
1.0
NOONAN IA7
INST AIDE
NOONAN
1.0
NOONAN IA8
INST AIDE
NOONAN
1.0
PACE AHS ADM1
ADMIN
PACE AHS
.6
PACE AHS IA1
INST AIDE
PACE AHS
.6
PACE AHS SECRETARY
SECRETARY
PACE AHS
.6
PACE AHS T1
DEAP ENG
PACE AHS
.60
PACE AHS T2
HISTORY
PACE AHS
.51
PACE AHS T3
DAEP MATH
PACE AHS
.40
PACE AHS T4
ALC
PACE AHS
.60
PACE WAMS ADM1
ADMIN
PACE WAMS
.4
PACE WAMS IA2
INST AIDE
PACE WAMS
.4
PACE WAMS SECRETARY
SECRETARY
PACE WAMS
.4
PACE WAMS T1
DAEP ENG
PACE WAMS
.40
Page 339
PACE WAMS T2
HISTORY
PACE WAMS
.34
PACE WAMS T3
DAEP MATH
PACE WAMS
.40
PACE WAMS T4
ALC
PACE WAMS
.40
SAENZ IA1
INST AIDE
SAENZ
1.0
SAENZ IA2
INST AIDE
SAENZ
1.0
SAENZ IA3
INST AIDE
SAENZ
1.0
SAENZ IA4
INST AIDE
SAENZ
1.0
SAENZ IA5
INST AIDE
SAENZ
1.0
SALAZAR IA1
INST AIDE
SALAZAR
.98
SALAZAR IA2
INST AIDE
SALAZAR
1.0
SALAZAR IA3
INST AIDE
SALAZAR
1.0
SCHALLERT IA1
INST AIDE
SCHALLERT
.99
SCHALLERT IA2
INST AIDE
SCHALLERT
1.0
WAMS IA1
INST AIDE
WAMS
.76
WAMS IA2
INST AIDE
WAMS
.98
WAMS T1
READING
WAMS
.22
WAMS T10
SCIENCE
WAMS
.11
WAMS T11
MATH
WAMS
.43
WAMS T12
PHYS ED
WAMS
.10
WAMS T13
PHYS ED
WAMS
.10
WAMS T14
MATH
WAMS
.26
WAMS T2
MATH
WAMS
.21
WAMS T3
MATH
WAMS
.19
WAMS T4
MATH
WAMS
.20
WAMS T5
READING
WAMS
.11
WAMS T6
HISTORY
WAMS
.11
WAMS T7
ELA
WAMS
.11
WAMS T8
MATH
WAMS
.21
Page 340
WAMS T9
READING
Page 341
WAMS
.22
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified professinal teachers is addressed in the Comprehensive Needs Assessment. Please refer to the CNA.
Page 342
Title I Personnel Name
Position
Program
FTE
Alma DelaGarza
Parental Involvement
Memorial Int.
Alma Garcia
Director of Federal Programs
Admin
Amanda Pena
Math Teacher
Alice HS
1.0
Ana Maria Salazar
Counselor
Wm. Adams MS
1.0
Anna Barrera
Math Teacher
Dubose Int
1.0
Belinda Munoz
Parental Involvement
Central
1.0
Bernadette Aguilar
Instructional Aide
Noonan ES
1.0
Blanca Garza
Kinder Teacher
MR Garcia
1.0
Claire Keliehor
Reading Specialist
Memorial Int.
.50
Claire Keliehor
Reading Specialist
Dubose
Cynthia Lopez
Instructional Aide-PE
Hillcrest ES
1.0
Cynthia McCown
History Teacher
Wm. Adams MS
1.0
Deborah O'Neill
Reading Specialist
Salazar ES
0.50
Deborah O'Neill
Reading Specialist
MR Garcia ES
0.50
Dennis LaPlant
Math Teacher
Wm. Adams MS
1.0
Elda Salazar
Reading Specialist
Saenz ES
1.0
Estella Lewis
Reading Specialist
Noonan ES
1.0
Gina Flores
Instructional Aide-Comp
Saenz ES
1.0
Ginny Benitez
Instructional Aide-iStation
Salazar ES
1.0
Graciela Cantu
Reading Specialist
Salazar ES
1.0
Hope Grobe
Clerk
Parent
Joseph Smejkal
Govt. Teacher
Alice HS
1.0
Linda H Salazar
Instructional Aide
Noonan ES
1.0
Linda Valerio
Reading Specialist
Schallert ES
1.0
Lisa Nicole Lopez
Instructional Aide
Saenz ES
1.0
Page 343
1.0 0.80
0.50
0.30
Maria Araujo
Instructional Aide
Schallert ES
1.0
Maria Elena Saenz
Instructional Aide
Schallert ES
1.0
Maria I. Lopez
2nd Grade Teacher
Noonan ES
1.0
Marianna Chavarria
Instructional Aide
Memorial Int
1.0
Marisela DeLaCruz
Counselor
Alice HS
1.0
Marivel Carbajal
Instructional Aide
Saenz ES
1.0
Marta Salazar
Parent Involvement Coordinator
Admin
0.10
Melisa Garcia-Garcia
Reading Specialist
Hillcrest ES
0.50
Melisa Garcia-Garcia
Reading Specialist
Schallert ES
0.50
Nelda Marquez-Garcia
Parental Liaison
Alice HS
1.0
Roman Vela
On Campus Suspension
Alice High School
1.0
Sandra Ordonez
Instructional Aide
MR Garcia ES
1.0
Sharon Bland
English Teacher
Alice HS
1.0
Sonia Carbajal
Reading Teacher
Memorial Int
1.0
Veronica G Hernandez
Instructional Aide
Schallert ES
1.0
Page 344
District Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
1
2
1
$19,937.00
1
2
5
$19,937.00
1
2
7
$19,937.00
1
2
10
$0.00
1
11
5
$19,937.00
1
16
1
$1,226.00
1
16
2
$161,990.00
2
2
11
$0.00
5
1
1
5
1
2
$90,519.00
5
1
3
$90,519.00
5
1
4
$0.00
5
3
1
$14,294.00
Title I - $1748465.00
Amount
$16,437.00
Sub-Total
$454,733.00
Title II Goal
Objective
Strategy
Resources Needed
1
1
3
$42,368.19
1
1
4
$74,716.50
1
1
7
$19,937.00
1
1
8
$14,256.00
1
1
17
$0.00
1
2
8
$14,256.00
1
2
15
$724.00
1
3
3
$0.00 Page 345
Account Code
Amount
1
3
9
$14,256.00
1
3
11
$19,937.00
1
3
12
$14,256.00
1
3
16
$14,256.00
1
4
2
$19,937.00
1
4
2
$19,937.00
1
4
3
$14,256.00
1
4
3
$14,256.00
1
4
3
$14,256.00
1
4
9
$14,256.00
3
1
1
$2,578.00
3
1
2
$568.00
3
1
3
$3,752.00
3
1
4
$194,548.00 Sub-Total
$527,306.69
Title III Goal
Objective
Strategy
Resources Needed
Account Code
1
1
6
$5,482.00
1
2
11
$13,426.00
1
3
15
$13,426.00
1
4
6
$13,426.00
1
4
6
$13,426.00
1
4
7
$5,940.00
1
15
3
$45,679.00 Sub-Total
Amount
$110,805.00
Rural and Low Income Goal
Objective
Strategy
1
2
16
Resources Needed
Account Code
Amount $49,774.00
Page 346
1
11
1
$49,774.00
2
2
1
$49,774.00 Sub-Total
$149,322.00
BE/ESL Local Budget Goal
Objective
Strategy
Resources Needed
Account Code
1
15
1
$45,679.00
1
15
2
$45,679.00
1
15
4
$45,679.00
1
15
5
$3,000.00
1
15
6
$3,000.00
1
15
7
$15,418.00 Sub-Total
Amount
$158,455.00
Local Goal
Objective
Strategy
Resources Needed
Account Code
1
1
13
$7,900.00
1
2
10
$0.00
1
15
8
$0.00 Sub-Total
Amount
$7,900.00
St. Comp. Goal
Objective
Strategy
Resources Needed
Account Code
1
11
1
$2,272,256.00
1
11
2
$2,272,256.00
2
1
13
$41,262.25
2
2
1
$1,697,968.38
2
2
6
$1,697,968.38 Sub-Total
Amount
$7,981,711.01
High School Allot. Goal
Objective
Strategy
Resources Needed Page 347
Account Code
Amount
1
7
2
$20,000.00
1
9
5
$0.00 Sub-Total
$20,000.00
Title I, Part C Goal
Objective
Strategy
Resources Needed
Account Code
1
12
1
$64,418.00
1
12
2
$1,000.00
1
12
3
$128,997.00
1
12
4
$128,997.00
1
12
5
$1,200.00
1
12
6
$500.00
1
12
7
$500.00
1
12
8
$47,941.00
1
12
9
$500.00
1
12
10
$128,997.00 Sub-Total
Amount
$503,050.00
Gear Up Goal
Objective
Strategy
6
2
5
Resources Needed
Account Code
Amount $42,500.00
Sub-Total
$42,500.00
TTIPS Goal
Objective
Strategy
Resources Needed
1
2
5
$0.00
1
3
14
$0.00
1
3
18
$0.00
1
4
11
$1,125.00
1
4
11
$1,125.00
1
11
8
$17,190.00 Page 348
Account Code
Amount
2
1
1
$56,500.00
2
1
5
$754,294.70
2
1
6
$74,794.48
2
2
4
$246,484.08
2
2
5
$56,500.00
2
2
7
$84,000.00
2
2
10
$246,484.08 Sub-Total
$1,538,497.34
TLI Goal
Objective
Strategy
Resources Needed
Account Code
1
1
1
$42,368.19
1
1
5
$0.00
1
1
9
$0.00
1
1
10
$1,900,000.00
1
1
12
$270,000.00
1
1
16
$0.00
1
1
16
$0.00
1
1
17
$0.00 Sub-Total
Amount
$2,212,368.19
Sec. Math Grant Goal
Objective
Strategy
Resources Needed
Account Code
1
2
4
$0.00
1
2
12
$0.00 Sub-Total
Amount
$0.00
199 Tech Goal
Objective
Strategy
Resources Needed
6
3
1
$484,110.00
6
3
4
$2,000.00 Page 349
Account Code
Amount
6
3
5
$484,110.00
6
5
1
$484,110.00
6
5
2
$484,110.00
6
5
3
$484,110.00 Sub-Total
$2,422,550.00
Special Education Goal
Objective
Strategy
Resources Needed
Account Code
1
11
3
$1,553.70
1
13
1
$682.45
1
13
2
$6,482.88
1
13
3
$2,280.00 Sub-Total
Amount
$10,999.03
Gifted/Advanced Academics Goal
Objective
Strategy
Resources Needed
Account Code
1
8
2
$5,736.00
1
9
1
$162,452.00
1
9
2
$2,000.00
1
9
3
$1,000.00 Sub-Total
Amount
$171,188.00
Professional Development Partnerships for Advanced Goal
Objective
Strategy
1
2
17
Resources Needed
Account Code
Amount $135,000.00
Sub-Total Grand Total
Page 350
$135,000.00 $16,446,385.26
Alice Independent School District Alice High School 2015-2016 Campus Improvement Plan
Page 351
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Goals ....................................................................................................................................................................................................................................................... 5 Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. ........................................................................................................................................................................ 5 Goal 2: All students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. ..................... 29 Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ..................................... 32 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Page 352
Comprehensive Needs Assessment
Page 353
Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis:
Page 354
Goals Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 1: ELAR: A minimum of 60% of students taking EOC exams will achieve passing standard at Phase II. Biology: A minimum of 80% of students taking EOC exams will achieve passing standard at Phase II. Algebra I: A minimum of 70% of students taking EOC exams will achieve passing standard at Phase II. US History: A minimum of 85% of students taking EOC exams will achieve passing standard at Phase II.
Strategy Description State System Safeguard Strategies Critical Success Factors CSF 1 1) Provide staff development on reading/writing, Math, SS, and Science strategies for student success on the TAKS/EOC ELA, Biology, Alg.I, US History. (CSFImprove Academic Performance) 2) Provide dyslexia services for identified dyslexia students and onsite support and training to all dyslexia teachers. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 5 3) Provide mandatory tutoring for students in need of additional assistance with an emphasis the month before the TAKS/EOC is administered. (CSF-Improve Academic Performance, Increase Parent/Community Involvement) State System Safeguard Strategies Critical Success Factors CSF 7 4) Utilize EOC disaggregated data to drive accelerated instruction offered in EOC: ELA, Alg I, Biology,and US History Classes. (CSF-Increase Teacher Quality)
Staff Responsible for Monitoring ELA,Math,SS and Science Department Chairs, ELA,Math,SS and Science Teachers, Dean of Instruction, ESC2 Consultants Director of Instructional Services ELA, Math, Science and Social Studies teachers, counselors, parental involvement coordinator
Formative Reviews Evidence that Demonstrates Success Minimum student passing Rate on EOC as follows: ELA 60%, Biology 80%, Alg I 70%, and US History 85 %.
At least 60% students passing Reading and ELA. Increase in dyslexic student performance Tutorial sign-in sheets, parent flyers/mailers
English, Math, Planning meeting minutes; data sheets (heat maps, Social Studies and quintiles), CBA's. Science Teachers, Dean of Instruction. Literacy Coach
Page 355
Nov Jan Mar June
State System Safeguard Strategies
Principal, Dean of Lesson Plans, Progress Reports , Rosters for EOC classes Instruction, Director and Pull out tutorials, teacher walk-throughs. of Instructional Services
Critical Success Factors CSF 1 5) A Literacy Coach will assist teachers twice a week in improving student achievement in Reading/ELA. (CSF-Improve Academic Performance) 6) Retain collaborative planning time for all Core Subject Areas (SIP) 7) Teachers will attend content specific conferences (i.e. STCC, PLC) and College Board AP conferences and share new learning with teachers as appropriate.
State System Safeguard Strategies 8) Provide EOC Seminar classes for additional support.
State System Safeguard Strategies 9) Utilize ELL specialist to provide SIOP training to teachers and improve student performance across all areas.
10) Integrate Technology in all classrooms and as an intervention resource utilizing programs such as: Study Island & Reading +.
State System Safeguard Strategies 11) Inclusion teachers will work with students being serviced under SPED to create supplemental aides to be utilized in the classroom. State System Safeguard Strategies 12) Tutoring after school for ELL students to target areas of Language deficiency.
State System Safeguard Strategies 13) Core Subject teachers will complete monitoring forms for ELL and SPED students every 6 weeks
=
Accomplished
Principal, counselors, Master schedule, planning meeting minutes, PLCs. department chairs Dept. Chairs, Dean Registrations confirmation letters and attendance of Instruction, certificates, Meeting minutes. Central Administration Staff. EOC seminar EOC Seminars Class rosters, Master schedule. Teachers, Counselors, Dean of Instruction Principal, Dean of Teacher master schedule, meeting minutes, CBA analysis, Instruction, Asst. SIOP walkthrough feedbac Principals, Federal Programs Director, and Core Teachers. District Technology Lesson Plans and Program Reports, Director, AHS IT, Classroom teachers, Principal and Dean of Instruction Inclusion teacher and Notebook & EOC scores. SPED Dept. head. ELL Specialist, ESL TELPAS Scores, Course grades and EOC scores. Teacher, Federal Programs Director, Dean of Instruction and Administration. SIOP trained teachers. ELL Specialist, ESL Benchmarks, Six weeks grades, EOC scores. Teacher, Federal Programs Director, SPED Director, Dean of Instruction and Administration.
= Considerable
= Some Progress Page 356
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 2: Advanced Academics: The percentage of Alice High Students taking AP exams and scoring at or above the assessment criteria will increase by 5% annually; The percentage of students taking the ACT/SAT will increase by 10% . Summative Evaluation:
Strategy Description 1) Ensure that all Campus AP courses are approved by the College Board via the College Board Audit process Critical Success Factors CSF 3 2) Ensure vertical alignment and establish consistent standards and expectations in the Pre AP and AP Curriculum. (CSF- Increase Leadership Effectiveness) 3) Clearly communicate expectations and benefits of AP courses by a variety of methods.
Critical Success Factors CSF 6
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Dean of Instruction College Board approved syllabus and Department Chair Dean of Instruction, AP vertical team meetings, AP workshop certificates department chairs, AP-College Board consultant Dean of Instruction, Counselor visit sign-in sheets, parent meeting sign-n department chairs, sheets, Coffee with the Principal sign-in sheets AP teachers, counselors, principal(s) Counselors Senior one-on-one forms, Course Selection Preregistration forms
4) Create Individual Graduation Plans for all students. (CSF- Improve School Climate) Critical Success Factors CSF 1
Dean of Instruction, Lesson Plans, Teacher Walk-Throughs department chairs
5) Include the College and Career Readiness Standards (C&CRS) in the general curriculum and ensure full implementation of such standards. (CSF- Improve Academic Performance)
Page 357
Nov Jan Mar June
Critical Success Factors CSF 2 6) Expand opportunities for students, parents, and teachers to learn about and make informed decisions regarding the high school graduation programs, college access opportunities (new 10% admittance rule provisions for Texas public colleges and universities, Texas Scholars, Top 20, etc.). Emphasize the need for students to participate in a rigorous curriculum. Provide information about student Financial Aid Opportunities. Alice High School will pay for all students to take two of the following tests per year: ACT, SAT, and/or TSI. (CSF- Increase the Use of Quality Data to Drive Instruction) Critical Success Factors CSF 3 7) Provide subject collaborative planning time to all subject areas. (CSF- Increase Leadership Effectiveness) Critical Success Factors CSF 1 8) Provide PSAT/SAT/ACT Campus preparation courses throughout the school year to prepare student for success on these test. (CSF- Improve Academic Performance Critical Success Factors CSF 6 9) Strengthen the role and capacity of instructional leaders, department chairs, teachers and appropriate support staff in supporting the Texas Plan for the Education of Gifted and Talented students by providing training for instructional leaders, teachers, department chairs and support staff on delivery of curriculum services for gifted learners and conducting focus meetings with an emphasis on gifted curriculum documents, instructional practices & planning facilitation. (CS- Improve School Climate Critical Success Factors CSF 6 10) Ensure that all Pre-AP/AP secondary teachers receive Pre-AP/AP Institute training and participate in ongoing training in GT, Pre-AP, AP. (CSF-Improve School Climate)
Dean of Instruction, Meeting and activity Sign-in sheets principal, counselors, Parental Involvement Coordinator
Dean of Instruction, Course enrollment lists, test scores and Sign-in sheets principal, department chairs Dean of Instruction, Course enrollment lists, test scores and Sign-in sheets principal, counselors, Gear-Up Staff. Dean of Instruction, GT Workshop registrations and certificates principal, Director of Advanced Academic
Dean of Instruction, Sign-in sheets, registration forms, contest forms, publicity principal, Director of flyers Advanced Academics
11) Provide opportunities for out-of-school activities relevant to G.T. program, such Dean of Instruction, Sign-in sheets, registration forms, contest forms, publicity as UIL Academic Decathlon, Destination Imagination (DI) and History Day Contests principal, Director of flyers Advanced Academics, activity sponsors/teachers
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Critical Success Factors CSF 1 12) Coordinate curriculum units for GT students. Enhance the use of researched based gifted and talented curriculum resources such as: Curriculum Differentiation STCC and Center for Gifted Education. Provide opportunity for vertical teams to coordinate advanced level GT services in core areas. (CSF- Improve Academic Performance) Critical Success Factors CSF 1 13) Provide students with opportunities to pursue areas of interest through guided and independent research via independent study courses. (CSF- Improve Academic Performance) =
Accomplished
Dean of Instruction, Pre-AP/AP Syllabi, written curriculum units, lesson plans Director of Advanced Academics, teachers
Dean of Instruction, Lesson plans Director of Advanced Academics, teachers
= Considerable
= Some Progress
Page 359
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 3: Health and Physical Education: Alice High School will improve the number of opportunities offered in the overall wellness of students, staff and community members by promoting awareness of healthy lifestyles Summative Evaluation: Staff Responsible for Monitoring
Strategy Description
Physical education teachers Band instructors R.O.T.C. instructors Physical education, 2) Provide moderate or vigorous daily physical activity for at least 30 minutes of each P.E., JROTC, and Marching Band (1st semester) classes throughout the school JROTC, and Band year; a minimum of at least 135 minutes during each school week if daily scheduling teachers and instructors. is not possible to improve the health and well-being of all students. 1) Prepare all students for participation in the Fitness Gram program. Participate in the Fitness Gram program and complete all of the reporting requirements to TEA.
3) Implement a coordinated school health program during secondary P.E. classes.
Physical education teachers
7) Offer opportunities for AHS staff to improve overall health and wellness.
Nurse, staff.
Formative Reviews Evidence that Demonstrates Success Fitness Gram reports on all students 9-12; Increase at least 5% from previous year's Fitness Gram performance; Campus P.E. schedules; Dates and minutes of SHAC meetings; lesson plans; class rosters. Fitness Gram reports on all students 9-12; Increase at least 5% from previous year's Fitness Gram performance; Campus P.E. schedules; Dates and minutes of SHAC meetings
Fitness Gram reports on all students 9-12; Increase at least 5% from previous year's Fitness Gram performance; Campus P.E. schedules; Dates and minutes of SHAC meetings Health educators Fitness Gram reports on all students 9-12; Increase at 4) Create opportunities and activities to improve awareness of better nutrition and Physical education least 5% from previous year's Fitness Gram performance; increased physical activity. teachers Campus P.E. schedules; Dates and minutes of SHAC meetings Physical education Fitness Gram reports on all students 9-12; Increase at 5) Select a representative to meet with the School Health Advisory Council a minimum of four times to assist the District in ensuring that local community values high school director least 5% from previous year's Fitness Gram performance; Campus P.E. schedules; Dates and minutes of SHAC and health issues are reflected in the District's health education instruction meetings Nurse, various staff. Newsletters, sign-in sheets, flyers. 6) Promote Health Fair opportunities and monthly newsletters to community members. Offer opportunities for better health and wellness (i.e. blood drive, relay for life, 5k run/walk, etc).
=
Accomplished
= Considerable
Sign-in sheets, reduction in teacher absenteeism.
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 4: At Risk: Alice High School At Risk students will increase academic performance by 10% as evidenced by six weeks reporting, local benchmarks, and state EOC scores.
Strategy Description
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
State System Safeguard Strategies 1) Tutorial Services will be provided to students before and after school through scheduled tutoring and Coyote Den.
All AHS Staff
State System Safeguard Strategies 2) Offer EOC classes in the core areas for identified at-risk students
Dean of Instruction, Improved assessment scores, master teacher schedule counselor
State System Safeguard Strategies Critical Success Factors CSF 3
Sign-in sheets
Core Area Teachers, Increase of student performance on grades; unit Principal, Dean of benchmarks; EOC exams. Instruction, and Counselors
3) Provide supplemental services/intervention to at risk students and evaluate the effectiveness of the following interventions: Before and after school Tutorials, Plato, Saturday Tutorials, EOC Enrichment Camp, EOC Science Classes, EOC Math Classes, EOC ELA classes, EOC US History classes, and the Optional Flex School Day Program. (CSF-Increase Leadership Effectiveness) State System Safeguard Strategies Critical Success Factors CSF 7
Special Education Monitoring sheets from Special Ed department and LPAC Teachers Principal committee meeting documentation. Dean of Instruction
4) Monitor progress of students exited within the past two years from SPED and ESL services and provide accelerated instruction for those who are failing coursework or do not pass TAKS in any area. (CSF- Increase Teacher Quality) State System Safeguard Strategies Critical Success Factors CSF 3
Administrator, Counselor, CR Teacher, Social Worker
5) Provide Plato Software services for at-risk students as an intervention through Accelerated Instruction and Credit Recovery. (CSF-Improve Academic Performance; CSF-Increase Leadership Effectiveness)
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Teacher Schedule, Student Schedule, Progress reports, Failure reports, AAR
Nov Jan Mar June
State System Safeguard Strategies
Administrators, ELL Progress reports, Failure reports, AAR; SIOP training Specialist and sign-in sheets, ELPS strategies as evidenced by classroom Teachers walk-throughs.
Critical Success Factors CSF 1 6) Utilize the English Language Learner (ELL) specialist to improve student academic achievement in all core areas. (CSF-Improve Academic Performance) 7) Transitional plans will be created to ensure success upon return from DAEP(SIP)
=
Accomplished
Administrator Counselor Teacher Social Worker
= Considerable
Completed transitional plan Student maintains placement upon return to campus
= Some Progress
Page 362
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 5: Migrant: 90% of AHS migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP) Staff Responsible for Monitoring
Strategy Description 1) Migrant tutor will provide assistance in all core subjects.
2) All teacher will complete progress monitoring forms via eduphoria each grading period, 3) Read Smart program will be implemented for ELL students in ESL classes.
= Accomplished Considerable
=
Formative Reviews Evidence that Demonstrates Success
Dean of Instruction, Sign in sheets District Migrant Director, Principal Teachers assigned, Eduphoria reports Director of Migrant Program. ESL Teacher, Dean Read Smart Reports of Instruction and Principal. = Some Progress
Page 363
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 6: Special Education: 90% of Alice High School special education students will receive academic instruction in the mainstream environment with the special education support including but not limited to accommodations, modifications, and instruction from support staff; A minimum of 75% of Alice High School special education population will demonstrate academic growth from the previous school year on state EOC assessments.
Strategy Description State System Safeguard Strategies 1) Special Education students' progress will be reviewed to ensure appropriate interventions are in place and students are demonstrating improvement Critical Success Factors CSF 4 2) Staff development will be provided to all campuses on the ARD committee decision-making process. (CSF-Increase Learning Time) Critical Success Factors CSF 5 3) Provide staff development on behavior management and discipline strategies for all staff members according to Senate Bill 1196 (use of confinements, restrains and time out). (CSF-Increase Parent/Community Involvement) Critical Success Factors CSF 5 4) Staff development for parents of students receiving Special Ed Services. (CSFIncrease Parent/Community Involvement Critical Success Factors CSF 4 5) Training on inclusion will be provided for SPED and general education teachers that serve students with disabilities. (CSF4-Increase Learning Time) State System Safeguard Strategies Critical Success Factors CSF 1
Staff Responsible for Monitoring General education teachers Special education teacher Academic counselor Special education staff, ARD campus coordinator, Teachers
Formative Reviews Evidence that Demonstrates Success Number of students passing classes will increase; Number students passing STAAR will increase.
Sign In sheets Power points 100% identified SPED students will be served in appropriate classroom setting and with appropriate modificaitons/accommodations
Special Education Sign In Sheets Agendas Reduction in number of Director, Special Ed, Discipline Referrals CPI Sign in Sheets Teachers and Administration Administration, Teacher of Record (Sp. Ed Tchr), Teachers
Sign In Sheets Agendas &minutes Reduction in number of Discipline Referrals; Student Weekly Monitoring Sheets Reduction in number of students assigned to On Campus Suspension &/ or DAEP due to non-compliant behaviors; Special Education Cheryl Allen Training sign-in Sheets; Power Point / Director,Special Ed informational packets; Percent of special education / AtTeachers, Risk students improving on state assessments will Administration increase Administration, Special Education Director
6) Retain highly qualified Special Education certified teachers to improve student achievement. (CSF1-Improve Academic Performance)
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State certification, resume
Nov Jan Mar June
7) Retain SPED consultant to observe inclusion teachers and provide ongoing instructional support in the classroom. = Accomplished
= Considerable
Special Ed Teachers, improved state assessment scores and six weeks grades. Administration = Some Progress
Page 365
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 7: NCLB: Alice High School campus will meet compliance requirements for Title I, Part A (No Child Left Behind) School Wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III, Part A ESL Federal Program and State Compensatory Education; 50% of the ESL population will advance a minimum of one rating as measured by the TELPAS assessment; A minimum of 75% of Alice High School ESL population will demonstrate academic growth from the previous school year on state EOC assessments. Staff Responsible for Monitoring
Strategy Description
Evidence that Demonstrates Success
Principal; Teachers; STAAR Results, PBMAS Results, AEIS Reports Results Special Education Paraprofessional staff
1) Campus will comply with all required state and federal guidelines
= Accomplished
Formative Reviews
= Considerable
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and each campus will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 8: CATE: Career and Technical Education Program will continue to increase students completing course work to a certification or license in the areas of Cosmetology, Business, Computer Science, BIM, Drafting Engineering, Health Science, Agriculture, Accounting, Marketing, Family and Consumer Science, Auto Tech, Law Enforcement by 15% Staff Responsible for Monitoring
Strategy Description 1) Increase opportunities for students to obtain licenses for trades.
Critical Success Factors CSF 2 2) Establish programs of study offered and enhancement opportunities. (CSF 2Increase the use of Quality Data to Drive Instruction) = Accomplished Considerable
=
*Designated Course Teacher *CTE Director *CTE Lead Teacher *Designated Course Teacher *CTE Director *CTE Lead Teacher
= Some Progress
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Formative Reviews Evidence that Demonstrates Success *Student Certifications *Student Licenses; Lesson plans, class rosters.
*CTE Curriculum/TEKS *Lesson Plans *Brochures *Personal Graduation Plans
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the district and each campus to 96% or better. Staff Responsible for Monitoring
Strategy Description State System Safeguard Strategies 1) Implement campus attendance procedures that include roles, responsibilities and plans for monitoring/management of student attendance. AHS officials will monitor student attendance every 3 weeks. State System Safeguard Strategies
Evidence that Demonstrates Success
Administrators, Student Attendance Records Attendance Committee, Truancy Officer Administrators and Attendance Clerks
Critical Success Factors CSF 2
Formative Reviews
Attendance Clerks' Records
2) Attendance will be monitored daily by trained attendance clerks to consistently monitor and communicate students' daily absences and tardies to parents and staff. (CSF-Increase the Use of Quality Data to Drive Instruction) State System Safeguard Strategies Critical Success Factors CSF 5 3) Attendance: Daily calls will be made and logged to students' household for each absence if not present to first or second period. Staff responsible fro making parent contacts will submit name of student(s) to parent liaison and attendance principal. Attendance/home visit log will be kept. (CSF-Increase Parent/Community Involvement State System Safeguard Strategies 4) Contact Logs for phone calls and home visitis
= Accomplished Considerable
Attendance Clerks, Contact Logs for phone calls and home visitis Parent Liason, Social Workers at Coyote Graduation Completion Center.
Teachers; Master Schedule, Attendance Verification Reports. Attendance Clerks, Parent Liason, Social Workers at Coyote Graduation Completion Center. =
= Some Progress
Page 368
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 2: Alice High School will develop prevention and intervention strategies that will support reducing the dropout rate to less than 1%, increase the High School Completion Rate to 90%, and increase the graduation rate to 92% Staff Responsible for Monitoring
Strategy Description State System Safeguard Strategies Critical Success Factors CSF 1 1) Dropout Recovery and Prevention: Implement a comprehensive, developmental Guidance and Counseling Program designed to serve all students and all student groups by campus. (CSF1-Improve Academic Performance)
Formative Reviews Evidence that Demonstrates Success
Administrators, sign-in logs and agendas social Worker, Dropout prevention Coordinator and counselors
State System Safeguard Strategies Registrar, social withrawal forms, nongraduate list 2) Continue Dropout Recovery and Prevention: Monitor cohort groups by providing worker,Dropout prevention campus dropout rosters and reports to campus Coordinator, counselors State System Safeguard Strategies Administrators, Personal Graduation Plans, tutoring logs, student teachers, counselors, schedules Critical Success Factors Drop prevention CSF 1 coordinator, Migrant 3) Dropout Recovery and Prevention: Provide academic interventions to individual Tutor, ESL Teacher. students. (CSF1-Improve Academic Performance) 4) Implement an At-Risk Committee to develop and monitor intervention strategies for students at-risk of dropping out. = Accomplished Considerable
=
At-risk committee members. = Some Progress
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Committee meeting minutes/agendas and student logs.
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Alice High School will recruit and maintain the percentage of highly-qualified staff at 100%. 100% of new hire staff will actively participate in mentor programs. Increase number of teachers in areas of low performance. Staff Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
Principal and HRHuman Resources
All current AHS staff will meet NCLB highly qualified status; Copies of teacher and paraprofessional certificates; New Teacher Training records
Principal and HR2) Highly Qualified Staff/ Recruitment and Retention: Provide staff development and mentoring program for all new teachers to AHS beginning with a 3-day training Human Resources before school starts.
All current AHS staff will meet NCLB highly qualified status; Copies of teacher and paraprofessional certificates; New Teacher Training records
1) Highly Qualified Staff/Recruitment and Retention: Recruit highly qualified teachers for high needs students through an extensive variety of methods: job fairs, newspaper ads in local & surrounding cities and online recruiting sites.
= Accomplished Considerable
=
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 2: Increase staff attendance rate by 10% compared to the 2014-2015 school year. Staff Responsible for Monitoring
Strategy Description
Principal
1) Provide perfect attendance incentive for all staff each six weeks. = Accomplished
= Considerable
= Some Progress
Page 371
Formative Reviews Evidence that Demonstrates Success Increased perfect attendance each semester by staff. = No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 3: Increase teacher participation in job embedded professional development opportunities by 5%. Increase in the use of data and data resources to once every three weeks. Incorporate 100 minutes per week for collaborative team planning. Staff Responsible for Monitoring
Strategy Description 1) Maintain weekly department and PLC meetings 2) Notify staff through e-mail, calendars, and department and faculty meetings of upcoming staff development opportunities.
= Accomplished Considerable
=
Formative Reviews Evidence that Demonstrates Success
Principal, Dept. Sign-in sheets; meeting logs. Heads, Teachers Principal, Dean of Calendars, flyers, e-mails. Instruction, Directors, Assistant Superintendent of Curriculum and Instruction. = Some Progress
Page 372
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 10%. Staff Responsible for Monitoring
Strategy Description
Evidence that Demonstrates Success
AHS Administration AHS Administration Six Weeks Discipline Reports,Discipline matrix/Reference Sheet
1) Revisit and utilize the Discipline matrix/Reference Sheet.
= Accomplished
Formative Reviews
= Considerable
= Some Progress
Page 373
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of OSS (out of school suspensions) will decrease by 10%. Staff Responsible for Monitoring
Strategy Description 1) Provide training on utilizing Discipline Matrix/Reference Sheet to teachers.
2) Implement campus discipline matrix and common area Behavior Expectations.
= Accomplished Considerable
=
Teachers,Dean of instruction. Asst. Principals, Principals. Teachers,Dean of instruction. Asst. Principals, Principals. = Some Progress
Page 374
Formative Reviews Evidence that Demonstrates Success Six Weeks Discipline Reports
Six Weeks Discipline Reports
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of ISS (In-school suspensions) will decrease by 10%. Staff Responsible for Monitoring
Strategy Description 1) Provide training on utilizing Discipline Matrix/Reference Sheet to teachers.
2) Implement campus discipline matrix and common area Behavior Expectations.
3) Security officers will monitor student exits. 4) Communications with all stakeholders on student behavior.
= Accomplished Considerable
=
Formative Reviews Evidence that Demonstrates Success
Teachers,Dean of instruction. Asst. Principals, Principals. Teachers,Dean of instruction. Asst. Principals, Principals. Administration
Six Weeks Discipline Reports
Administration, Coaches, Teachers and support staff.
Discipline Report and Extracurricular Grade/Progress Checks.
= Some Progress
Page 375
Six Weeks Discipline Reports
Discipline Report
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: The number of disciplinary removals to DAEP will decrease by 5%. Staff Responsible for Monitoring
Strategy Description
1) Raise awareness with Students of circumstances that will merit DAEP placement. Administration = Accomplished Considerable
=
= Some Progress
Page 376
Formative Reviews Evidence that Demonstrates Success Discipline Report = No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Maintain the Annual Violent or Criminal Incidents at 0%. Staff Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success Six Weeks Discipline Reports.
1) Collaborate with local law enforcement agencies for training and assistance. AHS Administration, Central Office Administration = Accomplished Considerable
=
= Some Progress
Page 377
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 6: Continue the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%. Staff Responsible for Monitoring
Strategy Description 1) Provide Staff Development on OLWEUS Bullying Prevention Program to all AHS faculty
2) Provide Students with classroom meetings with curriculum from OLWEUS Bullying Prevention Program
= Accomplished Considerable
=
Formative Reviews Evidence that Demonstrates Success
OLWEUS Bullying Sign-in sheets and PPT Prevention Program Committee, AHS Couselors 2 Lesson Plans Classroom Teachers, OLWEUS Bullying Prevention Program Committee = Some Progress
Page 378
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report. Campus goal for the return of Parent-Student-Teacher compacts is 95%. Staff Responsible for Monitoring
Strategy Description 1) Include parents as equal partners in Title 1, Title IV, and Migrant Committe meetings through: orientation sessions, planning sessions, evaluation services. Critical Success Factors CSF 5 2) Enhance the development of family friendly campuses by planning and implementing parent activities such as "Coffee with the Principal". (CSF5 - increase Parent/Community Involvement)
Formative Reviews Evidence that Demonstrates Success
Parental Involvement Agendas, Sign-in Sheets Coordinator, Principal Parental Involvement Agendas, Sign-in Sheets Coordinator, Principal
Critical Success Factors CSF 5
Paretntal Parental Involvement Reports, Sign-in Sheets; Campus Involvement media resources. Coordinator, 3) Maintain effective communication with parents and community via campus media Principal, Counselor, resources, and written communication. (CSF 5-Increase Parent/Community Teacher, Involvement Administration Parent Liaison; Parental involvement reports. 4) Distribute and collect signed Parent-Student-Teacher compact reports during Parent involvement student enrollment (on-going throughout the year) and Fall semester Meet the coordinator, Teacher Night. Principal. =
Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the campus, feeder campuses and community entities in regards to Transitional Services by 5%. Staff Responsible for Monitoring
Strategy Description 1) Student from feeder school, William Adams Middle School, are invited early in the fall semester to attend College Night.
Counselors, Administrators
2) A preregistration orientation and preregistration for incoming ninth graders is held Counseling Department early during spring semster at feeder school Personnel Feeder School Counseling Department Personnel Administrators at AHS and WAMS Administrators at 3) An evening Preregistration Parent Orientation is held prior to incoming ninth AHS and WAMS grade prerigistration. Counseling Department Personnel at both AHS and WAMS =
Accomplished
= Considerable
Formative Reviews Evidence that Demonstrates Success Sign-In sheets, Invitation Flyer; Campus media resources. Preregistration forms
Parent participation determined from sign in sheets
= Some Progress
Page 380
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 3: Improve the level of collaboration between Alice High School and Post Secondary Education entities that student enrollment and participation will continue. Staff Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) Expand opportunities for students, parents, and teachers to learn about and make informed decisions regarding the high school graduation programs, college access opportunities. Emphasize the need for students to participate in a rigorous curriculum. Provide information about student Financial Aid opportunities.
Administration, Parent meeting sign-in sheets Student schedules Counselors, Teachers Academic Achievement Records and Staff College Representatives
2) All students are strongly encouraged to enroll in dual credit and AP classes while at high school.
Administrators Counseling Department Personnel Counseling Department Personnel, Director of Advance Academics Counseling Department Personnel University and college representatives and recruiters Administrators, Counseling Department Personnel
3) All students will be provided with the opportunity to participate in an ACT/SAT Prep session to assist them Prior to testing.
4) College representatives and recruiters will visit with students the entire school year beginning with College Fair in early September until the end of the year.
5) Provide students with opportunities to attend College Field trips through various programs to aquire information regarding college programs.
=
Accomplished
= Considerable
Approval Forms for attending Coastal Bend College. CBC rosters. Increase in student enrolled in Ap and Dual credit classes. Rosters indicating students testing each ACT/SAT administration
Student sign-in sheets to viist with college/university reps
Student participation sign-in sheets
= Some Progress
Page 381
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills. Staff Responsible for Monitoring
Strategy Description
Counselors 1) Ensure that every student takes a minimum of 1 Technology Applications class during their 4 years of high school---at the appropriate grade level including through the use of the Technology Application TEKS online curriculum. (CSF-Improve Academic Performance). = Accomplished Considerable
=
= Some Progress
Page 382
Formative Reviews Evidence that Demonstrates Success Personal Graduation Plan (PGP), Academic Achievement Record (AAR) and Programs of Study (PS)
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide meaningful ongoing technology staff development for all AHS staff to effectively facilitate technology into the curriculum. Staff Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
Principal **Dean of Lesson Plans **Sign-In Sheets **Purchase Orders Instruction **District Technology Coordinator Principal, Dean of Sign-in sheets and staff development agenda. 2) Provide professional development of technology innovations and ways to incorporate technology into classroom instruction (CSF-7 Increase Teacher Quality) Instruction, District Technology Coordinator and Faculty 1) Provide staff development in technology applications, tools and management of student and teacher computer use
= Accomplished Considerable
=
= Some Progress
Page 383
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community. Staff Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) Provide professional development on technology applications to staff to enhance Principal , Dean of Sign-in Sheets, Walkthrough observations communication among various stakeholders (i.e. google mail, remind101, Edmodo, Instruction, District Technology Google Calendar, etc.). Coordinator = Accomplished Considerable
=
= Some Progress
Page 384
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
1
Provide staff development on reading/writing, Math, SS, and Science strategies for student success on the TAKS/EOC ELA, Biology, Alg.I, US History. (CSF-Improve Academic Performance)
1
1
3
Provide mandatory tutoring for students in need of additional assistance with an emphasis the month before the TAKS/EOC is administered. (CSF-Improve Academic Performance, Increase Parent/Community Involvement)
1
1
4
Utilize EOC disaggregated data to drive accelerated instruction offered in EOC: ELA, Alg I, Biology,and US History Classes. (CSF-Increase Teacher Quality)
1
1
5
A Literacy Coach will assist teachers twice a week in improving student achievement in Reading/ELA. (CSF-Improve Academic Performance)
1
1
8
Provide EOC Seminar classes for additional support.
1
1
9
Utilize ELL specialist to provide SIOP training to teachers and improve student performance across all areas.
1
1
11
Inclusion teachers will work with students being serviced under SPED to create supplemental aides to be utilized in the classroom.
1
1
12
Tutoring after school for ELL students to target areas of Language deficiency.
1
1
13
Core Subject teachers will complete monitoring forms for ELL and SPED students every 6 weeks
1
4
1
Tutorial Services will be provided to students before and after school through scheduled tutoring and Coyote Den.
1
4
2
Offer EOC classes in the core areas for identified at-risk students
1
4
3
Provide supplemental services/intervention to at risk students and evaluate the effectiveness of the following interventions: Before and after school Tutorials, Plato, Saturday Tutorials, EOC Enrichment Camp, EOC Science Classes, EOC Math Classes, EOC ELA classes, EOC US History classes, and the Optional Flex School Day Program. (CSF-Increase Leadership Effectiveness)
1
4
4
Monitor progress of students exited within the past two years from SPED and ESL services and provide accelerated instruction for those who are failing coursework or do not pass TAKS in any area. (CSF- Increase Teacher Quality)
1
4
5
Provide Plato Software services for at-risk students as an intervention through Accelerated Instruction and Credit Recovery. (CSF-Improve Academic Performance; CSF-Increase Leadership Effectiveness)
1
4
6
Utilize the English Language Learner (ELL) specialist to improve student academic achievement in all core areas. (CSFImprove Academic Performance)
1
6
1
Special Education students' progress will be reviewed to ensure appropriate interventions are in place and students are demonstrating improvement Page 385
Goal Objective Strategy
Description
1
6
6
Retain highly qualified Special Education certified teachers to improve student achievement. (CSF1-Improve Academic Performance)
2
1
1
Implement campus attendance procedures that include roles, responsibilities and plans for monitoring/management of student attendance. AHS officials will monitor student attendance every 3 weeks.
2
1
2
Attendance will be monitored daily by trained attendance clerks to consistently monitor and communicate students' daily absences and tardies to parents and staff. (CSF-Increase the Use of Quality Data to Drive Instruction)
2
1
3
Attendance: Daily calls will be made and logged to students' household for each absence if not present to first or second period. Staff responsible fro making parent contacts will submit name of student(s) to parent liaison and attendance principal. Attendance/home visit log will be kept. (CSF-Increase Parent/Community Involvement
2
1
4
Contact Logs for phone calls and home visitis
2
2
1
Dropout Recovery and Prevention: Implement a comprehensive, developmental Guidance and Counseling Program designed to serve all students and all student groups by campus. (CSF1-Improve Academic Performance)
2
2
2
Continue Dropout Recovery and Prevention: Monitor cohort groups by providing campus dropout rosters and reports to campus
2
2
3
Dropout Recovery and Prevention: Provide academic interventions to individual students. (CSF1-Improve Academic Performance)
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Alice Independent School District Dubose Intermediate School 2015-2016 Campus Improvement Plan
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Mission Statement The mission of the Alice Independent School District, as a total community educational system committed to excellence, with primary emphasis on the PreK to 12 program, is to graduate students who, through participation in a quality instruction program, in innovative and challenging educational experiences, and in creative partnerships with the community, will develop self-esteem, moral values, problem-solving abilities, and communication skills which will prepare them to become responsible, productive citizens of the 21st century.
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Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Demographics ..................................................................................................................................................................................................................................... 4 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 9 Curriculum, Instruction, and Assessment ........................................................................................................................................................... 11 Family and Community Involvement ............................................................................................................................................................... 13 School Context and Organization ..................................................................................................................................................................... 14 Technology .................................................................................................................................................................................................... 15 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Goals ................................................................................................................................................................................................................ 20 Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Goal 2: All students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. ..................... 45 Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ..................................... 47 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Ten Schoolwide Components ........................................................................................................................................................................... 49 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
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Comprehensive Needs Assessment Demographics
Demographics Summary Student Enrollment Breakdown (2015-16 School Year): 5th-Grade = 205 = 48.46% 6th-Grade = 218 = 51.54% Total Enrollment = 423 Student Ethnic Breakdown (End of 2014-15 School Year): White = 4.7% Hispanic/Latino = 94.2% African American = 0.4% Asian = 0.5 % American Indian or Alaska Native = 0.1% Native Hawaiian/Other Pacific = 0.0% Two Or More Races = 0.2% At-Risk Population = 47.7% Economically Disadvantaged = 77.8% Page 390
Demographics Strengths Total Student Enrollment of 423 Allows For Reasonable Class Sizes in Both Grade Levels 5thGrade Overall Student Attendance 5th-Grade Overall Student Discipline
Demographics Needs Mobility Rate (2014-15) = 17.4% Economically Disadvantaged (2014-15) = 77.8% At-Risk (2014-15) = 47.7% Overall 6th-Grade Attendance Overall 6th-Grade Discipline
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Student Achievement
Student Achievement Summary 201415 Reading Results: All Students = 72% African American = 100% = Hispanic = 71% White = 79% American Indian = 100% Asian = 100% Two or More Races = 100% Special Education = 50% Econ Disadv = 70% ELL = 44% 2014-15 Science Results: All Students = 56% Hispanic = 55% White = 73% Two or More Races = 100% Special Education = 75% Econ Disadv = 52% ELL = 67% 2014-15 Math Results: New Passing Standards Set This Past Summer For The Upcoming 2015-16 School Year 2014-15 Performance Index Summary Results: (1) Student Achievement = 67 (2) Student Progress = 35 (3) Closing Performance Gaps = 34 (4) Postsecondary Readiness = 22 2014-15 State System Safeguards Results: (1) Performance Rates = 4/7=57% (2) Participation Rates = 100% Total = 8/11=73% Page 392
2015-16 Reading Plus Benchmark # 1 Results:
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5th-Grade = 22% Reading At Or Above Grade Level 6thGrade = 20% Reading At Or Above Grade Level
Student Achievement Strengths Campus "Met Standards" For 2014-15 School Year Campus Met Criteria In Each Of The Four Accountability Indexes For 2014-15 School Year
Student Achievement Needs Improvement Is Needed In Student Achievement In All STAAR Tested Subject Matters (Reading, Math, Science) For All Students And All Student Groups Overall Campus Student Reading Levels Are Not At Grade Level
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School Culture and Climate
School Culture and Climate Summary For the 2015-16 school year, campus administration is emphasizing "The Power of Team". Campus' primary focus for this 2015-16 school year is to increase the literacy level of all our students. Campus administration continues to emphasize the role that each staff member plays in increasing student achievement in this area. In terms of discipline, campus staff members have shared the sentiments that our the overall behavior patterns of our 5th-graders is conducive to teaching and learning. In terms of discipline at the 6th-grade level, campus administration continues to implement various strategies to improve the behavior of some of our 6th-graders.
School Culture and Climate Strengths Fairly New Facilities. A Wide Array Of Instructional Technology Options For Our Teachers and Students. An Increase In Parental Involvement. Higher Expectations In Regards To Student Discipline.
School Culture and Climate Needs Increase Overall Student Attendance Rates. Continue To Improve Overall Student Discipline. Continue To Increase The Instructional Dialogue Between Campus Administration, Campus Staff, Students, Parents, And Other Campus Educational Stakeholders. Alot Of New Campus Staff, Especially Teachers. Page 395
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary For the 2015-16 school year, our campus staff consists of numerous new staff members. Our campus had to replace various teachers and other staff members who left for various reasons. For the 2015-16 school year, campus administration continues to implement numerous strategies to improve and retain the majority of its current staff members as noted below. (1) Higher Student Discipline Expectations (2) Reasonable Class Sizes (3) Wide Array of Instructional Technology Options (4) Various Staff Development Opportunities (5) Positive Working Relationship Between Campus Administration and Campus Staff (6) Strong Campus-Wide Instructional Focus
Staff Quality, Recruitment, and Retention Strengths Various Staff Development Opportunites
Staff Quality, Recruitment, and Retention Needs For the 2015-16 school year, campus administration continues to implement numerous strategies to improve and retain the majority of its current staff members as noted below. Page 396
(1) Higher Student Discipline Expectations (2) Reasonable Class Sizes (3) Wide Array of Instructional Technology Options (4) Various Staff Development Opportunities (5) Positive Working Relationship Between Campus Administration and Campus Staff (6) Strong Campus-Wide Instructional Focus More Competive Compensation For Staff.
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary Campus continues to utilize the TEKS Resource System for its curricular documents. Campus teachers continue to participate in the curricular planning and rollout sessions sponsored by central office. The campus also makes use of the curricular and instructional resources available through LEAD4Ward. Furthermore, one teacher from each core subjet matter participates in the STCC curriculum writing activities. In the campus ELAR classes, our teachers are implementing the balanced literacy approach to provide literacy instruction at each student's instructional level. Furthermore, during this current 2015-16 school year, each of our students attends Reading for two class periods daily. In addition to that, each of our students attends a STAAR period daily. In such STAAR class, each student works on Reading Plus for 45 minutes daily. In the subject matter of Math, campus implemented a web-based program called Mathleticts to assist Math teachers with their teaching. Campus administraion made strategic adjustments to campus master schedules for both grade levels to ensure reasonable class sizes. Campus staff conducted a formal inventory of all the instructional resources avaiable for each core subject matter. This inventory showed that some of our departments lack some instructional resources, equipment, and manipulatives. Finally, the campus relies on various assessment sources to ascertain the strengths and weaknesses of our students in each subject matter.
Curriculum, Instruction, and Assessment Strengths Campus teachers heavily rely on the TEKS Resource System, Lead4Ward, and the STCC for curricular and instructional direction. Data-driven staff development activities to address the curricular and instructional strengths and weaknesses of campus instructional staff and the learning needs of the students. Frequency PLC instructional meetings campus wide and within departments for the purpose of instructional adjustments for all students. Datadriven reteaching, remediation, and intervention activities. Heavy usage of technology and web-based programs to supplement a teacher's teaching on a daily basis. (Reading Plus and Mathletics)
Curriculum, Instruction, and Assessment Needs More instructional resources, equipment, and manipulatives in all core subject matters. (Example - more books in ELAR classrooms for more effective implementation of the balanced literacy approach) Page 398
Web-based software to address our students' strengths and weaknesses in the subject matter of Science. Various incentives to motivate students throughout the campus to increase student attendance, student discipline, and student achievement. Increase in instructional walk throughs by campus administration.
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Family and Community Involvement
Family and Community Involvement Summary Campus currently implements an participates in various parental involvement activities throughout the school year, such as "Meet the Teacher Night", "Goodies for Grades", "Muffins for Moms", "Donuts for Dads", "STAAR Literacy Night", and so forth. Various campus staff also participated in the 4th Annual Parental Involvement Conference in October 2015 that was sponsored by central office. Family and community involvement is moving in a positive direction. Campus will continue to implement various incentives to increase family and community involvement in its educational progress throughout the school year.
Family and Community Involvement Strengths Positive trend in family and community involvement so far this 2015-16 school year.
Family and Community Involvement Needs Continue to implement various strategies and incentives to continue to increase parental and community involvement, such as more guest speakers and student assemblies. Increase parental and community involvement in the decision-making process of the campus.
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School Context and Organization
School Context and Organization Summary Campus facilities allow for effective organization, structures, and routines. Our campus suite is strategically located in the middle of the 5th-grade and 6thgrade wings. Campus personnel are required to help supervise students in all classrooms, cafeteria, gym, hallways, and throughout the entire campus, both inside and outside. Student drop off and pickup in the back of the campus is not a problem. Student drop off and pickup in the front of the campus is congested in the afternoon more so than the morning.
School Context and Organization Needs Possible alternate to student pickup in the afternoon in the front of the school building.
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Technology
Technology Summary Campus administration conducted an inventory of the technology available to our teachers and students on a daily basis at the beginning of this school year. Such inventory showed that the following technology is available to enhance teaching and learning on a daily basis. (1) 2 Carts of 30 I-Pads each (2) 2 Carts of 30 Surface Pro each (3) 2 Mac Labs of 30 computers each (4) 1 TLI Grant Computer Lab with 25 computers (5) 197 Chromebooks - Part of a grant- 39 checked out currently to economically-disadvantaged students. The rest are avaiable for teaching and learning on a daily basis. (6) Numerous of computers distributed to all campus classrooms. (7) One Apple TV in each teacher's classroom Internet available in all campus areas. Extensive use of Reading Plus and Mathletics by each student on a daily basis
Technology Strengths Sufficient availability of technology on a daily basis for all campus instructional activities. Page 402
Extensive use of Reading Plus on daily basis by all campus students.
Technology Needs Web-based program to supplement campus instruction in the subject matter of Science. Staff development opportunities to help teachers make even more effective use of all the technology resources available on our campus.
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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 Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Federal Report Card Data PBMAS data Community and student engagement rating data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Student Success Initiative (SSI), Grades 5 and 8, data Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Running Records results Observation Survey results Student Data: Student Groups Page 404
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Economically Disadvantaged / Non-economically disadvantaged performance and participation data Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RTI) student achievement data Student Data: Behavior and Other Indicators Annual dropout rate data Attendance data Mobility rate, including longitudinal data Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Class size averages by grade and subject Employee Data Professional Learning Communities (PLC) data Staff surveys and/or other feedback Highly qualified staff data Teacher/Student Ratio Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Teacher STaR Chart Technology Data PDAS and/or T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Page 405
Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Communications data Budgets/entitlements and expenditures data Study of best practices
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Goals Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 1: Reading - At minimum, 75% of "all students" and of each student group will meet or exceed all of the applicable 2016 accountability standards for "Met Standards" campuses and all corresponding federal accountability requirements.
Strategy Description Critical Success Factors CSF 1 CSF 4 CSF 7
TITLE I
Staff Responsible for Monitoring
1, 2, 3, 9 (1) Principal Arnold Diaz
1) Campus teachers will utilize the TEKS Resource System, Lead4Ward, and STCC resources to guide their corresponding curricular and instructional practices and decision making.
Formative Reviews Evidence that Demonstrates Success -Classroom Teacher Observations -Unit Test Results -Benchmark Results -STAAR Assessment Results
(2) Assistant Principal - Staci Cade Funding Sources: Title I, Rural and Low Income, St. Comp., Local Critical Success Factors 1, 2, 3, 9 (1) Literacy Coach - -Classroom Teacher Observations CSF 1 CSF 2 CSF 4 CSF 7 Barbara Stottlemyer -Unit Test Results - Benchmark Results -STAAR (2) Principal Assessment Results 2) Campus teachers will rely on various assessment data sources to determine Arnold Diaz the literacy and instructional levels of all campus students utilizing Fountas & (3) Assistant Pinnell, Dibels, and Reading Plus to guide the ELAR teachers' curricular and Principal - Staci instructional adjustments. This will allow for all students to receive instruction Cade and remediation support at TIER I, II, & III. Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 1, 2, 3, 9 (1) Literacy Coach - -Classroom Teacher Observations CSF 1 CSF 2 CSF 4 CSF 7 Barbara Stottlemyer -Unit Test Results - Benchmark Results -STAAR (2) Principal Assessment Results 3) Campus teachers' instruction will incorporate MCP, TPO, and Balanced Arnold Diaz (3) Literacy Approach strategies. This will allow for all students to receive Assistant Principal instruction and remediation support at TIER I, II, & III. Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 1, 2, 3, 9 (1) Literacy Coach - -Classroom Teacher Observations- Unit Test Results CSF 1 CSF 2 CSF 4 CSF 7 Barbara Stottlemyer Benchmark Results - STAAR Assessment Results (2) Principal Reading Plus reports 4) All campus students will improve their literacy levels by working on Reading Arnold Diaz (3) Plus on a daily basis during their STAAR class. This will allow for all students Assistant Principal to receive instruction and remediation support at TIER I, II, & III. Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
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Nov Jan Mar June
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
1, 2, 3, 8, (1) Literacy Coach - -Classroom Teacher Observations- Unit Test Results 9 Barbara Stottlemyer Benchmark Results - STAAR Assessment Results (2) Principal TELPAS Results 5) All Special Education, Bilingual/ELL, Section 504, At-Risk, Migrant, and Arnold Diaz (3) other special population students will receive corresponding accommodations, Assistant Principal modifications , and other supports as determined by various campus committees Staci Cade (4) and staff members to increase the student achievement of such students. Special Education Personnel (5) Counselor - Kristie Kelley Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 1, 2, 3, 8, (1) Literacy Coach- -Classroom Teacher Observations - Unit Test Results CSF 1 CSF 2 CSF 4 CSF 7 9 Barbara Stottlemyer Benchmark Results - STAAR Assessment Results (2) Principal Reading Plus Reports 6) The CBLT team's Data-Informed Plan and corresponding action steps for Arnold Diaz (3) success will be shared with all campus staff members throughout the school Assistant Principal year. Such plan will provide the necessary curricular and instructional literacy Staci Cade (4) direction of the campus. CBLT Team Funding Sources: Title I, Local, Rural and Low Income, St. Comp. =
Accomplished
= Considerable
= Some Progress
Page 408
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 2: Mathematics - At minimum, 75% of "all students" and of each student group will meet or exceed all of the applicable 2016 accountability standards for "Met Standards" campuses and all corresponding federal accountability requirements.
Strategy Description Critical Success Factors CSF 1 CSF 4 CSF 7 1) Campus teachers will utilize the TEKS Resource System, Lead4Ward, and STCC resources to guide their corresponding curricular and instructional practices and decision making.
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 2) Campus teachers will rely on various assessment data sources to determine the instructional levels of all campus students to guide the Math teachers' curricular and instructional adjustments. This will allow for all students to receive instruction and remediation support at TIER I, II, & III. Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 3) Campus teachers' instruction will incorporate MCP and TPO strategies. This will allow for all students to receive instruction and remediation support at TIER I, II, & III. Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
TITLE I
Staff Responsible for Monitoring
1, 2, 3, 9 (1) Principal Arnold Diaz
Formative Reviews Evidence that Demonstrates Success -Classroom Teacher Observations -Unit Test Results -Benchmark Results -STAAR Assessment Results
(2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 -Classroom Teacher Observations -Unit Test Results - Benchmark Results -STAAR (1) Principal Assessment Results Arnold Diaz (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 (1) Principal -Classroom Teacher Observations Arnold Diaz (2) -Unit Test Results - Benchmark Results -STAAR Assistant Principal - Assessment Results Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 (1) Principal -Classroom Teacher Observations- Unit Test Results Arnold Diaz (2) Benchmark Results - STAAR Assessment Results Assistant Principal
4) All campus students will improve their Math skills by working on Mathletics on a daily basis during their Math classes. This will allow for all students to Funding Sources: Title I, Local, Rural and Low Income, St. Comp. receive instruction and remediation support at TIER I, II, & III.
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Nov Jan Mar June
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
1, 2, 3, 8, (1) Principal -Classroom Teacher Observations- Unit Test Results 9 Arnold Diaz (2) Benchmark Results - STAAR Assessment Results Assistant Principal - TELPAS Results 5) All Special Education, Bilingual/ELL, Section 504, At-Risk, Migrant, and Staci Cade (3) other special population students will receive corresponding accommodations, Special Education modifications , and other supports as determined by various campus committees Personnel (5) and staff members to increase the student achievement of such students. Counselor - Kristie Kelley Funding Sources: Title I, Local, Rural and Low Income, St. Comp. =
Accomplished
= Considerable
= Some Progress
Page 410
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 3: Science - At minimum, 75% of "all students" and of each student group will meet or exceed all of the applicable 2016 accountability standards for "Met Standards" campuses and all corresponding federal accountability requirements.
Strategy Description State System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 CSF 7 1) Campus teachers will utilize the TEKS Resource System, Lead4Ward, and STCC resources to guide their corresponding curricular and instructional practices and decision making. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 2) Campus teachers will rely on various assessment data sources to determine the instructional levels of all campus students to guide the Science teachers' curricular and instructional adjustments. This will allow for all students to receive instruction and remediation support at TIER I, II, & III. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 3) Campus teachers' instruction will incorporate MCP and TPO strategies. This will allow for all students to receive instruction and remediation support at TIER I, II, & III. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 4) All campus students will improve their Science skills by working on a webbased Science program on a daily basis during their Science classes. This will allow for all students to receive instruction and remediation support at TIER I, II, & III.
TITLE I
Staff Responsible for Monitoring
1, 2, 3, 9 (1) Principal Arnold Diaz
Formative Reviews Evidence that Demonstrates Success -Classroom Teacher Observations -Unit Test Results -Benchmark Results -STAAR Assessment Results
(2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 -Classroom Teacher Observations -Unit Test Results - Benchmark Results -STAAR (1) Principal Assessment Results Arnold Diaz (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 (1) Principal -Classroom Teacher Observations Arnold Diaz (2) -Unit Test Results - Benchmark Results -STAAR Assistant Principal - Assessment Results Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 (1) Principal -Classroom Teacher Observations- Unit Test Results Arnold Diaz (2) Benchmark Results - STAAR Assessment Results Assistant Principal
Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
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Nov Jan Mar June
State System Safeguard Strategies
1, 2, 3, 8, (1) Principal -Classroom Teacher Observations- Unit Test Results 9 Arnold Diaz (2) Benchmark Results - STAAR Assessment Results Critical Success Factors Assistant Principal TELPAS Results CSF 1 CSF 2 CSF 4 CSF 7 Staci Cade (3) 5) All Special Education, Bilingual/ELL, Section 504, At-Risk, Migrant, and Special Education other special population students will receive corresponding accommodations, Personnel (4) modifications , and other supports as determined by various campus committees Counselor - Kristie and staff members to increase the student achievement of such students. Kelley Funding Sources: Title I, Local, Rural and Low Income, St. Comp. State System Safeguard Strategies 1, 2, 3, 9 (1) Principal -Classroom Teacher Observations- Unit Test Results Arnold Diaz (2) Benchmark Results - STAAR Assessment Results Critical Success Factors Assistant Principal CSF 1 CSF 2 CSF 4 CSF 7 Staci Cade 6) All campus Science students will participate interactive Science lab activities Funding Sources: Title I, Local, Rural and Low Income, St. Comp. on a consistent basis to help understand abstract Science concepts. =
Accomplished
= Considerable
= Some Progress
Page 412
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 4: Social Studies - At minimum, 75% of "all students" and of each student group will meet or exceed all of the applicable 2016 accountability standards for "Met Standards" campuses and all corresponding federal accountability requirements.
Strategy Description Critical Success Factors CSF 1 CSF 4 CSF 7 1) Campus teachers will utilize the TEKS Resource System, Lead4Ward, and STCC resources to guide their corresponding curricular and instructional practices and decision making.
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 2) Campus teachers will rely on various assessment data sources to determine the instructional levels of all campus students to guide the Social Studies teachers' curricular and instructional adjustments. This will allow for all students to receive instruction and remediation support at TIER I, II, & III. Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 3) Campus teachers' instruction will incorporate MCP and TPO strategies. This will allow for all students to receive instruction and remediation support at TIER I, II, & III.
TITLE I
Staff Responsible for Monitoring
1, 2, 3, 9 (1) Principal Arnold Diaz
Formative Reviews Evidence that Demonstrates Success -Classroom Teacher Observations -Unit Test Results -Benchmark Results
(2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 -Classroom Teacher Observations -Unit Test Results - Benchmark Results (1) Principal Arnold Diaz (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 3, 9 (1) Principal -Classroom Teacher Observations Arnold Diaz (2) -Unit Test Results - Benchmark Results Assistant Principal Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
1, 2, 3, 8, (1) Principal -Classroom Teacher Observations- Unit Test Results 9 Arnold Diaz (2) Benchmark Results - TELPAS Results Assistant Principal 4) All Special Education, Bilingual/ELL, Section 504, At-Risk, Migrant, and Staci Cade (3) other special population students will receive corresponding accommodations, Special Education modifications , and other supports as determined by various campus committees Personnel (4) and staff members to increase the student achievement of such students. Counselor - Kristie Kelley Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
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Nov Jan Mar June
Critical Success Factors CSF 1 CSF 4 5) Offer students the opportunity to participate in National History Day contest (History Fair) at the local, coastal bend, state and national levels in grade 6.
=
Accomplished
1, 9, 10 (1) Principal -National History Day competition results/rubrics Arnold Diaz (2) Assistant Principal - Staci Cade (3) NHD Teacher Tasha Clark Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 414
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 5: Advanced Academics - All campus G/T students will meet the Exemplary level of the Texas State Plan for the Education of Gifted/Talented Students.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Critical Success Factors CSF 1 CSF 4
1, 2, 9, 10 (1) Principal -Participation rates of G/T students in out-of-school Arnold Diaz activities - G/T students' STAAR results - Destination (2) Assistant Imagination competition results - NHD competition 1) Provide opportunities for in and out-of-school activities relevant to G.T. Principal - Staci results - TPSP student projects and competition results students areas of strength. These activities will be challenging and provide for Cade - Spelling Bee competition results - Compliance will the interest, motivation, and exceptional ability of learners in the G.T. program. (3) Counselor all state and local requirements for G/t students Such programs include Destination Imagination, History Fair, Texas Kristie Kelley Performance Standards Project, and Spelling Bee. (4) G/T Teachers (5) TPSP Teachers (6) NHD Teacher Tasha Clark Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 2, 9 (1) Principal -Vertical Team PLC meetings minutes, CSF 1 CSF 4 CSF 7 Arnold Diaz (2) Sign-in sheets - Agendas Assistant Principal 2) Provide opportunity for vertical teams to coordinate advanced Staci Cade level GT Services in core areas. Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 4, 9 (1) Principal -Staff development certificates of completion CSF 1 CSF 3 CSF 7 Arnold Diaz (2) Assistant 3) Increase the capacity of all campus staff members who serve G/T students by Principal - Staci ensuring compliance with G/T staff development requirements set by the state Cade and the local school district. (3) Counselor Kristie Kelley (4) G/T Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. =
Accomplished
= Considerable
= Some Progress
Page 415
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 6: At-Risk Students - The number of At-Risk Students at Dubose Intermediate School will decrease by 5% by providing supplemental instructional activities and support services.
Strategy Description Critical Success Factors CSF 1 CSF 4 1) Provide supplemental services/intervention to at risk students through additional supplies, materials, software, and incentives.
Critical Success Factors CSF 1 CSF 4 2) Provide supplemental services/intervention to at risk students through tutorials, STAAR classes, and summer school.
Critical Success Factors CSF 1 CSF 4 3) Provide supplemental services/intervention to at-risk students through reading specialist and dyslexia program.
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1, 2, 9 (1) Principal -Decrease in the percentage of the At-Risk student Arnold Diaz population (2) Assistant -Increase in at-risk student scores -Increase in at-risk Principal - Staci student advanced academic performance -Decrease in Cade the percentage of SPED referrals/placements - Tutorial (3) Counselor lists Kristie Kelley Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 2, 9 (1) Principal -Decrease in the percentage of the At-Risk student Arnold Diaz population (2) Assistant -Increase in at-risk student scores -Increase in at-risk Principal - Staci student advanced academic performance -Decrease in Cade the percentage of SPED referrals/placements - Tutorial (3) Counselor lists Kristie Kelley Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 2, 9 (1) Principal -Decrease in the percentage of the At-Risk student Arnold Diaz population (2) Assistant -Increase in at-risk student scores -Increase in at-risk Principal - Staci student advanced academic performance -Decrease in Cade the percentage of SPED referrals/placements - Tutorial (3) Counselor lists Kristie Kelley (4) Reading Specialist - Claire Keliehor Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
Page 416
Nov Jan Mar June
Critical Success Factors CSF 1 CSF 4
(1) Principal -Decrease in the percentage of the At-Risk student Arnold Diaz population (2) Assistant -Increase in at-risk student scores -Increase in at-risk 4) Ensure the effective implementation of the district's Response to Intervention Principal - Staci student advanced academic performance -Decrease in (RtI) plan in all core subject areas. Cade the percentage of SPED referrals/placements - Tutorial (3) Counselor lists -RTI documentation forms Kristie Kelley Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 2, 9, 10 (1) Principal Decrease in the percentage of the At-Risk student CSF 1 CSF 4 Arnold Diaz population (2) Assistant -Increase in at-risk student scores -Increase in at-risk 5) Monitor progress of students exited from SPED and Bilingual /ESL services Principal - Staci student advanced academic performance -Decrease in and provide accelerated instruction to those who are needing assistance. Cade the percentage of SPED referrals/placements - Tutorial (3) Counselor lists Kristie Kelley (4) Special Education Teachers (5) Bilingual Teacher Funding Sources: Title I, Local, Rural and Low Income, St. Comp. =
2, 9
Accomplished
= Considerable
= Some Progress
Page 417
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 7: Migrant - 100% of campus migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).
Strategy Description
TITLE I
Staff Responsible for Monitoring
Critical Success Factors CSF 1 CSF 4 CSF 5
Formative Reviews Evidence that Demonstrates Success
2, 6, 9, 10 (1) Principal -Campus Flyers Arnold Diaz -Campus Marquee (2) Assistant -Campus Website 1) Increase awareness of the migrant Principal - Staci -Campus Facebook Page program and its benefits in order to ensure that corresponding students and Cade -Campus Newsletter parents access the program's (3) Counselor -Agendas services and benefits to increase the student achievement of all migrant students. Kristie Kelley -Sign-in Sheets (4) District-Wide Migrant Teacher (5) Campus Migrant Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 2, 9, 10 (1) Principal -Priority for Services Monthly Report CSF 1 CSF 4 Arnold Diaz -PFS Migrant Plans for each student (2) Assistant 2) Identify priority for services migrant Principal - Staci students who need supplemental interventions. Develop a PFS Cade migrant plan for each student. (3) Counselor Kristie Kelley (4) District-Wide Migrant Teacher (5) Campus Migrant Teachers Funding Sources: Title I, Local - $9564.82, Rural and Low Income, St. Comp.
Page 418
Nov Jan Mar June
Critical Success Factors CSF 1 CSF 4
9, 10
-Migrant student report cards -Migrant student STAAR results
(1) Principal Arnold Diaz (2) Assistant Principal - Staci Cade (3) Counselor Kristie Kelley (4) District-Wide Migrant Teacher (5) Campus Migrant Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 9, 10 -Migrant student report cards CSF 1 CSF 4 -Migrant student STAAR results (1) Principal -Migrant student attendance rates Arnold Diaz 4) Ensure that all migrant students have needed clothing and hygenic times to be (2) Assistant successful daily. Principal - Staci Cade (3) Counselor Kristie Kelley (4) District-Wide Migrant Teacher (5) Campus Migrant Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 9 (1) Principal -Migrant student report cards CSF 1 Arnold Diaz -Migrant student STAAR results (2) Assistant -Migrant student attendance rates 5) Ensure that all migrant students receive counseling services when needed to Principal - Staci -Counseling logs increase their success in terms of attendance and student achievement. Cade (3) Counselor Kristie Kelley (4) District-Wide Migrant Teacher (5) Campus Migrant Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 3) Ensure that all migrant students have needed instructional materials and supplies to be successful daily.
Page 419
Critical Success Factors CSF 1 CSF 4
(1) Principal -Migrant student report cards Arnold Diaz -Migrant student STAAR results (2) Assistant -Tutorial lists 6) All Migrant students will receive corresponding remediation and intervention Principal - Staci services before, during, and after school to increase their student achievement. s Cade (3) Counselor Kristie Kelley (4) District-Wide Migrant Teacher (5) Campus Migrant Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 9 (1) Principal -Migrant student STAAR results CSF 1 CSF 2 CSF 4 Arnold Diaz -Migrant student report cards (2) Assistant -Tutorial lists 7) Monitor progress every six weeks of Migrant students and provide -Progress Monitoring List Reports Principal - Staci accelerated instruction to those who are needing assistance. Cade (3) Counselor Kristie Kelley (4) District-Wide Migrant Teacher (5) Campus Migrant Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. =
9
Accomplished
= Considerable
= Some Progress
Page 420
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 8: Special Education- At minimum, 75% campus Special Education students will meet or exceed all of the applicable 2016 accountability standards for "Met Standards" campuses and all corresponding federal accountability requirements.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Critical Success Factors CSF 1 CSF 4
Formative Reviews Evidence that Demonstrates Success
1, 2, 9 (1) Principal -Special Education student STAAR results Arnold Diaz -Special Education student report cards (2) Assistant -Tutorial lists 1) Provide supplemental services/intervention to all special education students Principal - Staci -IEPs through additional supplies, materials, software, and incentives. Cade -Accommodations/Modifications (3) Counselor Kristie Kelley (4) Special Educations Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 1, 2, 9 (1) Principal -Special Education student STAAR results CSF 1 CSF 4 Arnold Diaz -Special Education student report cards (2) Assistant -Tutorial lists 2) Provide supplemental services/intervention to all Special Education students -IEPs Principal - Staci through tutorials, STAAR classes, and summer school. Cade -Accommodations/Modifications (3) Counselor Kristie Kelley (4) Special Education Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 1, 2, 8, 9 (1) Principal -Special Education student STAAR results CSF 1 CSF 4 Arnold Diaz -Special Education student report cards (2) Assistant -Tutorial lists 3) Monitor progress every six weeks of students currently or who have been -IEPs Principal - Staci exited from SPED services and provide accelerated instruction to those who are Cade -Accommodations/Modifications needing assistance. Conduct corresponding ARD meetings for those Special (3) Counselor -ARD meeting minutes Education students who have failed or at risk of failing one or more classes. Kristie Kelley -Progress Monitoring List Forms (4) Special Education Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
Page 421
Nov Jan Mar June
Critical Success Factors CSF 1 CSF 7 4) Ensure appropriate campus staff attend the annually-required staff development activities on the ARD Decision Making Process and for other topics such as behavior management and discipline strategies for students with disabilities. =
Accomplished
1, 2, 4, 9, (1) Principal 10 Arnold Diaz (2) Assistant Principal - Staci Cade
-Staff development certificates of completion
Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 422
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 9: Bilingual/ELL- At minimum, 75% campus Bilingual students will meet or exceed all of the applicable 2016 accountability standards for "Met Standards" campuses and all corresponding federal accountability requirements.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 4
9
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
(1) Principal -Bilingual Education student STAAR/TELPAS results Arnold Diaz -Bilingual Education student report cards (2) Assistant -Tutorial lists 1) Provide supplemental services/intervention to all bilingual education students Principal - Staci -LPAC Minutes through additional supplies, materials, software, and incentives. Cade (3) Counselor Kristie Kelley (4) Bilingual Teacher Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 9 (1) Principal -Bilingual Education student STAAR/TELPAS results CSF 1 CSF 4 Arnold Diaz -Bilingual Education student report cards (2) Assistant -Tutorial lists 2) Provide supplemental services/intervention to all Bilingual Education Principal - Staci -LPAC Minutes students through tutorials, STAAR classes, and summer school. Cade (3) Counselor Kristie Kelley (4) Bilingual Teacher Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 8, 9 1) Principal -Bilingual Education student STAAR/TELPAS results CSF 1 CSF 2 CSF 4 Arnold Diaz -Bilingual Education student report cards (2) Assistant -Tutorial lists 3) Monitor progress every six weeks of students currently or who have been Principal - Staci -LPAC Minutes exited from the Bilingual Education program and provide accelerated instruction Cade -Progress Monitoring List Forms to those who are needing assistance. Conduct corresponding LPAC meetings for (3) Counselor those Bilingual Education students who have failed or at risk of failing one or Kristie Kelley more classes. (4) Bilingual Teacher Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
Page 423
Nov Jan Mar June
Critical Success Factors CSF 1 CSF 7
4, 9
4) Ensure appropriate campus staff attend the ELPS training.
Critical Success Factors CSF 1 CSF 7 5) Bilingual teacher will participate in content area planning sessions with all core subject matter regular education teachers on a weekly basis.
=
Accomplished
(1) Principal -Staff development certificates of completion Arnold Diaz (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 4, 9 (1) Principal -PLC Meeting Minutes Arnold Diaz -Weekly Lesson Plans (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 424
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance at the exemplary level. Performance Objective 10: Student Literacy Levels - 100% of campus students will improve their literacy levels by at least two or more grade levels as measured by Reading Plus.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 4 1) All campus students will attend a STAAR class daily to work on Reading Plus to increase their corresponding literacy levels.
Critical Success Factors CSF 1 CSF 2 CSF 4 2) A literacy benchmark will be administered at the beginning, middle, and end of the school year utilizing the Reading Plus program.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1, 2, 9 (1) Principal -Master Schedules Arnold Diaz -Student Schedules (2) Assistant -Reading PLUS Reports Principal - Staci Cade (3) Literacy Coach Barbara Stottlemyer (4) Campus STAAR Class Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 9 1) Principal Arnold Diaz -Reading PLUS Reports (2) Assistant Principal - Staci Cade (3) Literacy Coach Barbara Stottlemyer (4) Campus STAAR Class Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 425
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 1: Attendance - Increase campus overall attendance rate to at least 95%. Increase the attendance rate at each grade level served by the campus to at least 95%. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
Critical Success Factors CSF 1 CSF 2 CSF 4
1, 2, 9 (1) Principal -Attendance Reports Arnold Diaz -Home Visit Documentation (2) Assistant -Truancy Charges Documentation 1) Ensure campus attendance procedures are in place that clearly conveys the Principal - Staci roles, responsibilities, and plans for monitoring/management of student Cade attendance by corresponding campus staff. Attendance reports will be given (3) Attendance every Monday to campus administration to monitor student attendance closely Clerk - Mari to make decisions in terms of home visits and truancy charges for targeted Hinojosa students. (4) Security Officer Funding Sources: Title I, Rural and Low Income, Local, St. Comp. Critical Success Factors 1, 2, 9 1) Principal -Attendance Reports CSF 1 CSF 2 CSF 4 Arnold Diaz -Discipline Reports (2) Assistant -Home Visit Documentation 2) Minimize the number of days students are absent due to disciplinary reasons. Principal - Staci -Truancy Charges Documentation Cade (3) Attendance Clerk - Mari Hinojosa Funding Sources: Title I - $103843.93, Rural and Low Income, Local, St. Comp. Critical Success Factors 1, 2, 9 (1) Principal -Attendance Reports CSF 1 CSF 4 Arnold Diaz (2) Assistant 3) Implement attendance incentives on a weekly, six weeks, semester, and Principal - Staci yearly basis for students who meet the corresponding criteria. Cade (3) Attendance Clerk - Mari Hinojosa Funding Sources: Title I, Local, Rural and Low Income, St. Comp. =
Accomplished
= Considerable
= Some Progress
Page 426
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Highly Qualified Staff/ Recruitment and Retention -100% of our students will be taught by teachers who are highly qualified.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 7
3, 5
Staff Responsible for Monitoring (1) Principal Arnold Diaz (2) Assistant Principal - Staci Cade
Formative Reviews Evidence that Demonstrates Success -Highly Qualified Report -Principal Attestation
1) Recruit highly qualified teachers and paraprofessional for high needs students through a variety of methods, such as job fairs, ads in local & surrounding cities' newspapers, ESC-2 employment consortium, alternative certification programs, Funding Sources: Title I, Local, Rural and Low Income, St. Comp. local universities, and other online recruiting sites. Critical Success Factors CSF 1 CSF 6 CSF 7 2) Conduct New Teacher and Paraprofessional meetings once a month with Principal to address questions and/or concerns of new teachers and to provide research-based teacher tips on students engagement, discipline, and best practices. Critical Success Factors CSF 1 CSF 6 CSF 7
-New Teacher Meeting Agendas and Sign In Sheets -Low Staff turnover
Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 3, 5
3) Provide staff with a positive teaching environment by providing support and incentives for teacher attendance, participating in extra-curricular student activities, attending school events and exhibiting exemplary teaching practices. =
3, 4, 5 (1) Principal Arnold Diaz (2) Assistant Principal - Staci Cade
Accomplished
(1) Principal -Low Staff Turnover Arnold Diaz (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 427
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: Discipline Expectations - Campus administration will visit with 100% of campus students at the beginning of the school year to set the discipline, attendance, and dress code expectations for the 2015-16 school year. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 1 CSF 4 CSF 6 1) Campus administration will conduct beginning-of-the-year grade level assemblies to establish the 2015-16 school year's expectations in regards to discipline, attendance, and dress code. Such grade level meetings will be repeated throughout the school year as needed. =
Accomplished
1, 2, 9 (1) Principal Arnold Diaz (2) Assistant Principal - Staci Cade
Formative Reviews Evidence that Demonstrates Success -Weekly Calendar of Events for first week of week
Funding Sources: Title I, Local, Rural and Low Income, Local
= Considerable
= Some Progress
Page 428
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: Student Discipline - The number of discipline referrals will decrease every six weeks as the 2015-16 school year progresses.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 4 CSF 6 1) Ensure campus staff attend various staff development activities throughout the school year to learn strategies to more effectively handle classroom discipline so minimize the escalation of discipline issues. Critical Success Factors CSF 1 CSF 4 CSF 6 2) Continue the implementation of the Positive Behavior Support Initiative
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1, 2, 4, 9 (1) Principal -Staff development certificates of completion Arnold Diaz -Discipline reports (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2 (1) Principal -PBIS Committee meeting notes, minutes, and agendas Arnold Diaz (2) Assistant Principal - Staci Cade (3) PBIS Committee Members Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 429
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: Bullying Prevention Program - 100% of campus students will participate in the district-wide OLWEUS Bullying Prevention Program weekly throughout the school year.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 6
1, 2
1) Continue implementation of district-wide bully prevention initiative.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
(1) Principal -Teacher Lesson Plans Arnold Diaz -OWELUS Bully Prevention activities (2) Assistant Principal - Staci Cade (3) Counselor Kristie Kelley Funding Sources: St. Comp., Local, Title I, Title I = Considerable
= Some Progress
Page 430
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: Red Ribbon Week - 100% of campus staff and students will participate in Red Ribbon Week activities.
Strategy Description
TITLE I
Critical Success Factors CSF 6
1, 2
1) Implement Red Ribbon Week activities in all classrooms coordinated between campus counselor, administration, and staff.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
(1) Principal -Lesson Plans Arnold Diaz -Red Ribbon Week Activities (2) Assistant Principal - Staci Cade (3) Counselor Kristie Kelley (4) Campus Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp. = Considerable
= Some Progress
Page 431
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Parental Involvement - Parental and community participation in campus activities in which parents and community members are invited will increase by 10% as documented in the parent involvement yearly report.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Critical Success Factors CSF 1 CSF 5 CSF 6
Formative Reviews Evidence that Demonstrates Success
1, 2, 6, 10 (1) Principal -Annual parental involvement report Arnold Diaz -Various meetings minutes (2) Assistant -Various meeting sign-in sheets 1) Include parents as equal partners in ARD, LPAC, Section 504, SBDM, Title Principal - Staci -Various meeting minutes I, PTA, and other school-related meetings throughout the school year. Cade -Various meeting agendas (3) Counselor -School/Home compacts returned Kristie Kelley (4) Parental Liaison - Annalee Gallegos Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 1, 2, 6 (1) Principal -Annual parental involvement report CSF 1 CSF 5 CSF 6 Arnold Diaz -Various sign-in sheets (2) Assistant -Various agendas 2) Invite parents to various school-related functions to foster positive Principal - Staci relationship between the school and the home such as "Meet the Teacher Night", Cade "Muffins for Moms", "Donuts for Dads", STAAR Literacy Night, "Goodies and (3) Counselor Grades", assemblies, and so forth throughout the school year. Kristie Kelley (4) Parental Liaison - Annalee Gallegos Funding Sources: Title I, Local, Rural and Low Income, St. Comp. Critical Success Factors 1, 2, 6, 10 (1) Principal -Lesson Plans CSF 1 CSF 5 CSF 6 Arnold Diaz -Presentation documentation (2) Assistant 3) Invite at least community leaders to make various presentations to our Principal - Staci students. Cade (3) Counselor Kristie Kelley (4) Parental Liaison - Annalee Gallegos Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
Page 432
Nov Jan Mar June
Critical Success Factors CSF 1 CSF 5 CSF 6 4) Utilize at least four different technology resources to communicate various school meetings and/or activities to home and community members.
=
Accomplished
1, 2, 6 (1) Principal -Campus website Arnold Diaz -Campus Facebook (2) Assistant -Campus marquee Principal - Staci -School email Cade -Other technology communication tools Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 433
= No Progress
= Discontinue
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Student Technology Usage - 100% of campus students will receive instruction in at least one core subject matter on a daily basis via some form of technology. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 1 CSF 4 CSF 7 1) Ensure campus master schedules allow for the availability of technology every period on a daily basis. Critical Success Factors CSF 1 CSF 4 CSF 7 2) 100% of campus staff members will receive meaningful and powerful ongoing technology staff development during the course of the 2015-16 school year to enhance their corresponding instructional strategies. Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 6 CSF 7 3) Campus Lead teachers will model and teach new technologies though small group/PLC instruction, staff development , and one-on-one classroom integration.
=
Accomplished
Formative Reviews Evidence that Demonstrates Success
1, 2, 9 (1) Principal -Campus master schedules for both grade levels Arnold Diaz -Teacher lesson plans (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 4, 9 (1) Principal -Staff development certificates of completion Arnold Diaz -Budget campus expense reports (2) Assistant Principal - Staci Cade Funding Sources: Title I, Local, Rural and Low Income, St. Comp. 1, 2, 4, 8, (1) Principal -Lesson Plans 9 Arnold Diaz (2) Assistant Principal - Staci Cade (3) Campus Lead Teachers Funding Sources: Title I, Local, Rural and Low Income, St. Comp.
= Considerable
= Some Progress
Page 434
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
3
1
Campus teachers will utilize the TEKS Resource System, Lead4Ward, and STCC resources to guide their corresponding curricular and instructional practices and decision making.
1
3
2
Campus teachers will rely on various assessment data sources to determine the instructional levels of all campus students to guide the Science teachers' curricular and instructional adjustments. This will allow for all students to receive instruction and remediation support at TIER I, II, & III.
1
3
3
Campus teachers' instruction will incorporate MCP and TPO strategies. This will allow for all students to receive instruction and remediation support at TIER I, II, & III.
1
3
4
All campus students will improve their Science skills by working on a web-based Science program on a daily basis during their Science classes. This will allow for all students to receive instruction and remediation support at TIER I, II, & III.
1
3
5
All Special Education, Bilingual/ELL, Section 504, At-Risk, Migrant, and other special population students will receive corresponding accommodations, modifications , and other supports as determined by various campus committees and staff members to increase the student achievement of such students.
1
3
6
All campus Science students will participate interactive Science lab activities on a consistent basis to help understand abstract Science concepts.
Page 435
Title I Schoolwide Program Plan Ten Schoolwide Components 1: Comprehensive Needs Assessment 2: Schoolwide Reform Strategies 3: Instruction by highly qualified professional teachers 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student services personnel, parents, and other staff 5: Strategies to attract highly qualified teachers 6: Strategies to increase parental involvement 7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program 9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academic achievement standards 10: Coordination and integration of federal, state and local services and programs
Page 436
Campus Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
1
1
1
$0.00
1
1
2
$0.00
1
1
3
1
1
4
$0.00
1
1
5
$0.00
1
1
6
$0.00
1
2
1
$0.00
1
2
2
$0.00
1
2
3
270
$0.00
1
2
4
211
$0.00
1
2
5
$0.00
1
3
1
$0.00
1
3
2
$0.00
1
3
3
270
$0.00
1
3
4
211
$0.00
1
3
5
$0.00
1
3
6
$0.00
1
4
1
$0.00
1
4
2
$0.00
1
4
3
1
4
4
$0.00
1
4
5
$0.00
1
5
1
$0.00
1
5
2
$0.00
270
270
Page 437
Amount
$0.00
$0.00
1
5
3
$0.00
1
6
1
1
6
2
$0.00
1
6
3
$0.00
1
6
4
1
6
5
$0.00
1
7
1
$0.00
1
7
2
$0.00
1
7
3
$0.00
1
7
4
$0.00
1
7
5
$0.00
1
7
6
$0.00
1
7
7
$0.00
1
8
1
$0.00
1
8
2
$0.00
1
8
3
$0.00
1
8
4
$0.00
1
9
1
$0.00
1
9
2
$0.00
1
9
3
$0.00
1
9
4
$0.00
1
9
5
$0.00
1
10
1
$0.00
1
10
2
$0.00
2
1
1
$0.00
2
1
2
$103,843.93
2
1
3
$0.00
211
211
Page 438
$0.00
$0.00
3
1
1
$0.00
Page 439
3
1
2
$0.00
3
1
3
$0.00
4
1
1
$0.00
4
2
1
$0.00
4
2
2
$0.00
4
3
1
$0.00
4
3
1
$0.00
4
4
1
$0.00
5
1
1
5
1
2
$0.00
5
1
3
$0.00
5
1
4
$0.00
6
1
1
$0.00
6
1
2
$0.00
6
1
3
$0.00
211
$0.00
Sub-Total
$103,843.93
Rural and Low Income Goal
Objective
Strategy
Resources Needed
1
1
1
$0.00
1
1
2
$0.00
1
1
3
$0.00
1
1
4
$0.00
1
1
5
$0.00
1
1
6
$0.00
1
2
1
$0.00
1
2
2
$0.00
1
2
3
$0.00 Page 440
Account Code
Amount
1
2
4
$0.00
Page 441
1
2
5
$0.00
1
3
1
$0.00
1
3
2
$0.00
1
3
3
$0.00
1
3
4
$0.00
1
3
5
$0.00
1
3
6
$0.00
1
4
1
$0.00
1
4
2
$0.00
1
4
3
$0.00
1
4
4
$0.00
1
4
5
$0.00
1
5
1
$0.00
1
5
2
$0.00
1
5
3
$0.00
1
6
1
$0.00
1
6
2
$0.00
1
6
3
$0.00
1
6
4
$0.00
1
6
5
$0.00
1
7
1
$0.00
1
7
2
$0.00
1
7
3
$0.00
1
7
4
$0.00
1
7
5
$0.00
1
7
6
$0.00
1
7
7
$0.00 Page 442
1
8
1
$0.00
Page 443
1
8
2
$0.00
1
8
3
$0.00
1
8
4
$0.00
1
9
1
$0.00
1
9
2
$0.00
1
9
3
$0.00
1
9
4
$0.00
1
9
5
$0.00
1
10
1
$0.00
1
10
2
$0.00
2
1
1
$0.00
2
1
2
$0.00
2
1
3
$0.00
3
1
1
$0.00
3
1
2
$0.00
3
1
3
$0.00
4
1
1
$0.00
4
2
1
$0.00
4
2
2
$0.00
4
4
1
$0.00
5
1
1
$0.00
5
1
2
$0.00
5
1
3
$0.00
5
1
4
$0.00
6
1
1
$0.00
6
1
2
$0.00
6
1
3
$0.00 Page 444
Sub-Total
Page 445
$0.00
Local Goal
Objective
Strategy
Resources Needed
1
1
1
$0.00
1
1
2
$0.00
1
1
3
$0.00
1
1
4
$0.00
1
1
5
$0.00
1
1
6
$0.00
1
2
1
$0.00
1
2
2
$0.00
1
2
3
$0.00
1
2
4
$0.00
1
2
5
$0.00
1
3
1
$0.00
1
3
2
$0.00
1
3
3
$0.00
1
3
4
$0.00
1
3
5
$0.00
1
3
6
$0.00
1
4
1
$0.00
1
4
2
$0.00
1
4
3
$0.00
1
4
4
$0.00
1
4
5
$0.00
1
5
1
$0.00
1
5
2
$0.00
1
5
3
$0.00 Page 446
Account Code
Amount
1
6
1
270
Page 447
$0.00
1
6
2
$0.00
1
6
3
$0.00
1
6
4
1
6
5
$0.00
1
7
1
$0.00
1
7
2
$9,564.82
1
7
3
$0.00
1
7
4
$0.00
1
7
5
$0.00
1
7
6
$0.00
1
7
7
$0.00
1
8
1
$0.00
1
8
2
$0.00
1
8
3
$0.00
1
8
4
$0.00
1
9
1
$0.00
1
9
2
$0.00
1
9
3
$0.00
1
9
4
$0.00
1
9
5
$0.00
1
10
1
$0.00
1
10
2
$0.00
2
1
1
$0.00
2
1
2
$0.00
2
1
3
$0.00
3
1
1
$0.00
3
1
2
$0.00
270
Page 448
$0.00
3
1
3
$0.00
Page 449
4
1
1
$0.00
4
1
1
$0.00
4
2
1
$0.00
4
2
2
$0.00
4
3
1
$0.00
4
4
1
$0.00
5
1
1
5
1
2
$0.00
5
1
3
$0.00
5
1
4
$0.00
6
1
1
$0.00
6
1
2
$0.00
6
1
3
$0.00
270
$0.00
Sub-Total
$9,564.82
St. Comp. Goal
Objective
Strategy
Resources Needed
1
1
1
$0.00
1
1
2
$0.00
1
1
3
$0.00
1
1
4
$0.00
1
1
5
$0.00
1
1
6
$0.00
1
2
1
$0.00
1
2
2
$0.00
1
2
3
$0.00
1
2
4
$0.00
1
2
5
$0.00 Page 450
Account Code
Amount
1
3
1
$0.00
Page 451
1
3
2
$0.00
1
3
3
$0.00
1
3
4
$0.00
1
3
5
$0.00
1
3
6
$0.00
1
4
1
$0.00
1
4
2
$0.00
1
4
3
$0.00
1
4
4
$0.00
1
4
5
$0.00
1
5
1
$0.00
1
5
2
$0.00
1
5
3
$0.00
1
6
1
$0.00
1
6
2
$0.00
1
6
3
$0.00
1
6
4
$0.00
1
6
5
$0.00
1
7
1
$0.00
1
7
2
$0.00
1
7
3
$0.00
1
7
4
$0.00
1
7
5
$0.00
1
7
6
$0.00
1
7
7
$0.00
1
8
1
$0.00
1
8
2
$0.00 Page 452
1
8
3
$0.00
Page 453
1
8
4
$0.00
1
9
1
$0.00
1
9
2
$0.00
1
9
3
$0.00
1
9
4
$0.00
1
9
5
$0.00
1
10
1
$0.00
1
10
2
$0.00
2
1
1
$0.00
2
1
2
$0.00
2
1
3
$0.00
3
1
1
$0.00
3
1
2
$0.00
3
1
3
$0.00
4
2
1
$0.00
4
2
2
$0.00
4
3
1
$0.00
4
4
1
$0.00
5
1
1
$0.00
5
1
2
$0.00
5
1
3
$0.00
5
1
4
$0.00
6
1
1
$0.00
6
1
2
$0.00
6
1
3
$0.00 Sub-Total Grand Total Page 454
$0.00 $113,408.75
Alice Independent School District Memorial Intermediate School 2015-2016 Campus Improvement Plan
Page 455
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Demographics ..................................................................................................................................................................................................................................... 3 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 6 Curriculum, Instruction, and Assessment ......................................................................................................................................................................................... 7 Family and Community Involvement ............................................................................................................................................................................... 8 School Context and Organization ...................................................................................................................................................................................................... 9 Technology .................................................................................................................................................................................................... 10 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Goals ................................................................................................................................................................................................................ 13 Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Goal 2: All students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. ..................... 38 Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ..................................... 40 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Instruction by highly qualified professional teachers ........................................................................................................................................... 46 2015-2016 Campus Planning and Decision Making Committee ............................................................................................................................... 47 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Page 456
Comprehensive Needs Assessment Demographics
Demographics Summary We need to lower the number of students requiring accelerated instruction. We need to continue the tutoring period embedded during the school day. We need to Increase tutoring opportunities to all students after school and on Saturday.
Demographics Strengths Overall student performance has been improving. Performance numbers increased for our special population sub groups.
Demographics Needs The following demographic needs are listed in the following order: Continue tutoring for all students after school and on Saturday Secure supplemental materials for tutoring and enrichment period Lower the number of students that require accelerated instruction
Page 457
Student Achievement
Student Achievement Summary Despite steady improvements in test scores, campus overall scores have not reached minimum state standards thus the campus must continue to make progress in all tested areas. We have made strides in identifying the strengths and weaknesses of each student by disaggregating assessment data.
Student Achievement Strengths 5th grade Science made the most progress
Student Achievement Needs 5th grade Math is the area of most need
Page 458
School Culture and Climate
School Culture and Climate Summary We need a stronger parental involvement program that draws parents to school functions as well as increase the number of opportunities parents have to visit the school.
School Culture and Climate Strengths Commited faculty, high student expectations, student participation in extra-curricular activities
School Culture and Climate Needs Increase parental involvement
Page 459
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary Teachers want and need more professional development in incorporating technology in the classroom and in disaggregating assessment data Teachers also requested more walk throughs and feedback from the walk throughs
Staff Quality, Recruitment, and Retention Strengths Teacher mentor program Administrative Support Collaboration among teachers
Staff Quality, Recruitment, and Retention Needs Increase number of walk throughs Relevant professional development
Page 460
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary Students need to have access to individual workbooks for personal use to supplement C-Scope curriculum. Teachers need access to supplemental activities, workbooks, etc. to supplement curriculum.
Curriculum, Instruction, and Assessment Strengths Correlation between TEKS and CBA’s unit assessments is getting better The technology and support to analyze assessment data has allowed teachers to develop prescriptive intervention plans for each student
Curriculum, Instruction, and Assessment Needs STAAR workbooks and supplemental materials needed for enrichment period, start ups, and after school tutoring
Page 461
Family and Community Involvement
Family and Community Involvement Summary Our campus needs greater parental involvement in school activities. We need to organize a committee to solicit parental involvement. We need to promote the activities we currently hold on campus to increase parental participation.
Family and Community Involvement Strengths We hold a variety of parental involvement activities every month. Our parental involvement paraprofessional is extremely committed and dedicated in involving parents in school activities.
Family and Community Involvement Needs We need more parents to be involved in school activities and we need more community / business support.
Page 462
School Context and Organization
School Context and Organization Summary We need to bring down the communication barriers between school and home Student report cards need to get into parents hands, they don’t always make it home Increase recognition in student achievement
School Context and Organization Strengths Teamwork among pods Data disaggregation is becoming more specific Teachers available to recapture struggling students during the day Flexible scheduling Small class size
School Context and Organization Needs Increase parental involvement Develop common goals throughout the school Designate a day each month for parental involvement Parent report card nights
Page 463
Technology
Technology Summary Memorial Intermediate School needs professional development in implementation of technology in the classroom. We need to improve Infrastructure in technology Increase technical support for students and teachers
Technology Strengths Connecting technology with content areas Leadership and support from administration
Technology Needs Professional development in technology Improve student mastery of technology applications and implementation Improve technology infrastructure Increase technology budget Technical support
Page 464
Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data Campus goals Accountability Data Texas Academic Performance Report (TAPR) data Federal Report Card Data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions Student Data: Student Groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Student Data: Behavior and Other Indicators Attendance data Student surveys and/or other feedback Employee Data Staff surveys and/or other feedback Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Teacher STaR Chart Technology Data Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Page 465
Support Systems and Other Data Budgets/entitlements and expenditures data
Page 466
Goals Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 1: ELAR: STAAR Grades 5-6 Objective: 70 % of 5th and 6th grade students will meet state standard in phase II.
Strategy Description
TITLE I
Critical Success Factors CSF 2
Bilingual director, classroom teachers, Parental Involvement Coordinator, Campus administrators, counselor Bilingual teachers, Campus administrators
1) English Language Learner (ELL) Monitor progress at the end of each grading period via Eduphoria progress reports
2) English Language Learner (ELL) Utilize ELPS toolkit and post ELPS objective(s) on board and in lesson plans
Critical Success Factors CSF 6 3) Improve the quality of instruction by utilizing the Model Classroom Project strategies in the classroom. This includes, but is not limited to, greeting, warmup, TPO's, and Interactive Lesson Openings. Critical Success Factors CSF 1 4) ELAR: professional development will be provided by the Collettes.
Critical Success Factors CSF 6 5) ELAR: Utilize Marcia Tate brain-based strategies and high yield strategies in the classroom.
Staff Responsible for Monitoring
2
Formative Reviews Evidence that Demonstrates Success Eduphoria Reports Increase in percentage of ELL students passing state exam
Walkthroughs Lesson Plans Increase percentage of students passing the TELPAS 100% of all exited students will meet the state standard on STAAR Classroom teachers, Walkthroughs Campus Lesson Plans Administrators, CBA's counselor, Director of Instructional Services Teachers, Literacy sign in sheets Coach, TLI agenda Shepherd, Campus lesson plans administrators, walk through data Director of calendar of PD/vsits Instructional Service Teachers, Campus walkthrough data administrators, lesson plans Director of Instructional Services Page 467
Nov Jan Mar June
Critical Success Factors CSF 2
1, 4
6) ELAR: Provide professional development to ELAR teachers to administer assessments, read and interpret data, including DIBELS,Reading Plus and Fountas & Pinnell, and other data sources throughout the school year during PLC's, conference periods, and/or faculty meetings. 7) Reading: Provide reading support for dyslexic students
8) ELAR: Implement explicit vocabulary/spelling instruction in order to increase student vocabulary, spelling and comprehension levels.
Critical Success Factors CSF 4
2
1
Teachers, Literacy walkthroughs Coach, TLI agendas for PD Shepherd, Campus PLC Minutes administrators, sign in sheets Director of Data source reports Instructional Services Teachers, Reading Master Schedule Specialist, Campus walkthrough dATA administrators, Lesson plans Director of dyslexia Language program Instructional Reading Specialist Schedule Services ELAR teachers, walkthrough data Reading Specialist, Reading Plus reports Literacy Coach, TLI Benchmarks Shepherd, Campus CBA's administrators, Director of Instructional Services administration master schedule classroom teachers walk throughs
9) Reading: Provide small group instruction during the school day through an Intervention class. Critical Success Factors CSF 1
2
10) Implement Fountas and Pinnell genre study instructional framework in ELAR classes.
State System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 11) Special Education students will be provided support through tutoring, differentiated and spiraled instruction, co-teaching, additional learning time through small group pull-out, and/or additional resources.
2, 9
ELAR Teachers Increase in ELAR scores Literacy Coach Increase of progress per student Literacy Shepherd Benchmark and CBA scores Director of Instructional Services- ELAR Principal/Assistant Principal ELAR teachers, Tutoring Logs Special Ed teachers, Letter Invite administrators, CBA's Literacy Coach, Istation Reports Special Education Progress Reports Director Dibels reports STAAR scores
Page 468
Critical Success Factors CSF 1
2
ELAR teachers, Social Studies teachers, Literacy Coach, Administrators
Lesson plans walkthrough data CBA's STAAR Results
1
ELAR teachers, Literacy Coach, Administrators
Self-monitoring tracking forms Sign-in sheets walkthrough data
6
Teachers, administrators
sign-in sheets, letters/invites, progress monitoring sheets
12) Provide additional ELAR assistance through intervention classes for 6th grade students and band/choir students at a minimum of 2 times a week for 1 period and for special ed students who did not pass STAAR test in 5th grade. Critical Success Factors CSF 2 13) Students will monitor their progress though an individualized selfmonitoring tracking report/form, and teachers will review with students biweekly. Critical Success Factors CSF 5 14) A student-led conference will be held where students will review their progress with their parent(s). =
Accomplished
= Considerable
= Some Progress
Page 469
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 2: MATHEMATICS: STAAR Grades 5-6 Objective: 65 % of 5th and 6th grade students will meet state standard in phase II.
Strategy Description
TITLE I
Critical Success Factors CSF 1
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom Teachers walkthrough data administrators lesson plans Director of word walls 1) Math: Utilize TEKS Resource System curriculum in grades 5 & 6 to improve Instructional CBA's instruction. Services Critical Success Factors 2 Classroom teachers, Walkthroughs CSF 1 CSF 6 Campus Lesson Plans Administrators, CBA's 2) Improve the quality of instruction by utilizing the Model Classroom Project counselor, Director strategies in the classroom. This includes, but is not limited to, greeting, warmof Instructional up, TPO's, and Interactive Lesson Openings. Services Critical Success Factors 2, 9 Math teachers, Tutoring Logs CSF 1 CSF 4 Special Ed teachers, Letter Invite administrators, CBA's 3) Special Education students will be provided additional support through Special Education Progress Reports tutoring, differentiated and spiraled instruction, additional learning time through Director STAAR scores small group pull-out, and/or additional resources. Funding Sources: Title I - $1721.27, Rural and Low Income - $5091.02 Critical Success Factors 2 Classroom Teachers lesson plans CSF 1 CSF 2 CSF 4 administrator walkthrough data Director of Mathletics Report 4) Special Ed Math: Special Education students will have increased time on the Instructional Lab Schedules integration of technology into the math classroom such as Mathletics Services Critical Success Factors 2 Math teachers, Lesson plans CSF 1 Social Studies walkthrough data teachers, Literacy CBA's 5) Math: Provide additional Math assistance through Science classes for 6th Coach, STAAR Results grade students at a minimum of 2 times a week for 1 period for special ed Administrators Annual Performance will demonstrate an increase to students who did not pass STAAR test in 5th grade. 70% in both the 5th and 6th grade in the area of math. Funding Sources: Rural and Low Income - $2400.00 Critical Success Factors Teachers, Campus walkthrough data CSF 6 administrators, lesson plans Director of 6) Utilize Marcia Tate brain-based strategies and high yield strategies in the Instructional classroom. Services Page 470
Nov Jan Mar June
Critical Success Factors CSF 2
1
Math teachers, Literacy Coach, Administrators
Self-monitoring tracking forms Sign-in sheets walkthrough data
6
Teachers, administrators
sign-in sheets, letters/invites, progress monitoring sheets
7) Students, including special ed sub pop, will monitor their progress though an individualized self-monitoring tracking report/form, and teachers will review with students bi-weekly. Critical Success Factors CSF 5 8) A student-led conference will be held where students will review their progress with their parent(s). =
Accomplished
= Considerable
= Some Progress
Page 471
= No Progress
= Discontinue
Performance Objective 3: SCIENCE: STAAR Grades 5-6 Objective: 60% of students in 5th grade will meet state standard in phase II. 90% of 6th grade students will pass the science course for 2015-2016 school year.
Strategy Description
Staff TITLE I Responsible for Monitoring
State System Safeguard Strategies Critical Success Factors CSF 1 1) Economically Disadvantage: Utilize Sci Tek lab State System Safeguard Strategies
1
Critical Success Factors CSF 1 2) Science: Assist all students, including Hispanic subpop and EcoDis subpop, by creating a science rich environment on campus by integrating science vocabulary and skills into other disciplines. State System Safeguard Strategies
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, lab schedule Campus program reports Administrators, walk throughs Director of Instructional Services Classroom teachers, walkthroughs campus lesson plans administration, word walls Director of Instructional Services
1
Classroom teachers, Tutoring Logs campus budget administration, walk throughs Director of CBA's 3) Science: Provide tutorials for students (All, Hispanic, EcoDis, and Special Instructional Mock test Ed) having difficulty with science . Services report cards teacher input Funding Sources: Rural and Low Income - $2591.02 Critical Success Factors 2 Classroom teachers, Lesson Plans CSF 1 campus Walkthrough Data administration, CBA's 4) Science: Meet the needs of students with varied learning styles by integrating Director of technology into the science classroom utilizing various resources. Instructional Services Critical Success Factors CSF 1 CSF 2 CSF 4
Page 472
Nov Jan Mar June
Critical Success Factors CSF 1
Classroom teachers, walk throughs campus lesson plans administration, six weeks at a glance 5) Science: Utilize science lab to provide a hands on experience to students in Director of CBA's order to meet the needs of the students' varied learning styles. Instructional Services Funding Sources: Title I - $1791.27 State System Safeguard Strategies 2 Classroom teachers, walk throughs campus lesson plans Critical Success Factors administration, journals CSF 1 Director of 6) Science: Assist all students with varied learning styles by utilizing interactive Instructional journals in the classroom. Services State System Safeguard Strategies 2 Classroom teachers, walk throughs campus lesson plans Critical Success Factors administration, science fair sign in sheets CSF 1 Director of 7) Science: All students will have the opportunity to participate in the campus Instructional Science Fair to foster academic growth and connect to real word experiences. Services =
9
Accomplished
= Considerable
= Some Progress
Page 473
= No Progress
= Discontinue
Performance Objective 4: SOCIAL STUDIES: STAAR Grades 5-6 Objective: 90 % of the students will pass the Social Studies course for the 2014-2015 school year. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Provide opportunities for social studies teachers to plan together on the utilization of the TEKS Resource System curriculum in grades 5 & 6.
4
2) Integrate reading skills into the social studies classroom such as generalizations, inferences, and graphic organizers.
2
Formative Reviews Evidence that Demonstrates Success
3) Use Maps, Charts, and Graphs in the classroom to be able to meet the varied learning styles of the students.
Classroom Teachers walkthroughs administrators lesson plans PD/PLC sign in sheets and/or minutes Director of Instructional Services Classroom walkthroughs, lesson plans Teachers, Literacy Coach, administration Teachers Walkthroughs administrators Lesson Plans
4) Utilize Marcia Tate brain-based strategies and high yield strategies in the classroom.
Teachers administrators
5) Improve the quality of instruction by utilizing the Model Classroom Project strategies in the classroom. This includes, but is not limited to, greeting, warmup, TPO's, and Interactive Lesson Openings.
Classroom teachers, Walkthroughs Campus Lesson Plans Administrators, CBA's counselor, Director of Instructional Services
=
Accomplished
= Considerable
walkthroughs lesson plans
= Some Progress
Page 474
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 5: ADVANCED ACADEMICS: Education of Gifted/Talented Students: Memorial Intermediate School will meet the Exemplary level of the Texas State Plan for the Education of Gifted/Talented Students. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) Advanced Academics Strengthen the role and capacity of instructional leaders, teachers, and appropriate support staff in supporting the Texas Plan for the Education of Gifted & Talented (GT) students through: training on delivery of curriculum services for gifted learners, conducting focused meetings with an emphasis on gifted curriculum documents, instructional practices, and planning facilitation.
G/T Coordinator, G/T teachers
Written scope/sequence, 100% of G/T students will master STAAR assessments, Compliance with District and State regulations
2) Advanced Academics Enhance the use of research based gifted and talented curriculum resources
G/T Coordinator, G/T teachers
3) Advanced Academics Provide differentiated instruction for gifted and talented students.
G/T Coordinator, G/T teachers
4) Advanced Academics Provide 30 hour GT training and a 6 hour GT update yearly for teachers serving GT population
G/T Coordinator, G/T teachers, Counselor, Administrator G/T Coordinator, G/T teachers
Written scope/sequence, 100% of G/T students will master STAAR assessments, Compliance with District and State regulations lesson plans walk throughs Compliance with District and State regulations certificates agendas sign-in sheets Compliance with District and State regulations walkthroughs lesson plans TPSP project summaries
5) Advanced Academics Provide students with opportunities to pursue areas of interest in selected disciplines through guided and independent research via TEA's G/T Texas Performance Standard program (5-6). 6) Advanced Academics Provide opportunities for out-of-school activities relevant to G/T students' areas of strength including: Science Fair, Science Club, Destination Imagination, Spelling Bee, etc .
G/T Coordinator, G/T teachers
7) Advanced Academics Provide opportunity for students to participate in History Fair, Science Fair
G/T Coordinator, G/T teachers
=
Accomplished
= Considerable
sign-up sheets sign-in sheets rosters events' data/results Compliance with District and State regulations Sign-in sheets Advertisements walkthroughs competition results Compliance with District and State regulations
= Some Progress Page 475
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 6: HEALTH AND PHYSICAL EDUCATION: Improve in the overall wellness of the students, staff as well as community members by promoting awareness of healthy lifestyles. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) Health and Physical Education Provide moderate to vigorous daily physical activity for at least 30 minutes throughout the school year grades 5 &6; a minimum of 135 minutes during each school week in order to participate in the Fitness Gram program in compliance with TEA requirements.
PE teacher/aide Administrators
PE schedules, curriculum guide, PDAS report for PE Coach, Increase in Fitness Assessment results
2) Implement a Coordinated School Health Program and Leadership Team that will report to the district School Health Advisory Council (SHAC) to ensure local community values and health issues are reflected in our health education. Instruction (nutrition, physical activity, growth and development training)
PE teacher/aide, nurse, counselor, technology aide, Principal, PTA Health/Nutrition member, SHAC committee, Cafeteria Manager PE teacher/aide, Principals
Dates/minutes of SHAC and CSHP meetings, Growth and Development lesson and student participation
3) Increase the level of performance in the Fitness Gram program by all students.
=
Accomplished
= Considerable
lesson plans walk through data Fitness Gram results Miler's Club
= Some Progress
Page 476
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 7: At-Risk Students: The number of At-Risk Students at Memorial Intermediate School will decrease by 10% by providing supplemental instructional activities and support services.
Strategy Description
Staff TITLE I Responsible for Monitoring
State System Safeguard Strategies 1) Economically Disadvantage Monitor progress at the end of every grading period via Eduphoria progress reports
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, Eduphoria Reports Campus walkthrough data Administrators, progress reports counselor, Director of Instructional Services State System Safeguard Strategies 1 Classroom teachers, Master Schedule Campus Students' schedules Critical Success Factors Administrators, CSF 4 counselor, Director 2) Economically Disadvantage Provide Investigate/Enrichment period of Instructional embedded within the school day Services Critical Success Factors Classroom teachers, Tutoring Logs CSF 4 Campus sign-in sheets Administrators, letters to parents 3) Economically Disadvantage: Provide After school tutorials and transportation counselor, Director bus rosters for students who are economically disadvantaged. of Instructional Services, bus personnel Funding Sources: Rural and Low Income - $2591.02 State System Safeguard Strategies Classroom teachers, Master Schedule Campus Teacher Schedules Critical Success Factors Administrators, Student Schedules CSF 4 counselor, Director 4) Economically Disadvantage: Provide 90 minute blocks in Math, Reading, and of Instructional Science for both 5th and 6th grade students. Services State System Safeguard Strategies Classroom teachers, Invoices Campus walkthrough data 5) Economically Disadvantage Provide supplemental materials, workbooks, and Administrators, lesson plans consumables for enrichment period. counselor, Director of Instructional Services Funding Sources: Rural and Low Income - $2400.00 Page 477
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 478
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 8: Migrant: 90% of Memorial Intermediate School migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).
Strategy Description 1) Migrant Increase awareness of the migrant program and its benefits in order to ensure that students and parents are able to access all services and benefits for which they are eligible to receive. Utilize newspaper, website, flyers, home visits, surveys, school newsletter, informational parent meetings to disseminate information.
2) Migrant tutor will pull out students to provide small group instruction.
3) Migrant Migrant students will be provided academic counseling. Migrant students will be provide in-house tutorials by migrant tutor twice a week for a minimum of 30 minutes.
4) Migrant Migrant students will be provided supplies and consumable material to successfully complete their assignments in all classes.
Staff TITLE I Responsible for Monitoring Director of Federal Programs, Campus Administrators, Migrant aide, Migrant tutor, Migrant counselor, PICC, teachers, Technology aide Director of Federal Programs, Campus Administrators, Migrant tutor Director of Federal Programs, Campus Administrators, Migrant aide, Migrant tutor, Migrant counselor, PICC, teachers, Technology aide Director of Federal Programs, Campus Administrators, Migrant aide, Migrant tutor, Migrant counselor, PICC, teachers, Technology aide
Page 479
Formative Reviews Evidence that Demonstrates Success Promotion/Retention rates, surveys, Increase of identified migrant students, Increased percentage of migrant students passing state assessment, Improved attendance for migrant students. flyers newspaper adds sign-in sheets migrant reports Migrant tutor schedule, logs
Promotion/Retention rates, surveys, Increase of identified migrant students, Increased percentage of migrant students passing state assessment, Improved attendance for migrant students.
Migrant Report
Nov Jan Mar June
5) Migrant Migrant students will be provided clothing and hygienic supplies to help with home and school environment
= Accomplished
= Considerable
Director of Federal Programs, Campus Administrators, Migrant aide, Migrant tutor, Migrant counselor, PICC, teachers, Technology aide = Some Progress
Page 480
Promotion/Retention rates, surveys, Increase of identified migrant students, Increased percentage of migrant students passing state assessment, Improved attendance for migrant students.
= No Progress
= Discontinue
Performance Objective 9: Special Education: Memorial Intermediate School will meet all State and Federal compliance requirements, including but not limited to Reading, Mathematics, and Science, for Special Education. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 1 1) Special Education - Inclusion support will be provided in general education in math and reading classes Critical Success Factors CSF 2 2) Special Education Monitor progress of special education students at the end of every six weeks. 3) Special Education Provide small group instruction through Enrichment classes during the school day.
Critical Success Factors CSF 1 4) Special Education - Students will be invited to attend after school tutorials to help fill the academic gaps in Reading and Math. 5) Professional development for SPED teachers will be provided by Shyrle Allen.
=
Accomplished
= Considerable
Counselor, Campus Administration, classroom teachers, Special Education Director, Diagnostician Counselor, Campus Administration, classroom teachers, Special Education Director, Diagnostician Counselor, Campus Administration, classroom teachers, Special Education Director, Diagnostician Campus Administration, classroom teachers, Special Education Director, Diagnostician Special Education Director, Campus Administrator, special education teachers
Formative Reviews Evidence that Demonstrates Success Teacher Schedules Sign-in sheets IEPS Inclusion schedules Minutes walkthrough data Eduphoria Reports Progress Reports Report Card Grades Parent contact logs
Master Schedule ARD minutes Walk through data Lesson plans
Letters Tutoring Logs lesson plans
sign in sheet agenda walk through data calendar of PD visits notes from Shyrle Allen
= Some Progress
Page 481
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 10: NCLB: Memorial Intermediate School will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) School-wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education.
Strategy Description
TITLE I
1) English Language Learner (ELL) Teachers will attend trainings specializing in the Bilingual Program.
2) English Language Learner (ELL) -Monitor progress of ELL students and first and second year monitoring students every six weeks.
Critical Success Factors CSF 7 3) English Language Learner (ELL) - Meet with other core teachers to discuss instructional delivery methods. Critical Success Factors CSF 1
Accomplished
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, Sign-in Sheets Campus Agendas administrators, Bilingual Director Campus Eduphoria Reports administrators, counselor, Bilingual teachers, Bilingual Director classroom teachers, Meeting Minutes Campus Lesson Plans administrators Master Schedule Classroom teachers, walkthrough Data Campus Lesson plans Administrators, TPO's Bilingual Director
4) ELL - Provide a classroom environment where items are labeled in both English and Spanish to assist with language transition. =
Staff Responsible for Monitoring
= Considerable
= Some Progress
Page 482
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for Memorial Intermediate School to 95% or better.
Strategy Description 1) Implement campus attendance procedures that include roles, responsibilities and plans for monitoring/management of student attendance.
2) Attendance clerks will monitor and communicate student's daily absences and tardiness to parents and staff.
3) Keep Attendance logs, weekly reports, and court documents
4) Attendance rates will be posted daily to remind everyone the importance of attendance.
5) Attendance incentives: Recognize students with perfect attendance on a weekly, six weeks, semester, and annual basis. Grade level competitions
TITLE I
Staff Responsible for Monitoring Classroom teacher, administration, counselor, attendance clerk, Peims coordinator, attendance committee Classroom teacher, administration, counselor, attendance clerk, Peims coordinator, attendance committee Classroom teacher, administration, counselor, attendance clerk, Peims coordinator, attendance committee administration, attendance clerk, Peims coordinator, Parental Involvement Coordinator Classroom teacher, administration, counselor, attendance clerk, Peims coordinator, attendance committee
Page 483
Formative Reviews Evidence that Demonstrates Success Attendance Plan Phone call logs PEIMS report will indicate increase in attendance rate Home Visits
PEIMS report will indicate increase in attendance rate Phone logs Home Visits
Attendance Logs PEIMS Reports Court Documents Home visits
PEIMS report will indicate increase in attendance rate
Awards Ceremonies Certificates PEIMS Reports
Nov Jan Mar June
6) Address truancy by consistently monitoring daily attendance, track of medical excuses, home visits, parent phone calls, letters home to parents, truancy court
7) Establish Tardy log of student tardies, Include tardy policy in student handbook, parent phone calls, letter to parents, rewards/incentives, include bell schedule on school webpage 8) Attendance clerk and PIC will call home an hour before attendance is to be officially submitted to get students to school prior to cut-off time. =
Accomplished
= Considerable
Attendance committees, counselor, classroom teacher, PIC, attendance clerk, administration Attendance clerk, classroom teachers
PEIMS data will indicate an increased attendance rate and decreased number of students filed on in truancy court.
Tardy Logs Parent call logs student handbook Decreased student tardy rate Attendance Clerk, Phone logs PIC, Admin. Attendance Rate will increase. = Some Progress
Page 484
= No Progress
= Discontinue
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Highly Qualified Staff- Maintain a highly qualified staff and provide staff development and mentoring (Amigo program), provide staff development for all newteachers.
Classroom teachers, Staff development surveys, mentor surveys, 100% Principal, Human highly qualified teachers-copies of certificates Resource Director
2) Provide staff with a positive working environment by providing support and incentives to teachers.
Administrators
=
Accomplished
= Considerable
Agendas Incentives Copies of Rewards and Incentives
= Some Progress
Page 485
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 25%.
Strategy Description
TITLE I
1) Positive School Climate Establish a system for regular recognition of staff and student achievements. 2) Discipline Management Continue with a positive reward/incentive system
3) Discipline Management Develop Behavior Intervention Plans for students with persistent behavior concerns
4) Discipline Management Provide new teachers and struggling teachers opportunities to observe other classrooms, Revise ISS and Lunch Detention procedures, provide mentors for new teachers, keep track of discipline referrals by teacher and conference with teacher with excessive amount of referrals, keep track of total discipline referrals per year and share with staff.
5) Safe Schools Develop an Emergency Operations Plan and implement a practice drill schedule (lock down, shelter-place, reverse evacuation, drop and cover, evacuation)
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Counselor, Newsletters and Web site pages Principal, Librarian Awards certificates/assemblies Facebook Campus PEIMS 425 records will show a decrease in student administrators, incidents and disciplinary placements* All parents will Campus staff, be notified of student disciplinary issues * Decreased classroom teachers, amount of ISS placements and Out of School ESC2 consultants, suspensions. Counselor Campus Behavior Intervention Plans administrators, PEIMS 425 records will show a decrease in student Campus staff, incidents and disciplinary placements* All parents will classroom teachers, be notified of student disciplinary issues * Decreased ESC2 consultants amount of ISS placements and Out of School Counselor suspensions. Campus PEIMS Reports by Teacher administrators, Conference meeting minutes Campus staff, PEIMS 425 records will show a decrease in student classroom teachers, incidents and disciplinary placements* All parents will ESC2 consultants be notified of student disciplinary issues * Decreased Counselor amount of ISS placements and Out of School suspensions. Safety Officer, EOP on campus, Documented safety drills, Safety Director of audits Operations, Assistant Principal = Some Progress
Page 486
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease by 10%.
Strategy Description
TITLE I
1) Continue with a positive reward/incentive program for students who do not pick up any discipline referrals.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Campus administrators, Campus staff, classroom teachers, ESC2 consultants Counselor
Formative Reviews Evidence that Demonstrates Success Newsletters Incentive Report Awards Assembly agendas PEIMS 425 records will show a decrease in student incidents and disciplinary placements* All parents will be notified of student disciplinary issues * Decreased amount of ISS placements and Out of School suspensions.
= Some Progress
Page 487
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of in school suspensions will decrease by 25%.
Strategy Description
TITLE I
1) Continue with a positive reward/incentive system for students who do not pick up any discipline referrals.
2) Counselor or Principal will counsel with students and talk about appropriate behaviors, etc.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Campus administrators, Campus staff, classroom teachers, ESC2 consultants Counselor Counselor, Admin., teachers
Formative Reviews Evidence that Demonstrates Success PEIMS 425 records will show a decrease in student incidents and disciplinary placements* All parents will be notified of student disciplinary issues * Decreased amount of ISS placements and Out of School suspensions. Newsletters, website, awards assembly agendas, Counseling Logs, Principal/AP logs PEIMS 425 records will show a decrease in student incidents and disciplinary placements* All parents will be notified of student disciplinary issues * Decreased amount of ISS placements and Out of School suspensions.
= Some Progress
Page 488
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: The number of disciplinary removals to DAEP will decrease by 10%.
Strategy Description
TITLE I
1) Continue with a positive behavior Improvement System using You Tube and morning announcements
=
Accomplished
= Considerable
Staff Responsible for Monitoring Teachers, Administrators
Formative Reviews Evidence that Demonstrates Success Positive Behavior Interventions Support System Plan PEIMS 425 records will show a decrease in student incidents and disciplinary placements* All parents will be notified of student disciplinary issues * Decreased amount of DAEP placements
= Some Progress
Page 489
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Decrease the Annual Violent or Criminal Incidents by 5%.
Strategy Description
TITLE I
1) Safe Schools Increase parent understanding of district policies regarding student safety by: requiring criminal history record checks on all volunteers, requiring campus volunteers to read, understand, and sign the "Basic Guidelines for School Volunteers", requiring faculty/students to display an identification card while on school grounds, requiring visitors to present photo identification at sign in, and enforcing all protective and custody orders =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Director of Human Increase in volunteer participation by 10% Resources, Safety Officer, Principal, teachers/staff, Copies of student handbook = Some Progress
Page 490
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 6: Implement the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%.
Strategy Description 1) Counselor will attend professional development on bullying program and will train entire staff.
2) Counselor will monitor Olweus program implementation.
=
Staff Responsible for Monitoring
TITLE I
Accomplished
Evidence that Demonstrates Success
Counselor,administrators, Decrease in bullying incidents, counselor sign-in teachers sheets, stay away agreements, faculty meeting agendas, teacher incident reports, class meeting rosters Counselor Bullying incidents will decrease by 10%. Administrators Teachers
= Considerable
= Some Progress
Page 491
= No Progress
= Discontinue
Formative Reviews Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report.
Strategy Description
TITLE I
Critical Success Factors CSF 5 1) Require a parent/student/school compact to create a partnership and planning and implementing parent activities that emphasize the values of parental involvement: Family Literacy, Migrant meetings, Grandparent's Merienda, PTA, Junior Olympics, Parenting Skills workshop, STAAR Awareness meetings 2) Parental/Community Involvement Expand the home-school connection through improved communication via: School Reach, Open House (PTA), parent/teacher conferences, public news media, SBDM participation, migrant services coordination, notices/letters/flyers to parents, school marquee, school newsletter, school web site, Gifted/Talented parent orientation, parent/student/teacher compacts, Meet the Teachers Critical Success Factors CSF 5 3) School will host a student-led conference where students will be able to show their parents/guardians their progress throughout the school year. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Parents, Staff, Surveys, EOY Parental Summary Reports, Increase Principal, parent participation by 10% Counselor, District Directors, PTA Officers
Classroom teachers, Surveys, PICC Yearly Summary Report will show instructional aides, 10% increase principal, Counselor, Parents, News media Campus administrators, teachers, PSP
letters sign-in sheets data sheets student portfolios
= Some Progress
Page 492
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the campus, feeder campuses and community entities in regards to Transitional Services by 5%.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success Total charitable donations, EOY Parental Summary Report, Increase of business partnerships
2) School will invite elementary feeder campuses to visit our campus at end of school year.
Staff, Counselor, Community members, program materials Campus administrators
3) 6th grade students will visit William Adams Middle School prior to year ending.
school Administrators
Calendar
1) Increase Community Involvement by Expanding business/career education partnerships through: March of Dimes, Hoops for Heart, Breast Cancer Awareness, Career Fair
=
Accomplished
= Considerable
Agenda Calendar
= Some Progress
Page 493
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills.
Strategy Description
TITLE I
1) Students will utilize internet and campus-based software programs to increase skills to meet or exceed TEKS requirements at each grade level.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers, computer EOY reports, Technology Portfolios, computer lab lab aide, schedule, assignments, software reports administrators = Some Progress
Page 494
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide the knowledge skills and resources necessary for all educators to fully integrate technology into the curriculum.
Strategy Description
TITLE I
1) Teachers will receive professional development in the areas of technology and ways to incorporate into other disciplines.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Teachers, technology aide, Technology director, admin, ESC2, Directors
Formative Reviews Evidence that Demonstrates Success Evidence of technology utilization in lesson plans, walk-through data, etc.
= Some Progress
Page 495
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community.
Strategy Description
TITLE I
Staff Responsible for Monitoring
1) Communication between staff, students and community will occur in several ways to include technology such as email, website, text msgs, etc.
Technology Aide, teachers, Admin
2) Lead Technology Teacher will model the use of technology programs/softwares and the integration of same into the curriculum.
Administrators Technology Coordinator Lead Tech Teacher
=
Accomplished
= Considerable
Formative Reviews Evidence that Demonstrates Success Evidence of utilization of technology for communication purposes. Facebook School Website Faculty Meeting Agendas Sign in Sheets You Tube-Announcements
= Some Progress
Page 496
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: Provide the knowledge and skills necessary to fully integrate technology into administrative functions and allow all administrators to make informed decisions on technology acquisitions and usage.
Strategy Description
TITLE I
Accomplished
Formative Reviews Evidence that Demonstrates Success
Principal and Calendar Assistant Principal, Notes technology teacher Agenda
1) Admin will attend staff development pertaining to various technology softwares, programs, integration.
=
Staff Responsible for Monitoring
= Considerable
= Some Progress
Page 497
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: Provide a high-speed, quality infrastructure and high value hardware for all schools and district offices.
Strategy Description
TITLE I
1) Upgrade computer access and internet access to all instructional classrooms and labs. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Technology Wireless access throughout the entire campus Director, Principal = Some Progress
Page 498
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
11
Special Education students will be provided support through tutoring, differentiated and spiraled instruction, co-teaching, additional learning time through small group pull-out, and/or additional resources.
1
3
1
Economically Disadvantage: Utilize Sci Tek lab
1
3
2
Science: Assist all students, including Hispanic subpop and EcoDis subpop, by creating a science rich environment on campus by integrating science vocabulary and skills into other disciplines.
1
3
3
Science: Provide tutorials for students (All, Hispanic, EcoDis, and Special Ed) having difficulty with science .
1
3
6
Science: Assist all students with varied learning styles by utilizing interactive journals in the classroom.
1
3
7
Science: All students will have the opportunity to participate in the campus Science Fair to foster academic growth and connect to real word experiences.
1
7
1
Economically Disadvantage Monitor progress at the end of every grading period via Eduphoria progress reports
1
7
2
Economically Disadvantage Provide Investigate/Enrichment period embedded within the school day
1
7
4
Economically Disadvantage: Provide 90 minute blocks in Math, Reading, and Science for both 5th and 6th grade students.
1
7
5
Economically Disadvantage Provide supplemental materials, workbooks, and consumables for enrichment period.
Page 499
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified professional teachers is addressed in the Comprehensive Needs Assessment.
Page 500
2015-2016 Campus Planning and Decision Making Committee Committee Role
Name
Position
Administrator
Kimberly Rodriguez
Principal
Administrator
Tina Saenz
Asst. Principal
Classroom Teacher
Sonia Almeida
5th Grade Math Teacher
Classroom Teacher
Kathy Frisco
6th Grade ELAR Teacher
Classroom Teacher
Rose Fuentes
ELAR/SS Bilingual Teacher
Classroom Teacher
Diana Martinez
6th Grade Science
Classroom Teacher
Veronica Reyna
6th Grade Science
Classroom Teacher
Norma Zuniga
5th Grade Special Education Teacher
Non-classroom Professional
Ana Salazar
Counselor
Parent
Yvonne DeLaGarza
Parent
Page 501
Campus Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
1
2
3
$1,721.27
1
3
5
$1,791.27 Sub-Total
Amount
$3,512.54
Rural and Low Income Goal
Objective
Strategy
Resources Needed
1
2
3
$5,091.02
1
2
5
$2,400.00
1
3
3
$2,591.02
1
7
3
$2,591.02
1
7
5
$2,400.00
Page 502
Account Code
Amount
Sub-Total
$15,073.06
Grand Total
$18,585.60
Alice Independent School District William Adams Middle School 2015-2016 Campus Improvement Plan
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Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Demographics ..................................................................................................................................................................................................................................... 3 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 9 Curriculum, Instruction, and Assessment ........................................................................................................................................................... 11 Family and Community Involvement ............................................................................................................................................................... 14 School Context and Organization ..................................................................................................................................................................... 16 Technology .................................................................................................................................................................................................... 18 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Goals ................................................................................................................................................................................................................ 21 Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Goal 2: All students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Goal 4: All staff will ensure a safe and positive school culture and climate conducive to learning. .......................................................................... 40 Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. ..................... 46 Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ..................................... 48 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Instruction by highly qualified professional teachers ........................................................................................................................................... 52 2015-2016 Site-Based Decision Making Committee .............................................................................................................................................. 53 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
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Comprehensive Needs Assessment Demographics
Demographics Summary Enrollment numbers indicate a steady increase over the last four years except for a small fluctuation in the 2010-2011 school year. According to the data on ethnicity 92% of the school is Hispanic, 7% are Caucasion, less than 1% are African America, Asian, and American Indian. No Pacific Islander groups are represented. According to the data, WAMS enrollment has remained steady. The school has an overall Hispanic ethnicity with slight variations in Caucasion, African American, Native American, and Asian ethnicities. In the area of special programs, the enrollment numbers are overall represented by Hispanics. Total special program student enrollment are as follows: At Risk 382, ESL 35, GT 91, 504 40, Special Ed 95, Migrant 58, Dyslexic 35. WAMS is not over represented in this category, considering that the school population is 92% Hispanic. The special programs, viewed over time, suggests that students are entering special programs in the areas of ESL, 504, and SPED programs, but not making enough progress to exit the program. Data was taken from TELPAS and current special education data. Students at WAMS who are identified as At Risk are predominantly of Hispanic ethnicity. These students tend to be At Risk in the areas of reading and math. In addition, migrant students of hispanic origin also fall within these At Risk categories. The mobility rate at the WAMS campus is at 7%. The stability rate is 93%. In the area of staff demographics, there is a total of 94 staff members assigned to WAMS. Of these 94 people, 23 are male and 71 are female. The overall ethnic breakdown is 64 Hispanic, and 27 are Caucasian, Asian, or other. WAMS is the only middle school in the community and the demographics at the campus represents the whole community.
Demographics Strengths Student enrollment has increased steadily and slightly making it manageable for the staff to plan and anticipate campus needs in the areas of facilities, resources and academic programs. Even though approximately 20% turnover rate, strong staff development increases performance and attracts people from surrounding communities to the Page 505
school.
Demographics Needs Turnover rate is approximately 20% yearly which can be possibly attributed to lower salary, lower benefits, and commute. In the area of special programs students are entering the program for service and are not exiting at the same rate.
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Student Achievement
Student Achievement Summary WAMS utilizes eduphoria and AEIS reports to aid in data disaggregation. In comparing one data source to another, eduphoria has individual test histories whereas AEIS gives each campus its accountability rating based on campus performance. Both eduphoria and AEIS contain information on different student subgroups. AEIS posts results of actual acheivement tests taken. Eduphoria contains additional information in students' testing history for CBA's taken. Assessment results for special population enrollments are reflected making it possible to identify growth and identify needs. The instructional interventions that were put in place had a direct correlation in student success. Students benefitting the least were those with poor attendance and frequent discipline problems. Those benefitting the most were those with good attendance and attitude. Attendance and attitude were key components to student success. Academic growth is consistent, but occurring at a slow rate. The data reflects that when students have a good basic foundation in reading, they are able to transfer that foundation of knowledge to other subject areas and achieve at higher level. Comprehension is key. When disaggregating data at various levels of depth, the more rigorous and complex a subject matter is, the more difficult it will be to make gains with a student population reading below grade level. In summary, students making annual progress are those in regular attendance and those who are taking advantage of educational opportunities made available to them. The subgroup showing the most substantial gains appear to be the special education subgroup. It is important to note that content areas are making slow gains as well.
Student Achievement Strengths Teachers and campus administrators with different tools in order to aid in data disaggregation. Data indicates slight growth in when comparing to 2011-2012 to 2012-2013 school years.
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Student Achievement Needs Ongoing professional development for use of data disaggregation tools. Improved student attendance. Improved student discipline.
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School Culture and Climate
School Culture and Climate Summary WAMS students and staff were surveyed to determine school culture and climate. Based on surveys taken of students and staff, 70% agree that the school is a supportive and inviting place to learn. There are various ways in which our students and staff collectively align with the WAMS vision and mission. An example is the Gear Up program, which promotes college readiness and success in life. Students believe that teachers and staff have a direct interest in their educational process, attitudes, respect, relationships, and belongings. Although students feel that teachers and staff respect they did express that other students don't respect one another. Discipline data suggest that students fight have decreased, but bullying offenses have increased. The surveys suggest that teachers feel that students are safe and protected while in school, conversely the students feel they are not as safe as teachers perceive them to be. Students and staff express that academic expectations are high, but that a percentage of students are not striving to achieve these high standards. WAMS staff should increase incentives to movtivate and inspire students to achieve. Students who are on time, have good attendance, and are not behavior problems see the school as an inviting and safe place to learn. Students who have frequent discipline problems, are consistently late, or have frequent absences tend to have a more negative view of the schools culture and climate. The data shows that there is a correlation between poor classroom management and organization and student tardies and discipline problems. These students tend to struggle to keep up with grades, and attendance. A very small portion of the student body is involved in gang, substance abuse, weapons, and other similar behaviors. These types of behaviors do not occur frequently. WAMS has a dress code to eliminate the possiblity of gang colors being displayed. The campus has a probation officer present 3 days a week, as well as two full time campus security officers. Many students at WAMS are involved in extracurricular activities such as band, athletics, UIL, destination imagination, student council, art club, pentathlon, and national junior honor society. These students tend to be the top 50-60 percent academically and are the leaders and positive models of the campus. In the areas of facilities and physical environment, students and staff believe there is room for improvement, as there are multiple areas in need of repair: locks applied to student restroom entrance doors, increased safety in the parking lot and gym areas and phones in teacher classrooms.
School Culture and Climate Strengths Overall staff and students feel that they are in a safe and supportive environment. High expectations are the norm for all students and staff on the campus and Page 509
their is a high degree of student involvement in extracurricular environment.
School Culture and Climate Needs The number of bulling incidents need to be decreased. Parents, teachers and students need to be educated to distinguish between bullying and conflict of interest. Implement incentives for students and teachers. Make necessary repairs to the building. Increase lighting in key areas of parking lot.
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary As per TEA/SBEC requirements all teachers and paraprofessionals met the highly qualified standards. Teacher performance data is provided to teachers via PDAS observations, and ongoing walk through classroom visits. Teachers are provided with a written summary of their PDAS observation results of walk throughs and their end of year summative evaluation within the required timeslines. Administrators also conference with teachers as needed regarding performance. Administrators collaborate closely with the teachers to identify teacher strengths and areas in need of improvement. Teachers are recruited via job fairs, newspapers ads, recruiting online, and word of mouth. Additionally, teachers who desire added certifications are provided with study guides. The district provides stipends in critical areas that are experiencing teacher shortage. Professional development is provided on an on going basis to all staff with a focus on identified campus and district needs. Retention rate for WAMS is comparable to other schools in the district and neighboring communities. For the 2013 - 2014, WAMS anticipates needed to replace 13 certified teachers. All 13 are in the core content areas. Mentoring is provided for all new teachers, which includes a three day teacher orientation at the beginning of the school year and a "buddy" assigned to each new teacher at the campus level. WAMS makes a conscientious effort to pair mentor teachers with new teachers in the same content area. New staff are supported via the mentoring program, ongoing meetings, common planning periods, and administrator open door policy. Teachers are encouraged on an ongoing basis to keep the lines of communication between administrators and staff or information is also collected via teacher surveys. Administrators and counselors are accessible to support the new staff as needed. Weekly faculty meetings, ongoing professional development, ongoing review of data, and ongoing dialogue between leadership team and staff are some of the system currently in place to build teacher capacity and support continuous improvement. Various data sources such as student performance on AEIS, AYP, CBA's, teacher and student surveys both at the campus and district level are used to determine professional development needs both at the campus and district level. In addition, staff completes online training, webinars, campus/district professional development offerings, and some higher education courses. Campus wide student performance data drives the professional development activities for the year. Campus wide and district wide initiatives are taken into consideration in determining professional development. Individual professional development needs are identified through a teacher administrator collaborative, PDAS and walk through data, and student performance results. In the 2012 - 2013 school year staff attended: -SCIOP Page 511
-Technology (Math/Math Forward)
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-Vertical Teaming -GT Training -ELPs Training -Rigor & Relevance Training -Texas Literacy Initiative Training -Lead4Ward Training -ISTE Conference -Data Analysis Training Implementation is monitored via department meetings, walk throughs, and student performance. Highest needs students are identified via eduphoria and teachers collaborate closely with the SPED department, the migrant coordinator, and counselors to ensure individual students needs are being addressed.
Staff Quality, Recruitment, and Retention Strengths The staff at William Adams meets the highly qualified standards required by TEA/SBEC. Professional development provided to the teachers are aligned with the campus and district needs. A mentoring program is provided to teachers with a orientation for all teachers and an assigned buddy at the campus.
Staff Quality, Recruitment, and Retention Needs Professional development is needed in the following areas: *Data disaggregation *Inclusion support *Campus Wide Team Building
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary WAMS uses CSCOPE to ensure that the curriculum is aligned to the TEKS and other standards for student learning. The implementation of the required curriculum is closely monitored via daily lesson planning, walk through's, student assessment profiles, AEIS summary report, and close monitoring of student progress. Data is used on an ongoing basis to make curricular, instructional, and assessment decisions. Departments analyze student performance via eduphoria results to target weaknesses, hotspots and identify student strengths. Ongoing curricular assist in development and impementation of the campus scope and sequence. Vertical alignment meetings and ongoing staff development are also used in making instructional decisions. Data helps to identify the strengths and weaknesses of student performance. This information is used to serve students individually. Students who are struggling are supported through conferencing, reteaching, and tutoring. Staff maintains high expectations for student performance through the delivery of a rigorous curriculum and a supportive classroom environment. C, I, A are aligned with 21st century learning skills through the extensive use of technology in the classroom, including technology labs, mobile labs, class pads, classroom computers, and staff development/training on teaching strategies. In addition, students are held to a higher level with higher expectations in a rigorous classroom environment. A process for monitoring, evaluating, and renewing the curriculum to meet the needs of all students is evident through the use of benchmark and mock testing, daily teacher observations, grades, tutoring and CSCOPE. Teaching strategies and activities are aligned with student learning needs and expected learning outcomes through the development and implementation of a rigorous curriculum that is aligned to state and local standards. Our teachers follow the CSCOPE timeline and STAAR Blueprints. We can be confident that the implementation of our instructional program is consistent across our campus and district due to the CSCOPE implementation. The impact on student groups includes inclusion supports, reteaching, and regrouping. The implementation of high impact high yield additional interventions for students in need of assistance is evident through documentation maintained at the campus level. Examples of this include: contact logs, tutoring logs, TXConnect Report, inclusion support logs, regrouping documentation, and accommodations and modifications interventions. Students are closely monitored to see who is need of this type of support. Teachers group and regroup as needed. Examples of students needing additional assistance include, but are not limited to, at risk, special education, economically disadvantaged, and migrant subgroups. WAMS instructional design and delivery helps teachers and students remain focused on higher ordered thinking skills. The variety of teaching styles and methods includes hands on activities, use of manipulatives, cooperative groups, individual assessments and observations. Assessments created by teachers, school and district are frequent, rigorous, aligned and used to gauge student learning and adjust teaching to meet individual needs of students. This creates a positive learning environment in which students experience success, rigor, and challenging learning opportunties. There is clear evidence that assesments are aligned with specified and appropriate achievement expectations. The assessments are developed and linked to measure the effect of curriculum and instruction, through implementation of TEKS and STAAR Blueprints. Students are exposed to several different genres to and topics which help to eliminate biases. Students perceive the assessments as ways to improve their scores, build testing stamina, and reduce testing anxiety. Students are assessed over the objectives which have been taught. Each future assessment adds additional objectives. This provides accurate data of student performance and achievement. Page 515
The results and data guide future instructional decisions.
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Curriculum, Instruction, and Assessment Strengths Teachers at WAMS use heat maps, quintiles, student accountability forms, and eduphoria to monitor student progress via student curriculum based assessment. Utilizing these tools allows teachers to drive instruction through the data. Using CSCOPE in the campus core areas provided curriculum that was aligned to the state student expectations and that was rigorous.
Curriculum, Instruction, and Assessment Needs Ongoing professional development needs to be addressed in the following areas: *Rigor and relevance; *Curriculum development; *Differentiated instruction (Pre-AP, Gifted & Talented, Special Education); *Implenting technology with instruction.
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Family and Community Involvement
Family and Community Involvement Summary WAMS families and community members are involved in meaningful activities that support student learning through ongoing activities and programs. Through these activities and programs parents learn what is expected of their child in the middle school setting, such as academic, behavior, and performance standards on state assessments. Our campus utilizes flyers, phone calls, and the school website to notify parents of upcoming events. Family and community programs include field trips, mentoring programs, PTA meetings, orientation programs, and the campus website. These activities are geared towards providing parents and students with information regarding college and career readiness information and events. It is an ongoing challenge for campus personnel to draw a diverse group of family and community involvement. Historically, participation in family and community meetings has been low. WAMS personnel encourage family and community involvement in the school decision making process. One way in which this is done through the Site Based Decision Making Committee, which meets regularly. Administrators and teachers have an open door policy and encourage family and community involvement. WAMS personnel collaborates closely with Gear Up representatives to implement activities that support healthy family relationships. The Gear Up IV grant is was designed to target services for the current 7th graders and their parents. Gear Up IV held bi-monthly parent meeting during the 2012 - 2013 school year to prepare parents for their child's transition from middle school to high school. Gear Up personnel, in collaboration with WAMS personnel, will conduct workshops throughout the year to include topics that wil provide information on: the effective use of planners, school support, career and technology course electives, and will also include topics on how to understand the different graduation plan options. Gear Up and WAMS personnel will also provide a parent field trip to a local university to provide parents with information regarding the college admission process. Another program encouraging healthy family relationships is the Alice ISD migrant program. This program provides assistance to migrant students and their families. Types of assistance available include assistance with obtaining school supplies and clothing. This program also provides college/university workshops to migrant families. In addition, the migrant program holds practical parenting workshops every month. Topics include: bullying, sibling rivalry, and strategies on how to cope with change. The majority of the parents and community speak English, with the exception of a handful of Spanish speaking families. WAMS reaches out to non-English speaking parents by making an effort to translate brochures, consent forms, and conference forms for parents. WAMS also offers a ESL program for eligible students, Gear Up ELPS training for teachers. Various services are available to support students in special programs. Through the GT program, WAMS offers Pre-AP classes, out of school activities such as UIL, Spelling Bee, Destination Imagination, Science Fair, Pentathlon, History Fair, and TPSP. In the area of special education, WAMS offers inclusion classes, ED unit, and life skills unit. For eligible students ESL courses are offered. The campus also offers supplemental tutoring for eligible migrant students. Through these services needs of our special populations are being met and extended opportunties are being offered. Page 518
At this time community partnerships with WAMS do not exist.
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Family and Community Involvement Strengths The WAMS campus supports healthy family and community relationships. The campus provides an inviting environment conducive to fostering healthy partnerships between all stakeholders involved. There is an open door policy on the campus and all are invited to get involved with the campus to aid in student success. There are several support programs (GEAR UP IV, Migrant, Advanced Academics, etc.) that aid in fostering family and community involvement between the schools and the family/community.
Family and Community Involvement Needs Several meetings were held at the WAMS campus throughout the 2012-2013 school year. These meetings were either sponsored by the Migrant Program, GEAR UP IV, or PTA. It is evident due to low attendance at meetings that more family members and community partners need to get involved and attend these meetings to support the school and students that attend the schools. Higher attendance at the meetings will foster healthy relationships between the family, community, and school.
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School Context and Organization
School Context and Organization Summary Teachers note increase procedures to ensure safety and focus on instructional are positive. Parents and community are generally supportive of campus standards and activities. Schedules were organized in double blocks for math and ELAR. This protects learning for the many math standards and for the reading and writing content in ELAR. Student movement between classes is kept to a minimum to ensure maximum time on instruction. Singles classes were 45 minutes with double at 90 minutes. Lunch times are 30 minutes per student groups. The core subjects at WAMS use the CSCOPE curriculum and electives are offered curriculum as per district alignment. Eighth grade students are required to take a health and career course for high school credit. Eighth grade students may also choose to take Spanish 1 as an elective for high school credit. Eighth grade students may also choose to participate in band, choir, athletics, pentathalon, or a STAAR class. Seventh grade students may choose to take art/health, band, choir, pentathlon, athletics or a STAAR class. This year common planning periods were available for almost all teachers with the exception for those teachers with different circumstances. Common planning periods allowed for teachers to meet often throughout the week to work on instructional plans and data analysis. Daily operations reveal a focus on instruction and safety with organizational supported by procedures. Open and inviting communication is evidenced through flyers, marquee, newsletter, school program, and conferences. Students' and parents' needs are addressed through conferences, phone calls, and participation in different events. Decision makers in problem solving are administration, counselors, and teachers at campus level. Schedules, behavior concerns, student conflicts, and student performances are addressed. Through conferences and analysis reports need is cited and eased by options available.
School Context and Organization Strengths The double block class for math and ELAR is indeed a valuable resource especially in teaching the number of TEKS that need to be taught for both subject matters. Students who failed the STAAR Math or STAAR Reading are also provided with a 45 minute period of STAAR for either the math or reading content. This course allows the student to receive an intensive program with different intervention strategies. Most of the teachers have common planning periods with the content area and across grade levels. This luxury allows for teachers to plan with each other multiple times throughout the week and allows for vertical team planning amongst both grade levels. The atmosphere set forth on the campus shows that several procedures are set in place for the students as well as for the faculty and staff. This demonstrates Page 521
to all on the campus that procedures are key in the success of a thriving campus. Also set in place at WAMS are several avenues for communication.
School Context and Organization Needs A procedure needs to be set in place for teachers to monitor restrooms between passing periods to ensure the safety of students and the safety of WAMS property. Students needs to be held accountable for transitioning in between classes and making it class on time, perhaps extend the three minute time to four or five minutes.
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Technology
Technology Summary WAMS has the following technology available: 4 computer labs, located in each wing, utilized by all 4 core content areas; Science technology lab for science classes, used as prep for testing; 4 computers per classroom; 8 computers located in special education room; 2 Smart Boards Cart of 30 iPads; 80 Kindle Fires; 40 Nooks; TI NSpire Calculators (class set per math teacher); Istation Program for ELAR; Study Island Online Program for ELAR/Social Studies; Think Through Math (Online Program); Science TEK Program (Online Program) All classrooms are scheduled into computer labs, thereby maximizing use of tech resources. All staff and students are expected to use their technology skills and technology resources to enhance instruction in the classroom. In addition, staff is expected to participate in professional development to expand their understanding and use of technology tools and resources. Additional printers are needed for computers, printer replacements are needed to remove barriers for better use of tecnnology.
Technology Strengths WAMS has been able to acquire numerous types of technological equipment, software, and online programs throughout the year. These different entities allow for the students to get instruction in a differentiated manner. As the different types of technological programs are becoming available to the students, student performance is becoming available. Page 523
As different technology devices, software, and programs are being introduced to the campus, teachers are being trained to use what is available to better utilize what is being offered. This type of ongoing training allows the teachers to use what is available to the best of their ability.
Technology Needs Due to the large class sizes additional equipment needs to be purchased per classroom. (student computers, iPads, printers, etc.) The more technology readily available for student use, the more students will be engaged in the learning process using technology. Although some professional development is provided through the district and campus, teachers need ongoing technology professional development to meet the needs of students of the 21st century. Classpad software/computer operating systems need to be updated in order to be used in the classroom setting. Classpad allow the teacher to be mobile in the classroom while teaching a lesson that is in front of the classroom.
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Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis:
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Goals Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 1: ELAR: 7th Grade Reading: 65% of students will meet a minimum score of 60% on the Reading STAAR Assessment. 7th Grade Writing: 65% of students will meet a minimum score of 60% on the Writing STAAR Assessment. 8th Grade Reading: 80% of students will meet a minimum score of 62% on the Reading STAAR Assessment. Summative Evaluation: 7th Grade Reading: 61% of students met minimum standard on Reading STAAR Assessment. 7th Grade Writing: 58% of students met minimum standard on Writing STAAR Assessment. 8th Grade Reading 80% of students met minimum standard on Reading STAAR Assessment after the June Administration.
Strategy Description Critical Success Factors CSF 1 CSF 2 1) Disaggregate data at the campus and student level to identify strengths and areas in need of improvement. To include department members and department specific inclusion faculty/staff. (ongoing) Critical Success Factors CSF 1 CSF 2 2) Weekly department collaboration meetings to discuss and plan to identify and target instructional needs.To include department members and department specific inclusion faculty/staff. Critical Success Factors CSF 1 3) Teachers will provide content instruction allowing students to use higher order thinking skills as provided through Bloom's Taxonomy. Critical Success Factors CSF 1 4) Content teachers will implement strategies and techniques received from the Model Classroom Project.
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals, Assistant Weekly planning meetings, Principals, Completed quintiles, Completed collaboration agenda Teachers, Literacy with identified findings/actions Coach Principal, Assistant Weekly Planning Meetings, Principals, Teachers Completed Quintiles, Completed collaboration agenda with identified findings/actions
Principals, Assistant Classroom Walk Through's, Principals, Lesson Plans, Increased STAAR Scores Teachers, Literacy Coach Principals, Assistant Classroom Walk Through's Principals, Teachers, Literacy Coach
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Nov Jan Mar June
State System Safeguard Strategies
Principal, Assistant Computer Lab Walk Through's, Principal, Teachers, Reading+ Reports, Literacy Coach Lesson Plans
Critical Success Factors CSF 1 5) ALL STUDENTS will utilize Reading+ to reinforce reading fluency and comprehension skills .
Funding Sources: TLI
State System Safeguard Strategies
Principal, Assistant Classroom Walk Through's, Principals, Teachers Lesson Plans, Student Growth
Critical Success Factors CSF 1 6) Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS with academic success. (SPED, ELL, Hispanic, Migrant, ECON) State System Safeguard Strategies
Principal, Assistant Lesson Plans, Walk Through's, Student Grown Principals, Classroom Teachers
Critical Success Factors CSF 1 7) Different instructional strategies and tools will be used to deliver content which will aid in the success of ALL STUDENTS (SPED, ELL, ECON, Hispanic, Migrant). Strategies will include: Kagan Strategies, Thinking Maps, technology, choral reading, Dinah Zike Foldables, Lead4ward strategies, Dr. Tate strategies, etc. State System Safeguard Strategies
Principal, Assistant Lesson Plans, Walk Through's, Decrease in Discipline Principals, Referrals Classroom Teachers
Critical Success Factors CSF 1 8) 8) Provide teacher PLCs twice a month focused on classroom management and delivery of instruction =
Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 2: MATHEMATICS: 7th Grade: 70% of students will meet a minimum score of 52% on the Math STAAR Assessment. 8th Grade: 46% of students will meet a minimum score of 52% on the Math STAAR Assessment. Summative Evaluation: Minimum passing standard for the Math STAAR Assessment has been set at 44% for 7th grade and 50% for 8th grade by TEA.
Strategy Description Critical Success Factors CSF 1 CSF 2 1) Disaggregate data at the campus and student level to identify strengths and areas in need of improvement.To include department members and department specific inclusion faculty/staff. (ongoing) Critical Success Factors CSF 1 CSF 2 2) Weekly department collaboration meetings to discuss and plan to identify and target instructional needs. To include department members and department specific inclusion faculty/staff. Critical Success Factors CSF 1 3) Teachers will provide content instruction allowing students to use higher order thinking skills as provided through Bloom's Taxonomy. Critical Success Factors CSF 1
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Weekly Planning Meetings, Principal, Teachers Completed Quintiles, Completed collaboration agenda with identified findings/actions
Principal, Assistant Classroom walk throughs, Lesson plans, Aligned Principals, Teachers delivery of instruction within department, Completed collaboration agenda with identified findings/actions
Principal, Assistant Classroom Walk Through's, Principals, Lesson Plans Teachers Principal, Assistant Classroom Walk Through's Principals, Teachers
4) Content teachers will implement strategies and techniques received from the Model Classroom Project. State System Safeguard Strategies Critical Success Factors CSF 1
Principal, Assistant Classroom Walk Through's, Principals, Teachers Lesson Plans, Student Growth
5) Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS (ELL, Special Education, Migrant, Hispanic, ECON, etc) with academic success.
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Nov Jan Mar June
State System Safeguard Strategies
Principal, Assistant Eduphoria reports on unit assessments, Think Through Principals, Math reports Teachers, Inclusion Teacher
Critical Success Factors CSF 1 6) All students (ELL, SPED, migrant, Hispanic, ECON, etc.) will utilize... as part of the Intensive Program of Instruction. Critical Success Factors CSF 1 CSF 2
1, 2
Principal, Assistant Lesson Plans, Walkthroughs, Decrease in Discipline Principals, Teachers Referrals
7) Provide teacher PLCs twice a month focused on classroom management and delivery of instruction =
Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 3: SCIENCE: 7th Grade: 60% of students will meet a minimum score of 70% on the end of the year final exam. 8th Grade: 57% of students will meet a minimum score of 63% on the Science STAAR Assessment. Summative Evaluation: 7th Grade Science: 14% of students met minimum score on end of year benchmark. 8th grade Science: 40% of students met minimum score on Science STAAR Assessment.
Strategy Description Critical Success Factors CSF 1 CSF 2 1) Disaggregate data at the campus and student level to identify strengths and areas in need of improvement. To include department members and department specific inclusion faculty/staff. (ongoing) Critical Success Factors CSF 1 CSF 2 2) Weekly department collaboration meetings to discuss and plan to identify and target instructional needs.To include department members and department specific inclusion faculty/staff. Critical Success Factors CSF 1
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Weekly Planning Meetings, Principals, Teachers Completed Quintiles, Completed collaboration agenda with identified findings/actions
Principal, Assistant Classroom walk throughs, Lesson plans, Aligned Principals, Teachers delivery of instruction within department, Completed collaboration agenda with identified findings/actions
Principal, Assistant Classroom Walk Through's, Principals, Teachers Lesson Plans
3) Teachers will provide content instruction allowing students to use higher order thinking skills as provided through Bloom's Taxonomy. Critical Success Factors CSF 1
Principal, Assistant Classroom Walk Through's Principals, Teachers
4) Content teachers will implement strategies and techniques received from the Model Classroom Project. State System Safeguard Strategies Critical Success Factors CSF 1
Principal, Assistant Classroom and Science Lab walk through's, Principals, Teachers Lesson Plans
5) Teachers will utilize Edusmart and Science Labs to reinforce content skills for ALL STUDENTS (SPED, ELL, Hispanic, ECON, Migrant).
Page 530
Nov Jan Mar June
State System Safeguard Strategies
Principal, Assistant Classroom Walk Through's, Principals, Teachers Lesson Plans, Student Growth,
Critical Success Factors CSF 1 6) Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS with academic success. (SPED, ELL, Hispanic, Migrant, ECON) State System Safeguard Strategies
Principal, Assistant Lesson Plans, Walk Through's, Student Grown Principals, Classroom Teachers
Critical Success Factors CSF 1 7) Different instructional strategies and tools will be used to deliver content which will aid in the success of ALL STUDENTS (SPED, ELL, ECON, Hispanic, Migrant). Strategies will include: Kagan Strategies, Thinking Maps, technology, choral reading, Lead4ward strategies, Dr. Tate strategies, etc. Critical Success Factors CSF 1 CSF 2
1, 2
Principal, Assistant Lesson Plans, Walkthroughs, Decrease in Discipline Principals, Teachers Referrals
8) Provide teacher PLCs twice a month focused on classroom management and delivery of instruction =
Accomplished
= Considerable
= Some Progress
Page 531
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 4: SOCIAL STUDIES: 7th Grade: 60% of students will meet a minimum score of 70% on the end of the year final exam. 8th Grade: 60% of students will meet a minimum score of 58% on the Social Studies STAAR Assessment. Summative Evaluation: 7th Grade Social Studies: 17% of students met minimum score on the end of year benchmark. 8th Grade Social Studies: 29% of students met minimum score on the Social Studies STAAR Assessment.
Strategy Description Critical Success Factors CSF 1 CSF 2 1) Disaggregate data at the campus and student level to identify strengths and areas in need of improvement.To include department members and department specific inclusion faculty/staff. (ongoing) Critical Success Factors CSF 1 CSF 2 2) Weekly department collaboration meetings to discuss and plan to identify and target instructional needs. To include department members and department specific inclusion faculty/staff. Critical Success Factors CSF 1
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Weekly Planning Meetings, Principals, Teachers Completed Quintiles, Completed collaboration agenda with identified findings/actions
Principal, Assistant Classroom walk throughs, Lesson plans, Aligned Principals, Teachers delivery of instruction within department, Completed collaboration agenda with identified findings/actions
Principal, Assistant Classroom Walk Through's, Principals, Teachers Lesson Plans
3) Teachers will provide content instruction allowing students to use higher order thinking skills as provided through Bloom's Taxonomy. Critical Success Factors CSF 1
Principal, Assistant Classroom Walk Through's Principals, Teachers
4) Content teachers will implement strategies and techniques received from the Model Classroom Project. State System Safeguard Strategies Critical Success Factors CSF 1
Principal, Assistant Computer Lab Walk Through's, Principals, Teachers Study Island Reports
5) ALL STUDENTS will utilize Study Island to reinforce content skills (SPED, ECON, ELL, Migrant, Hispanic, etc).
Page 532
Nov Jan Mar June
State System Safeguard Strategies
Principal, Assistant Classroom Walk Through's Principals, Teachers Lesson Plans Student Growth
Critical Success Factors CSF 1 6) Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS with academic success. (SPED, ELL, Hispanic, Migrant, ECON) State System Safeguard Strategies
Principal, Assistant Lesson Plans, Walk Through's, Student Grown Principals, Classroom Teachers
Critical Success Factors CSF 1 7) Different instructional strategies and tools will be used to deliver content which will aid in the success of ALL STUDENTS (SPED, ELL, ECON, Hispanic, Migrant). Strategies will include: Kagan Strategies, Thinking Maps, Prezi, AAparts, SOAPS, OPTICS, technology, choral reading, The Write Stuff, Lead4ward strategies, Bubble When You Struggle, Brain Dump, Odd One Out, Human Time Line, etc. Critical Success Factors CSF 1 CSF 2
1, 2
Principal, Assistant Lesson Plans, Walkthroughs, Decrease in Discipline Principals, Teachers Referrals
8) Provide teacher PLCs twice a month focused on classroom management and delivery of instruction =
Accomplished
= Considerable
= Some Progress
Page 533
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 5: The Gifted & Talented program will meet the Compliance level of the Texas State Plan for the Education of Gifted/Talented Students. Summative Evaluation: The Gift & Talented program met Compliance Level of the Texas State Plan for the Education of Gifted/Talented Students.
Strategy Description Critical Success Factors CSF 1 CSF 4
Staff TITLE I Responsible for Monitoring 2
1) Provide opportunities for out-of-school activities relevant to G.T. students' areas of strength. These activities will be challenging and provide the interest, motivation, and exceptional ability of learners in the GT program. (Science Fair, WAMS Book Club, Spelling Bee, History Fair, Texas Performance Standard Project, Destination Imagination, Chess Club) Critical Success Factors CSF 3
2, 4
2) Strengthen the role and capacity of instructional leaders, counselors, teachers, and appropriate support staff in supporting the Texas Plan for the Education of Gifted & Talented students to adhere to the district policy and to ensure compliance with state / federal mandate. Critical Success Factors CSF 1 CSF 7
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Increased participation of GT students in out-of school Principals, activities. Counselors, Teachers
Principal, Assistant Compliance with District and State mandates Principals, Professional Development Counselors, Teachers
2
Principal, Assistant Sign in sheets Principals, Teachers Completed collaboration forms
2
Principal, Assistant Increase the % of students taking the PSAT by 10%. Principals, Counselors, 8th Grade Teachers
3) GT teachers meet twice a year to discuss strategies/concerns to ensure vertical alignment and establish consistent standards and expectations in the GT curriculum. Critical Success Factors CSF 1 4) Offer PSAT assessment to students in grade 8 in order to increase number of National Merit Scholars. Critical Success Factors CSF 1 CSF 4 5) Offer a GT Seminar course for all GT students in order to engage in research and work on project based learning activities.
Principal, Assistant Lesson Plans, Increase in the % of students scoring Principals, GT Level III on STAAR Assessment, Increase in the % of Seminar Teachers students advancing to state competition in history fair and science fair.
Page 534
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 535
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 6: HEALTH AND HEALTH EDUCATION: Improve in the overall wellness of the students and staff members by promoting awareness of healthy lifestyles. Summative Evaluation: WAMS students gained knowledge regarding healthy lifestyles through the Fitness Gram Program and CATCH Curriculum. WAMS staff members participated in Biggest Loser Competition and Zumba Classes to promote healthy lifestyles.
Strategy Description
TITLE I
Critical Success Factors CSF 6
2, 10
1) Ensure student participation in the Fitness Gram Program through athletic and physical education classes. Critical Success Factors CSF 1
2
2) Provide the PEP program for student parents or expecting parents. Critical Success Factors CSF 1 3) Implement the CATCH curriculum through physical education classes. Critical Success Factors CSF 6 4) Invite staff and faculty to participate in a fall and spring competition of Biggest Loser. =
Accomplished
= Considerable
Staff Responsible for Monitoring Principal, Assistant Principals, Campus Athletic Coordinators, PE Coaches Principal, Assistant Principals, Counselor, PEP Program Coordinator/Teacher Principal, Assistant Principals, Campus Athletic Coordinators, PE Coaches Principal, Assistant Principals, Program Sponsor
Formative Reviews Evidence that Demonstrates Success Fitness Gram Program student reports, Classroom Walk Through's, Lesson Plans
Documentation from PEP Program Coordinator of meetings
Lesson Plans, Curriculum Assessments
Participation log
= Some Progress
Page 536
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 7: SPECIAL POPULATIONS: Students being served through any special population program at WAMS will be provided with supplemental instructional activities and support services. Summative Evaluation: Students in special population were involved in small group instruction through STAAR intervention courses, after school tutorials, Saturday Academy, and in house intervention. As needed students were provided with necessary accommodations to aid in success.
Strategy Description Critical Success Factors CSF 1 CSF 4 1) At Risk students will be provided with additional intervention instructional activities to ensure success in the classroom. a) Small group targeted instruction during class b) In School Tutorial Program c) After School Tutorial Program d) Saturday Camps Critical Success Factors CSF 1 CSF 4 2) Dyslexia students will be provided with a content specific course (ReadingD) in addition to the required grade level ELAR course. Students will also be provided with additional intervention instructional activities. a) In School Tutorial Program b) After School Tutorial Program c) Saturday Camps Critical Success Factors CSF 1 3) 504 students will receive accommodations as decided by the 504 committee. Teachers will provided needed accommodations to the students. Critical Success Factors CSF 1 CSF 4 4) Students in 504 will be provided with additional intervention instructional activities. a) In School Tutorial Program b) After School Tutorial Program c) Saturday Camps
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Principals, Counselors, Teachers
Student Growth seen via Eduphoria, Increased attendance in school, Increased attendance in additional instructional activities (sign in sheets), Computer program reports (Reading+)
Principal, Assistant Principals, Counselors, Teachers
Enrollment in Dyslexia Course, Student Growth seen via Eduphoria, Increased attendance in additional instructional activities, Computer program reports (Reading+)
Principal, Assistant Documentation of provided accommodations to Principals, students, Counselors, Student Growth seen via Eduphoria Teachers Principals, Assistant Increased attendance in additional instructional Principals, Teachers activities, Sign in sheets of attendance, Computer program reports (Reading+)
Page 537
Nov Jan Mar June
State System Safeguard Strategies Critical Success Factors CSF 1 5) Special Education students will receive accommodations and services as decided by the ARD committee. Teachers will implement the students IEP/BIP to ensure student success in the classroom. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 6) Students receiving Special Education services will be provided with additional intervention instructional activities. a) Inclusion Support b) In School Tutorial Program c) After School Tutorial Program d) Saturday Camps State System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 7) English Language Learners will receive targeted instruction with an ESL certified teacher (ESL STAAR) as well as a regular certified English teacher. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 8) English Language Learners will be provided with additional intervention activities. a) In School Tutorial Program b) After School Tutorial Program c) Saturday Campus. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2
Principal, Assistant Principals, Inclusion Teachers, Inclusion Aides, General Education Teachers, Counselors Principal, Assistant Principals, Inclusion Teachers, Inclusion Aides, General Education Teachers, Counselors Principal, Assistant Principals, Teachers, Literacy Coach, LPAC Committee Members Principal, Assistant Principals, Teachers, Literacy Coach, LPAC Committee Members
Documentation of provided accommodations/modifications, Progress Monitoring Forms, Student Growth seen via Eduphoria
Inclusion Sign In Log, Student Growth via Eduphoria, computer program reports Reading+), increased attendance in additional instructional activities (sign in sheets)
Documentation of ELPs strategies, Lesson Plans, Progress Monitoring Forms
Student growth via Eduphoria, Computer program reports (Reading+), increased attendance in additional instructional activities (sign in sheets)
Principal, Assistant Student growth via Eduphoria, Increased growth in Principals, LPAC TELPAS scores, Progress Monitoring Forms, LPAC Members Minutes
9) English Language Learners will me monitored by the LPAC. LPAC meetings will occur throughout the year to monitor student growth. Critical Success Factors CSF 5 10) Parents and teachers of English Language Learners must be informed that a LEP student must be enrolled in the U.S. school for at least 60 consecutive days during a school year to be considered enrolled for the year for determining state test participation.
Principals, Assistant Attendance Report Principal, Counselor
Page 538
Critical Success Factors CSF 1 CSF 4 11) Migrant students will be provided with additional intervention instructional activities to ensure success in the classroom. a) Small group targeted instruction during class b) In School Tutorial Program c) After School Tutorial Program d) Saturday Camps = Accomplished
= Considerable
Principal, Assistant Principals, Teachers, Migrant Counselor, Migrant Aide
= Some Progress
Page 539
Student Growth, Progress Monitoring Forms, Increased attendance in additional instructional activities, Computer Program Reports (Reading+, Eduphoria, Progress Monitoring Forms)
= No Progress
= Discontinue
Goal 1: All students will demonstrate academic growth and William Adams Middle Schooll will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 8: NCLB: The campus will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) Schoolwide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education. Summative Evaluation: WAMS has met compliance requirements for State and Federal guidelines.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 3 1) Work with the SBDM committee to use the annual Comprehensive Needs Assessment to strengthen the Campus Improvement Plan to include researchbased best practices and strategies. Critical Success Factors CSF 5 2) Improve family involvement by providing parent information meetings to include strategies to engage families in the education of students. (Report Card Nights, Content Subject Nights, Donut's with Dads, Meet the Teachers, Muffin's with Moms, Parent Gallery Walk, Piggies with the Principal, Texas Tea, STAAR Parent Meeting, etc.) Critical Success Factors CSF 1 3) Personal graduation plans will be developed for all students who failed any STAAR assessment during the previous school year for ongoing monitoring. Critical Success Factors CSF 1 4) Progress Monitoring Forms will be developed for students who are in Special Education, ELL, or Mirgrant for ongoing monitoring. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Copies of the Comprehensive Needs Assessment. Principals, SBDM Committee Members Principal, Assistant Sign In Sheets and Agenda for meetings. Principals, SBDM Committee, Teachers, Parental Involvement Coordinator Principal, Assistant Personal Graduation Plans Principals, Counselors, Teachers Principal, Assistant Progress Monitoring Forms Principals, Counselor, Teachers
= Some Progress
Page 540
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 1: Attendance rate will be at 95% or better. Summative Evaluation: Attendance rate was 92.39%.
Strategy Description
TITLE I
Critical Success Factors CSF 2 1) Attendance Clerk will print attendance reports and forward to administration. Critical Success Factors CSF 1 CSF 4 CSF 5 2) Attendance Clerk/Drop Out Prevention Coordinator will call parents whose children have been marked absent 1st period. Critical Success Factors CSF 1 CSF 4 CSF 5
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Attendance Reports Principal, Attendance Clerk Principal, Assistant 1st Period Absent Rosters Principals, Call Log Attendance Clerk, Paraprofessional Assistant Principal, Notarized Warning Letters Attendance Clerk Rosters of Warning Letters Sent
3) Send out warning letters or file on students each Monday, if applicable. Critical Success Factors CSF 6 4) Announce attendance rate every week to promote competition between grade levels. Critical Success Factors CSF 6 5) Students with perfect attendance for the six weeks grading period will be rewarded. (Rewards will be given for six weeks, semester, and yearly perfect attendance.) Critical Success Factors CSF 1 6) A student may not be given class credit for a final course grade unless the student is in attendance for 90 percent of the time the class is offered.
=
Accomplished
= Considerable
Attendance Clerk, Attendance Report Campus Morning Announcement Sheet Receptionist Principal, Assistant Attendance Report Principals, Attendance Clerk
Principal, Assistant Attendance Report Principals, Counselors, Attendance Clerk, Drop Out Prevention Coordinator = Some Progress
Page 541
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 2: Develop intervention strategies that will support reducing dropout rate to less than 1%. Summative Evaluation: Dropout rate was less than 1%.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 1) Monitor the success of tutorials and intervention strategies for lowperforming students (ELLs, Title I, SPED, Migrant) and remediating strategies in the core subjects.
Critical Success Factors CSF 1 CSF 6 2) Implement a comprehensive developmental Guidance and Counseling Program designed to serve all students and all student groups. Critical Success Factors CSF 1 3) Drop Out Prevention Coordinator will meet with students who are at at risk of failing, being retained, or dropping out of school on an as needed basis. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Tutorial log ins by teachers. Increased passing rate of Principals, students. Teachers, LPAC Members, ARD Members, Migrant Counselor/Tutor, Drop Out Prevention Coordinator Principal, Assistant Counselor logs and counseling session agendas/plans. Principals, Counselors Principal, Assistant At risk for failing report, conference logs Principals, Drop Out Prevention Coordinator
= Some Progress
Page 542
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All students will demonstrate proficiencies required for graduation. Performance Objective 3: The percentage of students failing Pre-AP and GT classes will decrease by 10%. Summative Evaluation: The percentage of students failing Pre-AP and GT classes decreased by less than 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 4
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals, Assistant Tutorial sign in logs Principals, Teachers
1) Teacher will provide tutorials to reteach concepts to students who are not understanding material learned in the Pre-AP/GT course. Critical Success Factors CSF 1 CSF 5
Principal, Assistant Phone Call Log, Emails, Notes sent home Principal, Teachers
2) Teacher will communicate as needed with parents of students who are at risk for failing a Pre-AP/GT class. Critical Success Factors CSF 1
Principals, Assistant Project Based Learning Assignment Rubric, Student Principals, PreProducts AP/GT Teachers
3) Teachers with Pre-AP or GT courses will require students to complete a project based learning assignment at least once per six weeks. =
Accomplished
= Considerable
= Some Progress
Page 543
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%. Summative Evaluation: All staff members on campus are highly qualified.
Strategy Description
TITLE I
Critical Success Factors CSF 3
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Increased teacher participation in job fairs and Principals, Teachers interview process
1) Involve teachers and staff in the recruitment process. Critical Success Factors CSF 3 2) Provide opportunities for teachers to participate in the decision making and problem solving process (SBDM, PBIS, OLWEUS, attendance committee, surveys, faculty meetings). Critical Success Factors CSF 7 3) Provide Teachers with data driven professional development opportunities throughout the school year. =
Accomplished
= Considerable
Principal, Assistant Teacher/staff participation in ongoing committee Principals, Teachers meetings, Evidence of teacher input/problem solving, sign in sheets Principal, Assistant Professional development activities aligned with needs Principals, Teachers of campus, Professional development logs, Professional development calendar
= Some Progress
Page 544
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school culture and climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 5% Summative Evaluation: The number of discipline incidences decreased over 5%.
Strategy Description
TITLE I
Critical Success Factors CSF 5
10
1) Promote awareness and notification of Student Code of Conduct to students, parents, staff and community through campus distribution of SCC, campus web site, social media, and campus presentations. Critical Success Factors CSF 5
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Distribution letters, campus website publication, social Principals, Teachers media publication, student and community presentations.
Principal, Assistant Parent Contact noted on student referral Principals
2) Ensure parents are notified of any discipline referral as outlined in the Student Code of Conduct. Critical Success Factors CSF 3 CSF 7
Principal, Assistant 425 discipline records will show a decrease. Principals, Teachers
3) Provide training for administrators and teachers: (a) to effectively handle classroom discipline so that out of school suspensions and discretionary removals are used as a last resort; (b) assure student rights and due process are afforded. Critical Success Factors CSF 7
Principal, Assistant Sign In Sheets, Discipline Matrix, Correctly Principals, Teachers Completed Infraction Sheet
4) Provide training for teachers regarding how to use the PBIS Discipline Matrix and Infraction sheet prior to writing a student referral. =
Accomplished
= Considerable
= Some Progress
Page 545
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school culture and climate conducive to learning. Performance Objective 2: Implement the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%. Summative Evaluation: Bullying incidents decreased by 5%.
Strategy Description
TITLE I
Critical Success Factors CSF 7
4
1) Provide professional development training to all staff annually for the purpose of identifying and reducing the number of bullying incidents on campus. Critical Success Factors CSF 3 CSF 6
Critical Success Factors CSF 5 CSF 6 3) Provide bullying awareness information and website through PTA meetings, flyers, campus social media, and campus website. Accomplished
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Timely response to bullying complaints and a Principals, reduction in the number of bullying reports/incidents. Counselors, Teachers Principal, Assistant Classroom meeting sign in sheets Principals, Counselors, Teachers
2) Counseling staff will provide topic stems for bullying awareness conversations that will take place once a week.
=
Staff Responsible for Monitoring
= Considerable
Principal, Assistant Sign in sheets, flyers Principals, Counselors
= Some Progress
Page 546
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school culture and climate conducive to learning. Performance Objective 3: Implement Positive Behavior Intervention System (PBIS) to reduce the number discipline incidents. Summative Evaluation: The PBIS system was introduced to students at the beginning of the school year through different classroom lessons. Lessons retaught throughout the year as teacher or administration saw it was needed or every time after a period of time off from school.
Strategy Description
TITLE I
Critical Success Factors CSF 7 1) Provide professional development training to teachers at the beginning of the school year and revisit the major components periodically, as needed. Critical Success Factors CSF 6 2) Provide Positive Behavior lessons/videos to students at the beginning of the school year and revisit the behavior expectations throughout the year as needed. Critical Success Factors CSF 6
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Principal, Counselors, Teachers
Decreased disciplinary incidents, walk through visits, increase in the number of yote cash certificates/participants, increase in instructional time on task, sign in sheets for training.
Principal, Assistant Principal, Counselors, Teachers
Decreased disciplinary incidents, walk through visits, increase in the number of yote cash certificates/participants, increase in instructional time on task.
Principals, Assistant Posted Behavior Expectation Posters Principals
3) Behavior expectations posters reinforcing expected student behaviors will be displayed throughout the campus and used to reinforce desired student positive behaviors. Critical Success Factors CSF 6 4) Weekly, Six Week, and Semester "Yote Cash" drawings will be conducted to promote and reinforce positive student behavior. =
Accomplished
= Considerable
Principal, Assistant Student Incentives Principals, Counselors, Teachers
= Some Progress
Page 547
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school culture and climate conducive to learning. Performance Objective 4: Offer a variety of extracurricular activities with the focus on recruiting at risk students. Summative Evaluation: Extracurricular activities were offered for all students including at risk students. Different methods of recruitment were used by sponsors to ensure student participation (morning announcements, word of mouth, flyers, school FaceBook page, school website, Remind).
Strategy Description
TITLE I
Critical Success Factors CSF 6 1) Establish new club/organizations to be sponsored by teachers on a volunteer basis. Critical Success Factors CSF 6 2) Continue student participation in the following clubs/organizations: band, choir, athletics, destination imagination, student council, national junior honor society, ping pong, cheerleading, etc. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Increased student participation in extracurricular Principals, Teachers activities. Increased evidence of extracurricular activities. Principal, Assistant Increased student participation in extracurricular Principals, Teachers activities. Increased evidence of extracurricular activities.
= Some Progress
Page 548
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school culture and climate conducive to learning. Performance Objective 5: Create a safe and orderly school climate throughout the school day. Summative Evaluation: The consistent implementation of the PBIS system and campus procedures ensured a safe and orderly school climate on a daily basis.
Strategy Description
TITLE I
Critical Success Factors CSF 6 1) Create a duty calendar outlining the who, what, when, where, and how for teachers/staff/security officers responsibility to ensure student safety and supervision. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Increased teacher/staff/security officer visibility, Principals student behaviors reflect a safe and orderly environment.
= Some Progress
Page 549
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school culture and climate conducive to learning. Performance Objective 6: Review and practice crisis management plans, as per district requirements. Summative Evaluation: Crisis management plans were reviewed and practiced throughout the 2014-2015 school year.
Strategy Description
TITLE I
Critical Success Factors CSF 6
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Student and staff increased awareness of appropriate Principals procedures.
1) Provide a copy of the AISD and campus crisis management plans to teachers. Critical Success Factors CSF 6
Principal, Assistant Student and staff increased awareness of appropriate Principals procedures.
2) Review AISD and campus procedures for various crisis plans. Critical Success Factors CSF 6
Principal, Assistant Student and staff increased awareness of appropriate Principals procedures.
3) Practice both announced and unannounced crisis plan throughout the school year. =
Accomplished
= Considerable
= Some Progress
Page 550
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement and community participation by 10%. Summative Evaluation: WAMS has approximately 10 parent volunteers who aid with different campus functions. Parents and different community members have participated in report card nights, PTA meetings, turkey trot fundraiser, band concerts, choir concerts, extracurricular activities, etc. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 5 CSF 6 1) Regularly scheduled PTA meetings, Principal/Parent meetings, and Report Card Nights to disseminate relevant information related to state and federal requirements, curricular requirements, campus and district policies, extracurricular activities, and accountability and student performance expectations. Critical Success Factors CSF 3 CSF 5 CSF 6
Accomplished
Evidence that Demonstrates Success
Principal, Assistant Increased parent participation, Principals, PTA Regularly scheduled meetings, officers Agenda, Sign In logs
Principal, Assistant Committee Meeting Sign In Logs Principals, SBDM Committee Chairs
2) Include parent and community representatives in SBDM committees. =
Formative Reviews
= Considerable
= Some Progress
Page 551
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the campus, feeder campuses and community entities in regards to Transitional Services. Summative Evaluation: Transitional services were offered to 6th grade students coming to WAMS. Counselors went to the intermediate schools to help in registering the students. Both campuses visited WAMS for an orientation and tour of the building. AHS counselors visited with 8th grade students to share information regarding high school degree plans and course scheduling. 8th grade students were able to attend the Career Expo in which information regarding CATE courses was learned.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 5 CSF 6 1) Provide support services and information to students and parents transitioning from sixth to seventh grade. Critical Success Factors CSF 1 CSF 5 CSF 6 2) Provide support services and information regarding high school course offerings and high school endorsements to students and parents transitioning from eighth to ninth grade. Critical Success Factors CSF 1 CSF 5 CSF 6 3) Provide support services and information to students and parents upon sending and upon return from DAEP to ensure a smooth transition. Critical Success Factors CSF 1 CSF 5 CSF 6 4) Provide support services and information regarding post secondary education to students and parents. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals, Assistant Scheduled meetings Principals, Sign In Logs Counselors Principals, Assistant Scheduled Meetings Principals, Sign In Logs Counselors
Principals, Assistant Due Process Documentation, Principals, DAEP Dismissal Checklist Counselors, PEIMS Clerk, Attendance Clerk Principals, Assistant Scheduled meetings Sign In Logs, Principals, University Bulletin Board, Morning Announcement Counselors Sheets
= Some Progress
Page 552
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Increase the use of technological tools to enhance instruction. Summative Evaluation: Teachers use different tools such as twitter, Kahoot, TodaysMeet, Edmodo, Remind, doceri, different handheld devices, etc. in the classroom. Technology committee attends different technology workshops and train teachers on what is learned.
Strategy Description Critical Success Factors CSF 1 CSF 4
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principals, Assistant Classroom walk through's Principals
1) Incorporate the use of the Doceri application with the teacher iPad consistently in the classroom. Critical Success Factors CSF 1 2) Increase the knowledge of iPad and Nook functions to increase the use of various applications to provide higher ordering thinking opportunities for students. Critical Success Factors CSF 1 3) Increase at home use of Kindle Fires, to be allocated 50% seventh grade and 50% eighth grade. Critical Success Factors CSF 1 4) Increase the use of TI Nspire Calculators in the math classroom on an as needed basis. Critical Success Factors CSF 1 CSF 3 CSF 7 5) The campus based technology committee will provide professional development for administrators, teachers, and staff to increase the use of available tools to enhance instruction. Critical Success Factors CSF 1 CSF 4 6) Bring Your Own Device (BYOD) to school will begin in the fall semester with certain classes and will grow throughout the year. Devices will be used for instructional purposes.
Principals, Assistant Classroom and library walk through's, Principals, Student products Librarian, Teachers
Principal, Assistant Library check out logs Principals, Librarian Principal, Assistant Walk through's, Principals, Lesson plans Teachers Principal, Campus Professional development sign in sheets, Technology Evidence of new skills being applied in the Committee instructional setting, via walk through's
Principal, Assistant Use of student devices in classroom for instructional Principals, Campus purposes, Evidence of devices being used logged in Technology teacher lesson plans. Committee, Teachers
Page 553
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 554
= No Progress
= Discontinue
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
5
ALL STUDENTS will utilize Reading+ to reinforce reading fluency and comprehension skills .
1
1
6
Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS with academic success. (SPED, ELL, Hispanic, Migrant, ECON)
1
1
7
Different instructional strategies and tools will be used to deliver content which will aid in the success of ALL STUDENTS (SPED, ELL, ECON, Hispanic, Migrant). Strategies will include: Kagan Strategies, Thinking Maps, technology, choral reading, Dinah Zike Foldables, Lead4ward strategies, Dr. Tate strategies, etc.
1
1
8
8) Provide teacher PLCs twice a month focused on classroom management and delivery of instruction
1
2
5
Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS (ELL, Special Education, Migrant, Hispanic, ECON, etc) with academic success.
1
2
6
All students (ELL, SPED, migrant, Hispanic, ECON, etc.) will utilize... as part of the Intensive Program of Instruction.
1
3
5
Teachers will utilize Edusmart and Science Labs to reinforce content skills for ALL STUDENTS (SPED, ELL, Hispanic, ECON, Migrant).
1
3
6
Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS with academic success. (SPED, ELL, Hispanic, Migrant, ECON)
1
3
7
Different instructional strategies and tools will be used to deliver content which will aid in the success of ALL STUDENTS (SPED, ELL, ECON, Hispanic, Migrant). Strategies will include: Kagan Strategies, Thinking Maps, technology, choral reading, Lead4ward strategies, Dr. Tate strategies, etc.
1
4
5
ALL STUDENTS will utilize Study Island to reinforce content skills (SPED, ECON, ELL, Migrant, Hispanic, etc).
1
4
6
Content teachers will utilize Tier Instructional Interventions to differentiate instruction that will aid ALL STUDENTS with academic success. (SPED, ELL, Hispanic, Migrant, ECON)
1
4
7
Different instructional strategies and tools will be used to deliver content which will aid in the success of ALL STUDENTS (SPED, ELL, ECON, Hispanic, Migrant). Strategies will include: Kagan Strategies, Thinking Maps, Prezi, AAparts, SOAPS, OPTICS, technology, choral reading, The Write Stuff, Lead4ward strategies, Bubble When You Struggle, Brain Dump, Odd One Out, Human Time Line, etc.
1
7
5
Special Education students will receive accommodations and services as decided by the ARD committee. Teachers will implement the students IEP/BIP to ensure student success in the classroom.
1
7
6
Students receiving Special Education services will be provided with additional intervention instructional activities. a) Inclusion Support b) In School Tutorial Program c) After School Tutorial Program d) Saturday Camps Page 555
Goal Objective Strategy
Description
1
7
7
English Language Learners will receive targeted instruction with an ESL certified teacher (ESL STAAR) as well as a regular certified English teacher.
1
7
8
English Language Learners will be provided with additional intervention activities. a) In School Tutorial Program b) After School Tutorial Program c) Saturday Campus.
1
7
9
English Language Learners will me monitored by the LPAC. LPAC meetings will occur throughout the year to monitor student growth.
Page 556
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified professional teachaers are addessed in the Comprehensive Needs Assessment. Please refer to the CNA.
Page 557
2015-2016 Site-Based Decision Making Committee Committee Role
Name
Position
Administrator
Dr Judith Holmgreen
Principal
Administrator
Maria Cavazos
Assistant Principal
Administrator
Alma Ramirez
Assistant Principal
Business Representative
Rick DelBosque
Boys and Girls Club
Classroom Teacher
Michelle Ballard
Social Studies Teacher-Texas History
Classroom Teacher
Linda Bernal
Math Teacher
Classroom Teacher
Oralia Eberhard
Teacher-CATE
Classroom Teacher
Kandace Fox
Athletics/Health
Classroom Teacher
Kristin Hall
Social Studies-8th grade
Classroom Teacher
Patricia Mejia
ELAR Teacher
Classroom Teacher
Destiny Pena
Math Teacher
Parent
TBA
Classroom Teacher
Page 558
Campus Funding Summary TLI Goal
Objective
Strategy
1
1
5
Resources Needed
Account Code
Amount $0.00
Page 559
Sub-Total
$0.00
Grand Total
$0.00
Alice Independent School District Hillcrest Elementary School 2015-2016 Campus Improvement Plan
Page 560
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Demographics ..................................................................................................................................................................................................................................... 3 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 6 Curriculum, Instruction, and Assessment ......................................................................................................................................................................................... 7 Family and Community Involvement ............................................................................................................................................................................... 8 School Context and Organization ...................................................................................................................................................................................................... 9 Technology .................................................................................................................................................................................................... 10 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Goals ................................................................................................................................................................................................................ 14 Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Goal 2: All Hillcrest Elementary students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Goal 5: All Hillcrest Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Goal 6: All Hillcrest Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ....... 40 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Budget for Hillcrest Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Instruction by highly qualified professional teachers ........................................................................................................................................... 47 Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 2015-2016 Site-Based Decision Making Committee .............................................................................................................................................. 49 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Page 561
Comprehensive Needs Assessment Demographics
Demographics Summary Our campus needs to focus at maintaining a 95% attendance rate and lowering our at-risk population.
Demographics Strengths The following are identified as demographic strengths: No students leaving to private or home schools Mobility rate is low.
Demographics Needs The following demographic needs are listed in priority order: Decrease our at-risk rate.
Page 562
Student Achievement
Student Achievement Summary With the rigor of the STAAR assessment, student achievement will benefit the most by: Increasing the passing percentage rate in both reading and math.
Student Achievement Strengths The following are identified as student achievement strengths: 4th grade Writing
Student Achievement Needs The following student achievement needs are listed in priority order: Number of students passing the STAAR test in certain categories needs to increase (at-risk and special programs) Reading fluency in K-4 Math fluency in K-4
Page 563
School Culture and Climate
School Culture and Climate Summary
The student’s education and safety are our main priority. Therefore, more practice drills are needed to ensure safety and additional training is needed to address bullying.
School Culture and Climate Strengths We have a highly qualified staff that have high expectations and promote safety. Our staff is friendly which leads to an inviting environment.
School Culture and Climate Needs The following is our school culture and climate need: Creating anti bullying interventions with parents and students.
Page 564
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary To increase staff quality and recruitment, our campus would need to increase academic performance scores in all areas. Targeted professional development is needed in developing students' fluency and the overall rigor of lessons in every subject area.
Staff Quality, Recruitment, and Retention Strengths The following are identified as a staff quality strengths: We have highly qualified staff and minimal turnover Nearly 3/4 of our staff have 10+ years of experience All staff members are working in their area of certification
Staff Quality, Recruitment, and Retention Needs The following is identified as a staff quality need: We need to increase academic performance scores
Page 565
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary In order to improve instruction and assessment summaries, we must be able to provide the appropriate level of intervention for all students to be successful. Also, a definite direction in the district's curriculum of choice.
Curriculum, Instruction, and Assessment Strengths The district provides curriculum rollouts for the use of CSCOPE. The TLI Grant is assisting with the comprehensive components of reading.
Curriculum, Instruction, and Assessment Needs The following is a Curriculum, Instruction, and Assessment Need: All campuses need to have their own personnel to assist with small group intervention instead of sharing staff with other campuses.
Page 566
Family and Community Involvement
Family and Community Involvement Summary The following would best benefit our family and community involvement: To have continuous active parental involvement and participation in academics and school activities.
Family and Community Involvement Strengths The following are idenfied as family and commuity involvement strengths: practical parenting meetings general visits by fathers general parenting meetings general visitations and conferences
Family and Community Involvement Needs The following is the family and community involvement need: More community shareholder involvement such as parental meetings, community volunteers, more visitors on campus such as: school board members, community leaders and business proprietors, retired personnel, and more positive male role models.
Page 567
School Context and Organization
School Context and Organization Summary Within the scope of school context and organization, student learning and student safety are priorities.
School Context and Organization Strengths The following are identified as school context and organization strengths: Time is scheduled effectively Teamwork and collaboration among staff and faculty help maximize student learning Parent survey shows a good perception of our school
School Context and Organization Needs The following school context and organization needs are listed in priority order: Class sizes in some grade levels are not an effective size for optimal learning More bullying education is needed
Page 568
Technology
Technology Summary The committee finds the following the be issues that need to be immediately addressed: Better equipment for the students Software to assist with as many skills as possible to help increase their learning in core subjects and the area of technology Be able to support and retain the technologies we currently have. (Professional Development is extremely lacking in terms of technology.)
Technology Strengths The following are identified as technology strengths: A few new technologies, including equipment and software District wide strength is that there is usually a fairly quick response from Technology Specialist
Technology Needs The following technology needs are listed as priority order: Need for continued Professional Development to learn how to integrate the technology we have been given into the classrooms and student-based activities Page 569
Better budget the money used to purchase, replace, and repair technology equipment and software.
Page 570
Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Accountability Distinction Designations Federal Report Card Data PBMAS data Annual Measurable Achievement Objectives (AMAO) data Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR Released Test Questions Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results SSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8) SSI: Think Through Math assessment data (Grades 3-8) Local diagnostic reading assessment data Local benchmark or common assessments data Student failure and/or retention rates Running Records results Student Data: Student Groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Economically Disadvantaged / Non-economically disadvantaged performance and participation data Special education population, including performance, discipline, attendance, and mobility Page 571
Migrant population, including performance, discipline, attendance and mobility
Page 572
At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RTI) student achievement data Student Data: Behavior and Other Indicators Attendance data Mobility rate, including longitudinal data Discipline records Student surveys and/or other feedback Class size averages by grade and subject Employee Data Staff surveys and/or other feedback Highly qualified staff data Professional development needs assessment data Teacher STaR Chart Technology Data PDAS and/or T-TESS Parent/Community Data Parent Involvement Rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation
Page 573
Goals Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 1: ELAR: STAAR Objective: 3rd grade students will increase the passing percentage on STAAR Level II phase 2 by 5% from 86% to 91% in Reading; 4th grade students will increase the passing percentage on STAAR Level II phase 2 by 13% from 59% to 72% in Reading; 90% of K students will score Developed on TPRI listening comprehension; 80% of 1st grade students will score Developed on TPRI listening comprehension; 80% of 2nd grade students will score Developed on TPRI listening comprehension; A minimum of 80% of PK students will meet or exceed proficient standards on all 3 areas of literacy.
Strategy Description 1) Reading, Writing, Language Arts. Implement strategies from Balanced Literacy K-3 and Vaughn-Gross explicit vocabulary instruction 3-4.
TITLE I 2
Staff Responsible for Monitoring Literacy Coach
Formative Reviews Evidence that Demonstrates Success STAAR Reading, TELPAS, EOY TPRI, EOY DIBELS data, Fountas & Pinnell EOY
Funding Sources: St. Comp. 2 Reading Specialist, STAAR Reading, TELPAS, EOY TPRI, EOY Literacy Coach, DIBELS, Fountas & Pinnell EOY Instructional Aides, District Curriculum Support Staff, UTVG Consultants Funding Sources: Title I 2 Reading Specialist, STAAR Reading, TELPAS, EOY TPRI, EOY 3) Reading, Writing, Language Arts. Students identified with dyslexia District Curriculum DIBELS, Fountas & Pinnell EOY characteristics will participate in the Multi-Sensory Approach to Dyslexia Support Staff program. Funding Sources: Title I, Title I 2 District Curriculum Circle EOY 4) Reading, Writing, Language Arts. Implement OWL curriculum resources and Support Staff, complete all required instruction, monitoring, and reporting in PK. Literacy Coach Funding Sources: Local 2 Literacy Coach EOY Assessment Reports, STAAR, EOY TPRI, EOY 5) Reading, Writing, Language Arts. Implement research-based instructional Circle strategies from Texas Literacy initiative (TLI) to improve student's academic achievement including the Writing Academy. Funding Sources: Title I - $1100.00 2) Reading, Writing, Language Arts. Conduct classroom observations utilizing the "Observation Checklists" to determine what areas need to be addressed at each grade level.
Literacy Coach, Principal
6) Reading. All K-3 staff not trained in Balanced Literacy will attend staff development. 7) Writing. Implement Lucy Calkins units of study in K-2 and strategies
2
TPRI, EOY Dibels, TELPAS
Teachers, Literacy 4th Grade STAAR, K-3rd Writing Coach portfolios/benchmarks Page 574
Nov Jan Mar June
acquired in various staff development in 3-4 to increase success of all students, especially those receiving special education.
Funding Sources: Local
Page 575
= Accomplished
= Considerable
= Some Progress
Page 576
= No Progress
= Discontinue
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 2: MATHEMATICS: STAAR STAAR Objective: 3rd grade students will increase the passing percentage on STAAR Level II phase 2 by 5% from 95% to 100%; 4th grade students will increase the passing percentage on STAAR Level II phase 2 by 10% from 63% to 73%; A minimum of 80% in Grades K-2 will score Strategic or Benchmark according to mCLASS; A minimum of 85% of PK students will demonstrate 'School Readiness' according to CIRCLE Assessment. Staff TITLE I Responsible for Monitoring
Strategy Description
2
1) Mathematics. Provide high-quality instruction to include manipulatives, concrete, and abstract as appropriate in Tier I and Tier II instruction. Implementation will include attention to both Readiness and Supporting Standards within the five reporting categories.
Accomplished
Evidence that Demonstrates Success STAAR Math, EOY District/Campus Assessment Data, EOY Circle, mClass
Funding Sources: Rural and Low Income, Title I
2) Mathematics. Implement journal writing that includes content area vocabulary, multi-step questions, and facts (addition, subtraction, multiplication, division). =
Teachers
Formative Reviews
2
= Considerable
Teachers
STAAR Math, EOY Benchmarks, EOY OWL assessments, mClass
= Some Progress
Page 577
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 3: SCIENCE: A minimum of 85% in Grades 1-2 will demonstrate mastery of the of Performance Based Indicators (TEKS Resource System); A minimum of 80% in Grades 3-4 will demonstrate mastery on Unit Assessments.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Science. Provide instruction through the use of experimental and investigative processes.
2
Lab Aide
EOY SciTEK reports, EOY report card grades, Science benchmarks (3-4)
2) Science. Teach students the academic language of Science through visuals and concrete examples.
2
Lab Aide
EOY SciTEK reports, EOY report card grades, Science benchmarks (3-4)
=
Accomplished
= Considerable
= Some Progress
Page 578
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 4: SOCIAL STUDIES: A minimum of 85% in Grades 1-2 will demonstrate mastery of the of Performance Based Indicators (TEKS Resource System); A minimum of 85% in Grades 3-4 will demonstrate mastery on Unit Assessments. Summative Evaluation:
TITLE I
Strategy Description
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
ESC2 consultant, Unit Assessments, Report Card Grades District Curriculum Support Staff 2 ESC2 consultant, Unit Assessments, Report Card Grades 2) Social Studies. Integrate Social Studies text into the Reading program as District Curriculum appropriate Support Staff Funding Sources: St. Comp. 2 ESC2 consultant, Unit Assessments, Report Card Grades 3) Social Studies. Provide support through the use of SIOP and ELPS for ELLs. District Curriculum Support Staff Funding Sources: BE/ESL Local Budget 1) Social Studies. Implement district curriculum in K-4th
=
Accomplished
2
= Considerable
= Some Progress
Page 579
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 5: ADVANCED ACADEMICS: Education of Gifted/Talented Students: 100% of G/T students at Hillcrest Elementary will complete the TPSP and fulfill the district requirements for compliance. Staff TITLE I Responsible for Monitoring
Strategy Description
2) Advanced Academics. Provide opportunities for students to pursue areas of interest through guided and independent research, and out-of-school activities. These activities include the Texas Performance Standard Project, Destination Imagination, and Spelling Bee.
3) A campus team will attend the Model Classroom Project training and facilitate the training of the entire faculty to increase the rigor in all subject areas by utilizing the instructional strategies taught.
Director of Students' scores on the Texas Performance Project Advanced increase one standard point or more in each of the Academics, qualifying areas. Principal, Counselor 2 Director of Student projects and event results Advanced Academics, Teachers, Library Aide, Spelling Bee Coordinator, DI Coaches Funding Sources: Gifted/Advanced Academics Principal EOY STAAR scores, EOY assessment results, EOY TPRI, EOY Circle results Funding Sources: Title I
4) PostSecondary Education. The guidance counselor will advise students and parents of the importance of postsecondary education. Accomplished
Evidence that Demonstrates Success
4
1) Advanced Academics. Strengthen the role and capacity of teachers and support staff in supporting the Texas Plan for the Education of Gifted & Talented students through training.
=
Formative Reviews
= Considerable
Counselor, Principal
Lesson Plans indicating postsecondary curriculum, agendas, newletters
= Some Progress
Page 580
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 6: HEALTH AND PHYSICAL EDUCATION: Reduce the obesity rate to lower than 20% and increase the percentage of students with a normal BMI percentage on our campus by promoting awareness of healthy lifestyles. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Student Health. Implement a coordinated school health program (CSHP) to ensure community values and health issues are reflected in the health education instruction to include physical activity, nutrition, & growth/ development training.
2
2) Student Health. Provide moderate to vigorous daily physical activity for at least 30 minutes per day with a minimum of 135 minutes each week.
2
3) Student Health. Implement the school health program during PE classes, continue implementing the Coordinated Approach to Child Health (CATCH) Program =
Accomplished
CSHP Committee
PE Teacher PE para Funding Sources: Title I 2 PE Teacher
Formative Reviews Evidence that Demonstrates Success CSHP Minutes, ACC student attendance sheet, Fitness Gram report
Fitness Gram report
Fitness Gram report
Funding Sources: Local
= Considerable
= Some Progress
Page 581
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 7: AT-RISK STUDENTS: The number of At-Risk Students at Hillcrest Elementary will decrease by 10% by providing supplemental instructional activities and support services. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) Instructional Support Programs. RTI committee will review progress monitoring data monthly for TIER II, TIER III; classroom teachers will document in Eduphoria, every six weeks progress for students identified as Special Ed and/or Migrant.
9
SpEd teachers, 504 STAAR Reading, Writing, & Math, TELPAS, EOY Committee, TPRI, EOY 1st & 2nd Benchmarks, ARD annual Reading Specialist review of progress, mClass EOY, Fountas & Pinnell
2) Instructional Support Programs. Provide intensive interventions and programs through in-school and after school tutorials, summer school, and flexible scheduling for students struggling to meet the rigor in Reading and Math. Students will not be removed for remedial tutoring or STAAR prep for more than 10% of the school days unless a parent/guardian has given written consent for removal beyond the 10% limit.
9
Teachers, Reading STAAR Reading & Math, EOY TPRI, Kindergarten Specialist, Literacy Assessment, Circle EOY, DIBELS, mClass EOY Coach, I/E interventionist
3) Monitor progress of students exited from SPED and bilingual programs for 2 years. 4) Bilingual. Implement strategies directly related to improving academic success for ELLs and utilize bilingual program data from TELPAS, ITBS, OLPT/IPT to determine placement in program and/or early exit.
=
Accomplished
Funding Sources: Rural and Low Income, Title I 9
Teachers, Principal, EOY report card, STAAR, EOY TPRI SPED teacher, Counselor 9 Teachers, Bilingual TELPAS scores, LPAC minutes, STAAR, EOY TPRI Representative, LPAC members, Bilingual Director Funding Sources: BE/ESL Local Budget
= Considerable
= Some Progress
Page 582
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 8: MIGRANT: 90% of Hillcrest Elementary migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP). Staff TITLE I Responsible for Monitoring
Strategy Description 1) Implement the Priority for Services Action Plan for students identified and provide assistance to Migrant students to ensure regular attendance (clothing, hygiene, school supplies).
=
Accomplished
Formative Reviews Evidence that Demonstrates Success
9
Guidance EOY TxEIS reports, STAAR, TPRI, report cards Counselor, Migrant Aide Funding Sources: Title I, Part C
= Considerable
= Some Progress
Page 583
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 9: SPECIAL EDUCATION: Hillcrest Elementary will meet all State and Federal compliance requirements for Special Education.
Strategy Description
TITLE I
1) Implement all IEPs and modifications specified in the ARD in the least restrictive environment.
2) Attend all district/campus training for ARD process, inclusion, homebound, and behavior intervention.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers, SPED ARD annual review of progress, Cumulative staff, Reading Assessment Report Specialist Funding Sources: Special Education 9 SPED Director, STAAR, TPRI, PEIMS 425 report, report cards SPED teacher, Diagnostician, Principal
= Considerable
= Some Progress
Page 584
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 10: NCLB: Hillcrest Elementary will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) School-wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education.
Strategy Description
TITLE I
1) Instructional Support Programs. Implement all IEPs and 504 modifications in the LRE in each of the core subjects.
2
2) Instructional Support Programs. Teachers of all ELLs will implement the strategies from SIOP and ELPs to all LEP students.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
SpEd teachers, 504 STAAR Reading, Writing, & Math, TELPAS, EOY Committee, TPRI, EOY 1st & 2nd Benchmarks, ARD annual Reading Specialist review of progress, MCLASS Funding Sources: Special Education, Title I 2 Teachers, 504 STAAR Reading, Writing, & Math, TELPAS, EOY Committee TPRI, EOY 1st & 2nd Benchmarks, ARD annual review of progress, MCLASS Funding Sources: BE/ESL Local Budget
= Considerable
= Some Progress
Page 585
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 11: BILINGUAL: Hillcrest will meet all compliance requirements for Bilingual education program.
Strategy Description
TITLE I
1) Instructional Support Programs. Teachers of all ELLs will monitor writing samples every six weeks. =
Accomplished
2
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Bilingual teachers, Writing samples, TELPAS scores, STAAR writing Principal scores = Some Progress
Page 586
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 12: STUDENT PROGRESS: Students will meet the target score of 30 for Met Progress or Exceeded Progress in 4th grade Reading and Math. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Instructional Support. Provide opportunities for students to advance using project based learning and technology programs that will allow them to advance to higher levels.
=
Accomplished
Formative Reviews Evidence that Demonstrates Success
Teacher, Computer STAAR Met Progress measure technician, lead Technology teacher Funding Sources: Local, St. Comp.
= Considerable
= Some Progress
Page 587
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 13: CLOSING PERFORMANCE GAPS: 3rd and 4th grade students will meet or exceed the target score of 28 in Performance Gap Groups (Economic Disadvantaged and 2 lowest performing Race/Ethnicity). Staff TITLE I Responsible for Monitoring
Strategy Description 1) Instructional Support. Use I/E time to group students according to strong/weak standards to provide more individualized attention to student's need. =
Accomplished
Formative Reviews Evidence that Demonstrates Success
Teachers, Principal STAAR accountability report, AYP Funding Sources: Title I, Title I, Title I
= Considerable
= Some Progress
Page 588
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 14: FOCUS SCHOOL INTERVENTION. By the end of the 2015-2016 school year, reading performance for economically disadvantaged students will increase from 71 to 87 as measured by the 2016 STAAR Math results. Staff TITLE I Responsible for Monitoring
Strategy Description State System Safeguard Strategies
1) Consistently implement guided reading instruction K-4th grade to improve academic performance (CSF 1) using the Balanced Literacy framework to strengthen the school's instructional reading levels (ESEA Turnaround Principle). Accomplished
Evidence that Demonstrates Success
Teachers, Principal, CBA's, benchmarks, STAAR math results Literacy Coach, Reading Specialist
Critical Success Factors CSF 1
=
Formative Reviews
Funding Sources: Title I
= Considerable
= Some Progress
Page 589
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Hillcrest Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 15: ASSESSMENT. Teachers will only administer 2 benchmarks during the 2015-2016 school year.
Strategy Description
TITLE I
1) STAAR. Teachers will receive the results of the STAAR tests their students completed the same school year they were administered. 2) STAAR. The campus self evaluation in the area of community and student engagement, the campus rating, and any campus distinctions will be made public via the campus website no later than August 8th of each year. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
District Testing STAAR student score sheets Coordinator, Principal Principal, Campus Website Technology Coordinator = Some Progress
Page 590
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All Hillcrest Elementary students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the campus to 95% or better.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Attendance. Increase student attendance through daily contacts of absentees, daily recognition of classrooms meeting perfect attendance, and provide incentives for six week and semester perfect attendance by student and classroom.
2
Teachers, Principal, EOY TxEIS report PICC
2) Attendance. Inform parents/guardians of State, District, and Campus attendance policy and make home visits when parent cannot be reached by phone/letter.
10
Principal, Teacher, EOY TxEIS report PICC
3) Attendance. Students K-4 will not be given class credit for a final course grade unless the student is in attendance for at least 90% of the time.
10
Teachers, Principal Attendance Committee notes, Summer School Attendance Report, EOY report Cards
4) Attendance. LEP students must be enrolled in school at least 60 consecutive days during the school year to be considered enrolled for the year for determining STAAR participation. =
Accomplished
= Considerable
PEIMS clerk, Attendance Reports, LPAC minutes Principal, Bilingual Rep. = Some Progress
Page 591
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%.
Strategy Description
TITLE I
1) Quality Control. Site-Based Decision Making Subcommittee will review all staff qualifications in keeping with NCLB regulations for "highly qualified" criteria.
3
Staff Responsible for Monitoring Principal
Formative Reviews Evidence that Demonstrates Success EOY CNA Review
Vaughn Gross EOY CNA Review Consultants, District Curriculum Support Staff, Principal, ESC2 Consultants, Reading Specialist, Literary Coach Funding Sources: Local 2 Classroom EOY CNA review of student achievement 3) Professional Development. Teachers will engage in collaborative effects Teachers, Principal through vertical grade level observations and team meetings to improve student performance. 2) Professional Development. All professional staff will engage in researchbased professional development appropriate for their assigned grade/instructional program.
=
Accomplished
4
= Considerable
= Some Progress
Page 592
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will remain less than 10.
Strategy Description
TITLE I
1) Discipline. Implement the campus-wide behavior plan, promote the yote buck incentive program to promote good behavior, and follow up on off task behavior through home/school communication.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring RTI Committee, Teachers, Counselor
Formative Reviews Evidence that Demonstrates Success EOY PEIMS report
= Some Progress
Page 593
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease to 0.
Strategy Description
TITLE I
1) Attend training for administrators and new teachers to effectively handle classroom discipline so that out of school suspensions and discretionary removals are used as a last resort; =
Accomplished
2
Staff Responsible for Monitoring Principal
Formative Reviews Evidence that Demonstrates Success EOY PEIMS 425 report
Funding Sources: Local
= Considerable
= Some Progress
Page 594
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of in school suspensions will remain less than 5.
Strategy Description
TITLE I
1) Ensure parents are notified of any discipline referral as outlined in the Student Code of Conduct to assist in ensuring that incidents do not repeat and result in in school suspensions. =
Accomplished
2
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teacher, Principal EOY PEIMS 425 report
= Some Progress
Page 595
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: The number of disciplinary removals to DAEP will remain at 0.
Strategy Description
TITLE I
1) Discipline. Teacher will make appropriate referrals to the School Guidance Counselor for behavioral, emotional, and/or social concerns.
=
Accomplished
2
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Guidance EOY PEIMS 425 report Counselor, Teachers = Some Progress
Page 596
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: There will be no Criminal Incidents.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Safe Schools. Review the Emergency Operation Plan (EOP). Implement the components in EOP to include all required drills (lock down, shelter in place, evacuation, reverse evacuation, drop & cover).
10
Safety Officer, Principal
Post drill debriefing forms
2) Safe Schools. Visitors/Volunteers will follow all procedures including background checks, require visitors to present photo ID to front office upon entry into the school grounds
10
Principal, SBDM Committee
Sign-in sheets, teacher logs, PICC reports
=
Accomplished
= Considerable
= Some Progress
Page 597
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 6: Continue the OLWEUS Bullying Prevention Program to maintain the number of bullying incidents at 0.
Strategy Description
TITLE I
1) The Counselor will introduce the curriculum during the students weekly counselingvisit.
=
Accomplished
Staff Responsible for Monitoring
Principal, Counselor Funding Sources: Local = Considerable
Formative Reviews Evidence that Demonstrates Success EOY PEIMS 425 report
= Some Progress
Page 598
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Hillcrest Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report.
Strategy Description
TITLE I
1) Parental Conferences. Implement minimum of one out of the three-parent conference as a student led conference in all grade levels.
6
2) Parent Night. Provide Literacy Night and promote the district parental conference.
6
3) Parent/School Compact. Provide parents with the Home-School Compact at the beginning of the year.
6
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom EOY PICC report Teachers, Parental Involvement Coordinator Teachers, Principal, EOY PICC Report Literacy Coach, Reading Specialist Teachers, Principals EOY PICC Report
= Some Progress
Page 599
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Hillcrest Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Transitional Services will be provided for 100% of the Head Start, 4th grade students, and private school entities in the Alice ISD attendance zone.
Strategy Description
TITLE I
1) Transitional Services. Collaborate with Head Start program to ensure transition services between our two programs.
7
2) Transitional Services. Counselor will assist in the transition of 4th graders to the intermediate school through an orientation/visitation day to the two intermediate schools.
2
3) Community-School Partnership. Continue to provide a yearly career fair, community readers, and guest speakers through our counseling program. Fieldbased instruction to the fire house and other community locations will continue for the PK program.
10
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Head Start Coordinator, Counselor Principal, Head Start Coordinator, Counselor
EOY surveys, EOY PICC report
Counselor, Community Members
Student Surveys, PICC EOY Report
EOY surveys, EOY PICC report
= Some Progress
Page 600
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Hillcrest Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills.
Strategy Description
TITLE I
1) Technology Projects. Students in Kindergarten-4th grade will create a minimum of one technology project as per district criteria each six weeks and file these in their technology folder for review.
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers, Computer EOY reports, Technology Portfolios Lab Aide
2 Teachers, Computer EOY reports, Technology Portfolios 2) Technology TEKS. Students will utilize internet and campus-based software Lab Aide programs to increase skills to meet or exceed TEKS requirements at each grade level. Funding Sources: Local, St. Comp., Title I =
Accomplished
= Considerable
= Some Progress
Page 601
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Hillcrest Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide meaningful and powerful ongoing technology staff development for all educators to effectively facilitate technology into the curriculum.
Strategy Description
TITLE I
1) Staff Development. Teachers will attend all technology based trainings to increase their knowledge base and successfully integrate technology into their lessons. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Technology STaR Chart, Lesson plans integrating technology Director, Principal
= Some Progress
Page 602
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Hillcrest Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community.
Strategy Description
TITLE I
1) Technology. Ensure that all students and teachers will have access to computers and the internet to support the communication via email and school website. =
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal Funding Sources: Local
= Considerable
= Some Progress
Page 603
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Hillcrest Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: Provide the knowledge and skills necessary to fully integrate technology into administrative functions and allow all administrators to make informed decisions on technology acquisitions and usage.
Strategy Description
TITLE I
1) Data Analysis. Dissaggregate student data to identify areas of need utilizing Eduphoria and mCLASS to increase effective instructional planning.
=
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
2
Principal, Teachers, EOY assessment reports in all core areas (STAAR, Literacy Coach, TPRI, Circle, District & Campus) meets or exceeds Reading Specialist campus goal for all students and subgroups Funding Sources: Title I
= Considerable
= Some Progress
Page 604
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Hillcrest Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: Provide a high-speed, quality infrastructure and high value hardware.
Strategy Description
TITLE I
1) Technology. Budget for hardware and software to meet the needs of each program required to increase student performance on the Technology Applications TEKS. =
Accomplished
2
Staff Responsible for Monitoring Principal
Formative Reviews Evidence that Demonstrates Success STaR Report
Funding Sources: St. Comp., Title I, Local
= Considerable
= Some Progress
Page 605
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy 1
14
1
Description Consistently implement guided reading instruction K-4th grade to improve academic performance (CSF 1) using the Balanced Literacy framework to strengthen the school's instructional reading levels (ESEA Turnaround Principle).
Page 606
State Compensatory Budget for Hillcrest Elementary School: Account Code
Account Title
Budget
6300 Supplies and Services 163-11-6396.00-101-30
6396 Supplies and Materials - Locally Defined
163-11-6399.00-101-30
6399 General Supplies
$10,427.80 $6,500.00 6300 Subtotal:
Page 607
$16,927.80
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified professional teachers are addressed in the Comprehensive Needs Assessment. Please refer to the CNA.
Page 608
Title I Personnel Name
Position
Melisa Garcia-Garcia
Reading Coach
Robert Rivera
Instructional Aide
Page 609
Program
FTE
2015-2016 Site-Based Decision Making Committee Committee Role
Name
Position
Administrator
Monica Morales Garcia
Principal
Classroom Teacher
Melisa Garcia-Garcia
Reading Specialist
Classroom Teacher
Dalia Maldonado
PK
Classroom Teacher
Laura Mora
PE Coach
Classroom Teacher
Melissa Ortiz
4th
Classroom Teacher
Gloria Perez
2nd
Classroom Teacher
Ashley Ramirez
Kinder
Classroom Teacher
Alicia Rivadeneyra
3rd
Classroom Teacher
Graciela Salinas
1st
Classroom Teacher
Karol Young
Music Teacher
Classroom Teacher
Edna Yzaguirre
Counselor
District-level Professional
Elida Deleon
Ambassador
Non-classroom Professional
Candi Blair
Literacy Coach
Classroom Teacher
Community Representative
Parent
Page 610
Campus Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
1
1
2
1
1
3
1
1
3
1
1
5
$1,100.00
1
2
1
$0.00
1
5
3
$0.00
1
6
2
$0.00
1
7
2
Instructional Aide
$0.00
1
10
1
Reading Specialist
$0.00
1
13
1
1
13
1
Reading Specialist
$0.00
1
13
1
Instructional Aide
$0.00
1
14
1
$0.00
6
1
2
$0.00
6
4
1
6
5
1
Reading Specialist
Amount $0.00 $0.00
Reading Specialist
$0.00
$0.00
Reading Specialist
$0.00 $0.00 Sub-Total
$1,100.00
Rural and Low Income Goal
Objective
Strategy
Resources Needed
Account Code
1
2
1
$0.00
1
7
2
$0.00 Sub-Total
Amount
$0.00
BE/ESL Local Budget Goal
Objective
Strategy
Resources Needed Page 611
Account Code
Amount
1
4
3
$0.00
1
7
4
$0.00
1
10
2
$0.00 Sub-Total
$0.00
Local Goal
Objective
Strategy
Resources Needed
Account Code
1
1
4
$0.00
1
1
7
$0.00
1
6
3
$0.00
1
12
1
$0.00
3
1
2
$0.00
4
2
1
$0.00
4
6
1
$0.00
6
1
2
$0.00
6
3
1
$0.00
6
5
1
$0.00 Sub-Total
Amount
$0.00
St. Comp. Goal
Objective
Strategy
Resources Needed
Account Code
1
1
1
$0.00
1
4
2
$0.00
1
12
1
$0.00
6
1
2
$0.00
6
5
1
$0.00 Sub-Total
Amount
$0.00
Title I, Part C Goal
Objective
Strategy
1
8
1
Resources Needed
Account Code
Amount $0.00
Page 612
Sub-Total
$0.00
Special Education Goal
Objective
Strategy
Resources Needed
Account Code
1
9
1
$0.00
1
10
1
$0.00 Sub-Total
Amount
$0.00
Gifted/Advanced Academics Goal
Objective
Strategy
1
5
2
Resources Needed
Account Code
Amount $0.00
Sub-Total Grand Total
Page 613
$0.00 $1,100.00
Alice Independent School District Garcia Elementary School 2015-2016 Campus Improvement Plan
Page 614
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Demographics ..................................................................................................................................................................................................................................... 3 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 9 Curriculum, Instruction, and Assessment ........................................................................................................................................................... 10 Family and Community Involvement ............................................................................................................................................................... 11 School Context and Organization ..................................................................................................................................................................... 12 Technology .................................................................................................................................................................................................... 13 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Goals ................................................................................................................................................................................................................ 16 Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Goal 2: All Mary R. Garcia students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Goal 5: All Mary R. Garcia staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Goal 6: All Mary R. Garcia teachers and students will be technology literate and utilize technology tools and resources to enhance learning. .............. 58 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Federal System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Budget for Garcia Elementary School: .............................................................................................................................................................. 73 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Instruction by highly qualified professional teachers ........................................................................................................................................... 74 2015-2016 Site-Based Decision Making Committee .............................................................................................................................................. 75 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Page 615
Comprehensive Needs Assessment Demographics
Demographics Summary Mary R. Garcia Elementary is an established learning community that has seen minimal changes in it's 50+ year history. It consists of 12 classroom teachers (1 Autistic Unit, 1 PK, 2 Kinder, 2 First, 2 Second, 2 Third, 2 Fourth Grade). We also welcomed Pkl program to our campus this year. Our staff is deeply committed this year to having 100% of our students reach grade level proficiency and 100% of students showing a year or more of growth. Additionally, we have the following part time staff: Counselor, Literacy Coach, Reading Specialist, Librarian, Music Teacher, and nurse. Our paraprofessional staff consists of 7. Mary R. Garcia is a Title 1 school. Our student population make up includes: 99% Hispanic and 1% other (white, African American, Pacific Islander). Our Special Education student group historically has not performed on par with other students at MRG. We average about a 95% attendance rate and are working on improving that by offering incentives and field trips to students Our classes average in size at about 20-21 children per teacher. Two grade levels do have a waiver and may exceed the 22-1 ratio.
Demographics Strengths Our Hispanic families have strong bonds within our community. They work together to get assistance and help for their children and families.
Demographics Needs We must continue to know and understand the needs of our families in order to provide a quality education for all students.
Page 616
Page 617
Student Achievement
Student Achievement Summary At Mary R. Garcika we are committed to using our data to help guide our decision making when it comes to designing lessons and identifying the individual strengths and areas of growth for each of our students. We have spent time during planning, faculty meetings, and Team Leader meetings taking a deep look at our assessment data from the 2011-2012 school year. We know it is important to use benchmarks, iStation, and district/school data to identify strengths and areas of growth from the previous year as we make plans to improve for this school year. The first step in utilizing data is looking at historical data. The next step is to continuously analyze our on-going assessment during the year. This year we will have a formal process for analyzing and reflecting on the data from our assessments. We will be using teacher assessment reflection sheets, Heat Maps, Lead 4ward, in K-4th grade to help facilitate collaborative discussions on grade levels about the data. We will use these resources to reflect on data from Unit Assessments, performance tasks, bench marks, and quick checks. We believe that this process will help lead to better instructional outcomes for all of our students. The Special Education students at Mary R. Garcia have underperformed their peers. The other groups are on the precipice of meeting standards. Therese are areas that we will pay close attention to as we review data and design interventions to ensure success for all students.
Student Achievement Strengths Mary R. Garcia students are progressing academically. Performance in reading is strongest due tot he district emphasis in reading over a number of years. Students in daily academics are provided opportunities to be re-taught, re-test, and receive accommodations according to their RTI tiers, 504 plan, or AIP.
Student Achievement Needs Overall, STAAR data at Mary R. Garcia did not meet our campus expectations. MRG did not meet federal guidelines for AYP based on passing rates in reading and Math. Our Special Education and Hispanic student groups did not perform well. This achievement gap between these student groups and our other student groups is unacceptable and must be closed starting this year. Page 618
-State assessments show a lower performance level by students. -Writing across content areas and grade levels -Systematic approach to vocabulary acquisition across grade level -Proficiency of at risk students in reading, writing, and math =Problem solving, especially and problems, in mathematics. -Math assessments
Page 619
School Culture and Climate
School Culture and Climate Summary Mary R. Garcia will continue to collaborate in creating a culture of No Excuses with High Expectations for all students and staff. Survey results indicate that our students feel safe at school and believe they can go to a staff member when they need help. Our parent participation grew this past year and we enjoyed having several of our parents in the school for various school related activities throughout the year. At MRG we are working hard to create a culture and climate of high expectations academically and behaviorally. We feel strongly that having a commom vision and common terminolgy in regard to student expectations from all of our staff will make a great positive impact on all of the students at MRG as we start ourstudents on the path to college readiness in their elementary years. In addition to establishing a high expectations environment we are also striving to have our students feel pride in being a Mary R. Garcia Wrangler and to create a true sense of school spirit that will be noticable to anyone that visit our school. We have also added weekly Wrangler Positive Wednesday rallies and student recognition awards to help create a positive and spirit filled climate and culture.
School Culture and Climate Strengths Mutual respect Inviting and friendly environment  Positive recognition for good behavior Safe environment Students have feelings/strong sense of belonging There is parent confidence on the school‟s vision Staff morale is high Safe environment Page 620
Positive Wednesday to motivate students & staff
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Positive recognition for good behavior Continuous Parental Involvement School Culture and Climate Needs More Parent Activities Expand extracurricular activities to increase student participation in mileage club Improve programs such as antiviolence, drugs and bullying by providing more professional development for the counselors, faculty, staff, parents and students.
Page 622
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary 100% of Mary R. Garcia teaching staff, inclusive of paraprofessionals, are highly qualified. Professional development opportunities are aligned to the various needs of teachers to meet the demand of student needs for learning and progress. Mentors (Amigos) are assigned to first year teachers through the districtr's mentor program.
Staff Quality, Recruitment, and Retention Strengths Mary R. Garcia teachers collaborate and support each other to meet the diverse needs of all students. Staff understands the importance of what they do and put forth every effort to encourage each other and our students
Staff Quality, Recruitment, and Retention Needs Maintain a high morale with the staff by showing appreciation throughout the year. Provide on going time for professional learning, data analysis and lesson design which will ensure a deeper understanding of student progress and development of appropriate learning opportunities.
Page 623
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary Mary R. Garcia staff is committed to providing a quality education for all students that ensures adequate yearly progress. For students who are more than a year behind, we work to close their achievement gap and strive to be on grade level. Student progress and improvement is monitored through formal and informal observations, C-SCOPE, Journeys, TPRI, DIEBELS, ISTATION, STAAR Benchmark and STAAR 1, Think Through Math, and Sponge ACT assessments. Data is used to create groups for small group instruction to identify students in need of tutoring to pinpoint SE's in need of remediation to create additional materials and assessments for classroom use.
Curriculum, Instruction, and Assessment Strengths Mary R. Garcia staff implemented the metacognition strategies learned during a book study on "Comprehension Connections". These strategies further developed FIG19 thought processes and engage all students in the learning process. The third and Fourth grade curriculum is genre based and teachers reading and writing in tandem, this matches the state standards. The staff, as a whole, is committed to using data to drive instruction,m remediation, intervention, and determine further need for assessment.
Curriculum, Instruction, and Assessment Needs Mary R Garcia staff is committed to using data to identify students learning and gaps and providing intervention. A concerted effort to align the content areas across grade levels and curriculum is of the up-most importance. F & P benchmark levels for all kinder students and all at-risk students K-4 will enhance teacher understanding of student levels and learning gaps. Writing alignment and curriculum development. Decisions for fourth grade instruction will be be based on third written mock administered in Spring.
Page 624
Family and Community Involvement
Family and Community Involvement Summary Mary R. Garcia is a community that has mostly Hispanic children. Our parents are willing to help and volunteer as needed. Unfortunately as a whole we do not have a strong PTA or Parental Involvement program.
Family and Community Involvement Strengths Mary R. Garcia has a strong Hispanic community base who supports one another and our school. All families are given the same opportunity to participate in all school and district workshops and campus PTA activities. In May our school sponsors a Mother's Day Fiesta and we have a tremendous amount of community support.
Family and Community Involvement Needs Mary R. Garcia needs to develop a partnership with parents and business leaders to support student; s learning progress at home, in the community, and school. A significant portion of our student population comes from economically disadvantaged situations. Some times the struggles that their parents go through just to provide for their families makes it difficult for them to be as involved with the school as they would like. We will continue to strive to reach out to these families and help them find ways to be involved with our school.
Page 625
School Context and Organization
School Context and Organization Summary Mary R. Garcia continues to provide quality instruction for all students in our campus. We believe that the higher the expectation the greater the achievement . As a campus we need to focus on how to improve our needs and use our strengths more.
School Context and Organization Strengths Mary. R. Garcia students are educatedin a positve and inviting environment. Teachers focus on instruction and student achievement by providing small group instruction, individual instruction, in-school tutorial, and after school tutorials.
School Context and Organization Needs
Mary R. Garcia need to have a full time librarian, nurse, counselor and music teacher. Even though our students are on a free meal plan, the lunch and breakfast choices are not appealing to students.
Page 626
Technology
Technology Summary We are fortunate that our school was provided several different Apple products in an initiative to get technology integrated into each classroom. Each teacher received a iPad to provide additional avenues for learning to our students. Each classroom is outfitted with a a mimimum of 4 student computers and 1 teacher computer. In addition students have access to a 24 unit Apple computer lab and a 12 unit Dell Sci Tek lab.
Technology Strengths Mary R. Garcia utilizes technology to enhance learning opportunities for students and teachers.
Technology Needs New software needed Increase integration of technology into classroom instruction Teachers need to attend more professional development on different programs to be utilized by teachers/student
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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 Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data PBMAS data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Dyslexia Data Student Data: Behavior and Other Indicators Page 628
Attendance data
Page 629
Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Employee Data Professional development needs assessment data Teacher STaR Chart Technology Data Parent/Community Data Parent Involvement Rate Support Systems and Other Data Other additional data
Page 630
Goals Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 1: ELAR: STAAR Grades 3-4 Objective: 65% of all 3rd &4th grade students will sore at phase II level. A minimum of 90% in Grades K-2 will reach 'Developed' according to the Texas Primary Reading Inventory; A minimum of 90% of PK students will develop 'School Readiness' according to CIRCLE Assessment.
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 2 CSF 4 1) Reading: Staff will implement scientifically based research academic, interventions, inclusion, and enrichment programs that address the needs of individual students, in order for each to experience success.
State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 2) Reading: Literacy Library will be incorporated into guided reading lesson plans. Students will read both fiction and informational texts. Teachers will use leveled books and or decodable books for small reading groups.
Staff Responsible for Monitoring
Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Reading Specialist, Vaughn Gross Consultants Texas, Literacy Initiative Reading Coaches, Reading Vertical team(s) Funding Sources: Title I - $1500.00 2 Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Reading Specialist, Vaughn Gross Consultants Texas, Literacy Initiative Reading Coaches, Reading Vertical team(s) Funding Sources: Title I - $1500.00
Page 631
Evidence that Demonstrates Success 65% of all 3rd and 4th grade students scoring at phase II in reading. Increased TPRI scores to 90% mastery in Kindergarten, First grade and Second grade. Mastery level of 90% of PK students on OWL assessment.
65% of all 3rd and 4th grade students scoring at phase II in reading. Increased TPRI scores to 90% mastery in Kindergarten, First grade and Second grade. Mastery level of 90% of PK students on OWL assessment. Lesson plans.
Formative Reviews Nov Jan Mar June
State System Safeguard Strategies Federal System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 3) Reading: Analyze all campus reading assessment data by student, teacher, and objective to identify skill areas not yet mastered. Instruction will be modified as follows: monitoring, extensions and interventions, as appropriate. State System Safeguard Strategies Federal System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 2 CSF 4 4) Writing: K-4 grade-Implement scientifically based research Writing/Grammar instruction to promote student success within the writing process State System Safeguard Strategies Federal System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 4 CSF 7
Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Reading Specialist, Vaughn Gross Consultants Texas, Literacy Initiative Reading Coaches, Reading Vertical team(s) Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Vaughn Gross Consultants Texas, Literacy Initiative Classroom teachers, Instructional aide, Reading Specialist, Vaughn Gross Consultants
65% of all 3rd and 4th grade students scoring at phase II in reading. Increased TPRI scores to 90% mastery in Kindergarten, First grade and Second grade. Mastery level of 90% of PK students on OWL assessment.
Classroom teachers, Instructional aides, Reading Specialist, Vaughn Gross Consultants
Increase in TPRI EOY performance to 90% or above.
Increased writing scores on STAAR benchmarks. Increased writing performance on writing portfolios.
Increase in TPRI EOY performance to 90% or above.
5) ELA: Implement strategies from professional development to include the five components of reading (Phonological Awareness, Phonics, Vocabulary, Fluency, & Comprehension). State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
2, 4
6) ELA: Conduct classroom observations utilizing the "Observation Checklists" and DIBELS data to determine what areas need to be addressed at each grade level, train teachers during grade level meetings on the areas of need that were identified, and monitor students' progress.
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State System Safeguard Strategies Federal System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 7) Curriculum and Instruction: Provide Dyslexia services for identified students and onsite support and training to Dyslexia teachers. Reading Specialist will provide small group interventions and Dyslexia services. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 8) Commended (Third and Fourth Grade): By June 2016 65% of all 3rd and 4th grade students will perform at Advanced standards on the Reading STAAR test. Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons by using supplemental material. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 9) Texas Primary Reading Inventory: By June 2016 90% of all K, 1st & 2nd grade students will perform at or above state and district criteria/standards on the Texas Primary Reading Inventory. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 10) Texas Primary Inventory: TPRI data will be disaggregated to determine individual student needs to allow for remediation and mastery of objective/skill. Instruction will be revised accordingly. Students will be grouped for tutorials and small group instruction based on TPRI results.
Classroom Teachers, Administrator, Elementary Education Director, ESC2 Consultants, Dyslexia teachers and consultants
2
Reading Specialist, Dyslexia teacher, Classroom teachers, Elementary Director, Vaughn Gross Consultants, Math specialist, SPED Director and Teacher, Bilingual Teacher. Funding Sources: Title I - $1500.00 2 Vaughn Gross consultants, Literacy Coach, Reading Interventionist,Classroom Teachers, Principal, Elementary Director.
2
Vaughn Gross consultants, Classroom Teachers, Principal, Elementary Director
Progress monitoring reports, End of Year reports, District and State test(s) data. Reports will indicate an increased % of student mastery at or above 65%, Classroom observations.
STAAR scores at Advanced level, in accordance with state guidelines.
TPRI performance reports, 90% of Developed scores on TPRI , Increased TELPAS scores, TLI data
TPRI performance reports, 90% of Developed scores on TPRI , Increased TELPAS scores, TLI data
Funding Sources: Rural and Low Income - $3657.30
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State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 6
2
Campus Vertical cadres, AISD staff development sign in forms, meeting Vaughn Gross notes Consultants,Literacy Coaches, Elementary Director
11) Research Based Instruction: Staff will provide engaging instruction and tutorials, grounded in research, to Funding Sources: Rural and Low Income - $3657.30 all students through motivation, instructional programs, and readiness. =
Accomplished
= Considerable
= Some Progress
Page 634
= No Progress
= Discontinue
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 2: MATHEMATICS: STAAR Grades 3-4 Objective: A minimum of 65% of all 3rd & 4th grade mathematics students will achieve a Level II Recommended Performance on STAAR mathematics assessments. A minimum of 15% of students will achieve a Level III Advanced Performance. A minimum of 80% in Grades K-2 will demonstrate mastery of Performance Based Indicators (TEKS Resource Sytstem). A minimum of 90% of PK students will demonstrate "School Readiness" according to CIRCLE Assessment.
Strategy Description State System Safeguard Strategies Federal System Safeguard Strategies
Staff TITLE I Responsible for Monitoring 2
Classroom Teachers, Administrator, Critical Success Factors Elementary CSF 1 CSF 2 CSF 6 Education Director, 1) Math: Special Education A problem-solving model and critical thinking strategies will be incorporated in Director, Math grades PK-4, which will require students to make a plan, carry out the plan, Consultant, Math evaluate the solution for reasonableness, and communicate the proves in both Vertical Team oral and written form. Funding Sources: Title I State System Safeguard Strategies 2 Classroom Federal System Safeguard Strategies Teachers, Administrator, Critical Success Factors Elementary CSF 1 CSF 2 Education Director, 2) Math: Special Education Expectations for math basic facts, vocabulary and higher order skills and Director, Math application of operational skills across grade level disciplines will be mandated. Consultant, Math Vertical Team Funding Sources: Title I State System Safeguard Strategies 2 Classroom Federal System Safeguard Strategies Teachers, Administrator, Critical Success Factors Elementary CSF 1 CSF 2 CSF 6 Education Director, 3) Math: Special Education K-4 Teks Resource System will be implemented in addition to Think Through Director, Math Math and mathletics, and differentiated instruction and STAAR objectives. Consultant, Math Vertical Team Funding Sources: Title I Page 635
Formative Reviews Evidence that Demonstrates Success 65% of all 3rd & 4th grade students meeting level II on Benchmarks and STAAR. 15% of all 3rd & 4th grade students meeting level III Advanced. 90% of K2nd students
Think Through Math Data, Mathletics Data, Unit assessment data, Benchmark data increased End Of Year Math scores. At least 65% of students meeting math standards.
Data show increase in performance in think through math, mathletics, unit assessments and benchmarks.
Nov Jan Mar June
State System Safeguard Strategies Federal System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 2 CSF 6
Classroom teachers, Benchmarks and STAAR scores at Advanced level, in Elementary accordance with state guidelines. Director, Math specialist, SPED Director and Teacher.
4) Advanced (Third and Fourth Grade): By June 2016 15% of 3rd and 4th grade students will perform at Advanced level on the Math STAAR test. Funding Sources: Rural and Low Income - $3657.30 Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials. =
Accomplished
= Considerable
= Some Progress
Page 636
= No Progress
= Discontinue
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 3: SCIENCE: Grades 3-4 Objective: A minimum of 90% of students in Grades K-4 will demonstrate mastery of Performance Based Indicators. A minimum of 90% of PK students will demonstrate 'School Rediness' according to CIRCLE Assessment.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 4 CSF 6
2
1) Science: Science process skills and content identified by TEKS will be addressed with hands-on classroom presentation and field investigations.
2) Science: Improved Science instruction and vocabulary at all grade levels by implementing TEKS resource system in K-4 and supplemental resources.
2
3) Science: Curriculum and Instruction: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Science Coordinator Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Science Coordinator Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Science Coordinator
Formative Reviews Evidence that Demonstrates Success Improved performance on science unit assessments in 2nd-4th grades.
Improved performance on science unit assessments in 2nd-4th grades.
Science unit assessment data in grades 2-4. Science benchmark data in 4th grade.
= Some Progress
Page 637
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 4: SOCIAL STUDIES: A minimum of 90% of students in Grades K-4 will demonstrate mastery of Performance Based Indicators ; A minimum of 90% of PK students will demonstrate 'School Rediness' according to CIRCLE Assessment.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 6
2
1) Social Studies: SS TEKS resource system will provide alignment of SS skills and content with the expectation of mastery.
Critical Success Factors CSF 1
2
2) Social Studies: Curriculum and Instruction: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Science Coordinator Classroom Teachers, Administrator, Elementary Education Director, Special Education Director, Science Coordinator
Formative Reviews Evidence that Demonstrates Success Lesson plans on file, documented walkthroughs, unit assessment data in grades 2-4.
Classroom walkthroughs. Improvement on student performance on unit assessment in grades 2-4.
= Some Progress
Page 638
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 5: Advanced Academics: Education of Gifted/Talented Students: Mary R. Garcia will meet the Exemplary level of the Texas State Plan for the Education of Gifted/Talented Students.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 6
2
1) Advanced Academics: Enhance the use of research based Gifted and Talented curriculum through the use of Spelling B and Texas Performance Standard program =
Accomplished
Staff Responsible for Monitoring Activity sponsors, GT coordinator
Formative Reviews Evidence that Demonstrates Success Student academic projects, Increase participation and compliance with district and state directives. GT scope and sequence, 100% mastery on STAAR assessment.
Funding Sources: Local - $14103.72
= Considerable
= Some Progress
Page 639
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 6: HEALTH AND PHYSICAL EDUCATION: Improve in the overall wellness of the students, staff as well as community members by promoting awareness of healthy lifestyles. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6 CSF 7
2
AISD Athletic Adoption and implementation of aligned programs and Coordinator, Fitness Gram assessments. Director of nursing, coach, Assistant Coach, Principal
2
AISD Athletic Committee rosters, Attendance sign in forms, Program Coordinator, agendas and flyers. Director of nursing, coach, Assistant Coach, Principal
1) Strengthen campus physical education program through curriculum alignt, training and the integration of the health curriculum into the physical education classes, through AISD Phys. ED curriculum, State mandates, SHAC (School Health Advisoty Council), and CSHP (Coordinated School Health Program). Critical Success Factors CSF 5 CSF 6 CSF 7 2) Extra Curricular Activities: Extra-curricular activities will be available, offering opportunities to learn life skills. Included among these are: fitness program, music productions, health programs and school spirit days. =
Accomplished
Evidence that Demonstrates Success
Funding Sources: St. Comp. - $7503.68
= Considerable
= Some Progress
Page 640
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 7: At-Risk Students: The number of At-Risk Students at Mary R. Garcia will decrease by 10% by providing supplemental instructional activities and support services.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
9
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Sp. Ed Director, Professional development sign in sheets, Program Bilingual Director, minutes (Bilingual, GT, etc.), PEIMS report Elementary 1) At Risk Students: Director, Teachers, Staff will increase sensitivity to the needs of special populations and participate Principal, in training to increase awareness and implementation of appropriate Counselor, Vaughn interventions for students with special needs. Gross consultants Funding Sources: Local - $14103.72 Critical Success Factors 9 Sp. Ed Director, Tutoring forms, ARD minutes, Benchmark and CSF 1 CSF 2 CSF 4 CSF 6 Bilingual Director, Progress Monitoring assessments, RTI plans, tutorial Elementary rosters, computer based program data. 2) At Risk Students: Director, Teachers, In compliance with the Three Tier Instructional Model, students will be Literacy Coach, provided accommodations through the regular classroom instructional setting, Reading AISD RTI plan, Tutorials, Summer school, Enrichment Period, and Computer Interventionist, programs. Principal, Counselor, Vaughn Gross consultants Funding Sources: Title I - $1500.00 State System Safeguard Strategies 9 Mentors, Sp. Ed. Report Cards, Team meetings/notes Federal System Safeguard Strategies Director, Elem. Ed Director, Principal, Critical Success Factors Reg. & Sp. Ed CSF 1 CSF 2 CSF 4 CSF 7 teacher, 3) Response to Intervention: Diagnosticians, RTI committee will meet every six weeks to help staff accurately identify and Counselor. provide assistance in developing appropriate individual intervention plans for students having academic challenges or unique needs.
Page 641
Nov Jan Mar June
State System Safeguard Strategies Federal System Safeguard Strategies
10
Action Committee Specific program CIP(s), Staff development itinerary and sign in forms.
Critical Success Factors CSF 5 CSF 7 4) State and Federal Guideline: Staff will be knowledgeable of State and Federal guidelines regarding interventions for students experiencing difficulties and in school services available for Special Education, At-Risk, Bilingual, ESL, 504, Gifted and Talented, Dyslexia and Autism. Parents will be notified of services through parent meetings, brochures, and school website. =
Accomplished
= Considerable
= Some Progress
Page 642
= No Progress
= Discontinue
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 8: Migrant: 90% of Mary R. Garcia's migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 4
9
1) Migrant: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. =
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success Migrant enrollment forms on file, Priority for service reports on file, Identified students grade reports
Funding Sources: Rural and Low Income - $3657.30
= Considerable
= Some Progress
Page 643
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 9: Special Education: Mary R. Garcia will meet all State and Federal compliance requirements for Special Education.
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
9
Critical Success Factors CSF 1 CSF 2 CSF 4 1) Special Education: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Provide small group instruction for identified students, and RTI recommendations. Critical Success Factors CSF 1 CSF 2 CSF 4
Formative Reviews Evidence that Demonstrates Success
Sp. Ed Director, Sp. Ed. Criteria, 6 wks. grades, benchmark results, Elementary ACTION documentation, Attendance percentages Director, Teachers, Principal, Counselor, Vaughn Gross consultants
Funding Sources: Title I - $1500.00 9
2) Identification: Pre-referral interventions, three-tiered reading intervention, and studentcentered programs will be used to identify students experiencing difficulty. Students will be served in least restrictive environment.
=
Staff Responsible for Monitoring
Accomplished
Mentors, Sp. Ed. Meeting notes and sign in sheets Director, Elem. Ed Director, Principal, Reg. & Sp. Ed teacher, Diagnosticians, Counselor Funding Sources: Title I
= Considerable
= Some Progress
Page 644
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 10: NCLB: Mary R. Garcia will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) School-wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2
2
Bilingual teachers, TELPAS scores, OLPT, IPT scores. Bilingual students Bilingual Director, scores will increase to 90% in all core areas. LPAC members, Principal, Counselor, Parents
4
Bilingual teachers, TELPAS scores, OLPT, IPT scores. Bilingual students Bilingual Director, scores will increase in all core areas. LPAC members, Principal, Counselor, Parents
4
Sp. Ed Director, ARD minutes, Program minutes (Bilingual, GT, etc.), Bilingual Director, PEIMS report Elementary Director, Teachers, Principal, Counselor, Vaughn Gross consultants
10
Action Committee Specific program CIP(s), Staff development itinerary and sign in forms.
1) Bilingual: Gather, compare, and utilize Bilingual program data, student data, and assessment data to determine individual student academic progress. TELPAS, ITBS, OLPT/IPT scores will be used to determine student's academic strengths. Critical Success Factors CSF 7 2) Bilingual: Staff will attend professional development in Sheltered English Instruction Strategies (SIOP and ELPS) and incorporate ELPS flip book strategies to assist in implementing the Bilingual ESC CIP Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 3) At Risk Students: Training will be offered for cultural diversity, differentiated instruction, accelerated techniques, and various program/opportunities for documented students. Students who do not qualify (DNQ) for Sp. Ed services will be Academically 504'd in order to monitor their progress. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 7 4) State and Federal Guideline: Staff will be knowledgeable of State and Federal guidelines regarding services available for Special Education, At-Risk, Bilingual, ESL, 504, Gifted and Talented, Dyslexia, and Autism services through parent meetings, brochures, and websites.
Page 645
Evidence that Demonstrates Success
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 646
= No Progress
= Discontinue
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 11: 655 of third grade students testing will achieve a passing standard in Reading and Math at or above the state standards. 65% of fourth grade students testing will achieve a passing standard in Reading, Math, and Writing at or above the state standards Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
2
Classroom teachers, Benchmark and STAAR results at or above state Elementary passing standards. Director, Vaughn Gross Consultants, Administrator
2
Classroom teachers, STAAR results at or above state passing standards. Elementary Director, Vaughn Gross Consultants
Critical Success Factors CSF 1 CSF 2 CSF 4
Evidence that Demonstrates Success
1) Reading and Math (Third Grade): By June 2016 all 3rd and 4th grade students will perform at 65% or above on the Reading and Math STAAR test (according to state guidelines). State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 2) Reading and Math (Third Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons, extended day tutorials and interventions. State System Safeguard Strategies Federal System Safeguard Strategies
Funding Sources: Local - $14103.72 2
Classroom teachers, Benchmark assessments and STAAR scores Elementary documented at or above state passing standard. Director, Vaughn Gross Consultants, Math specialist
2
Classroom teachers, STAAR scores documented at or above passing Elementary standard. Director, Vaughn Gross Consultants, Math specialist
Critical Success Factors CSF 1 CSF 2 3) Reading, Writing, and Math (Fourth Grade): By June 2016 all 4th grade students will perform at 65% or above on the Reading, Writing and Math STAAR test (according to state guidelines). State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 4) Reading, Writing, and Math (Fourth Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials.
Funding Sources: Local - $14103.72
Page 647
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 648
= No Progress
= Discontinue
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 12: By June 2016, 65% of all eligible students will meet the district and state standards for STAAR Reading, Writing, and Math.
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom Progress monitoring reports, End of Year reports, Teachers, District and State test(s) data. Reports will indicate an Administrator, increased % of student mastery at or above 90%, Critical Success Factors Elementary Classroom observations. CSF 1 CSF 2 Education Director, 1) Curriculum and Instruction: Special Education Achievement of all students, as measured by standardized tests and classroom Director, performance, shall continually improve. Particular emphasis shall be placed on ESC2 Consultants, Reading, Writing, Mathematics, Science and Social Studies. Dyslexia teachers and consultants State System Safeguard Strategies 2 Classroom 90% or higher passing rate on TPRI in grades K-2nd. Federal System Safeguard Strategies Teachers, 65% of 3rd & 4th grade students meeting level II on Administrator, STAAR reading & math. Critical Success Factors Elementary CSF 1 CSF 2 CSF 4 Education Director, 2) Reading: Special Education Staff will implement scientifically based research academic, interventions, Director, Reading inclusion, and enrichment programs, and supplemental materials that address the Specialist, Vaughn needs of individual students, in order for each to experience success. Gross Consultants Texas, Literacy Initiative Reading Coaches, Reading Vertical team(s) Funding Sources: Local - $14103.72
Page 649
Nov Jan Mar June
State System Safeguard Strategies Federal System Safeguard Strategies
2
Classroom Teachers, Administrator, Critical Success Factors Elementary CSF 1 CSF 2 CSF 4 Education Director, 3) Reading: Special Education Reading Specialist will provide small group interventions and Dyslexia services. Director, Reading Classroom teacher and Librarian will implement Accelerated Reading program. Specialist, Vaughn Leveled books and or decodable books for small reading groups. Gross Consultants Texas, Literacy Initiative Reading Coaches, Reading Vertical team(s) State System Safeguard Strategies 2 Classroom Federal System Safeguard Strategies Teachers, Administrator, Critical Success Factors Elementary CSF 1 CSF 2 CSF 7 Education Director, 4) Reading: Special Education Analyze all campus reading assessment data by student, teacher, and objective Director, Reading to identify skill areas not yet mastered. Specialist, Vaughn Gross Consultants Texas, Literacy Initiative Reading Coaches, Reading Vertical team(s) Critical Success Factors 2 Classroom CSF 1 CSF 2 Teachers, Administrator, 5) Science: Elementary Improved Science instruction and vocabulary at all grade levels by Education Director, implementing science word walls, TEKS resource system in K-4, and Special Education supplemental resources. Director, Science Coordinator Funding Sources: Title I State System Safeguard Strategies 2 Classroom Federal System Safeguard Strategies Teachers, Administrator, Critical Success Factors Elementary CSF 1 CSF 2 Education Director, 6) Math: Special Education K-4 TEKS Resource System curriculum will be implemented in addition to, Director, Math Mathletics, differentiated instruction, and STAAR objectives. Consultant, Math Vertical Team Page 650
90% or higher passing rate on TPRI in grades K-2nd. 65% of 3rd & 4th grade students meeting level II on STAAR reading & math.
TLI CBLT meeting minutes, teacher plan of action, Eduphoria & Mclass reports.
Improved performance on Science Unit Assessments to 90% or higher.
65% or higher documented Math scores on unit assessments in grades 2-4, lesson plans, performance based indications in grades K & 1.
State System Safeguard Strategies Federal System Safeguard Strategies
2
Classroom Teachers, Administrator, Writing Team
2
Classroom Increased student performance in all academic areas. Teachers, Administrator, Elementary Education Director, Reading Specialist, Vaughn Gross Consultants Texas, Literacy Initiative Reading Coaches, Reading Vertical team(s) Activity sponsors, Student academic projects, Increase participation and GT coordinator compliance with district and state directives. GT scope and sequence, 100% mastery on STAAR assessment.
Critical Success Factors CSF 1 CSF 2
Increased writing scores on Benchmarks and STAAR in grades 3 & 4. Increase writing performance on writing portfolios.
7) Writing: Implement scientifically based research Writing/Grammar instruction to promote student success within the writing process. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 8) Instructional Leadership: Appropriate instructional strategies on STAAR objectives shall be implemented across the curriculum and monitored through: Observations, Walkthroughs, Identified higher order thinking skill in lesson plans, Professional learning communities, TEKS checklist, and NCLB information.
Critical Success Factors CSF 1 CSF 2 CSF 4
2
9) Advanced Academics: Enhance the use of research based Gifted and Talented curriculum through the use of Spelling B and Texas Performance Standard program. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 7
4
Bilingual teachers, TELPAS scores, OLPT, IPT scores. Bilingual students Bilingual Director, scores will increase to 90% in all core areas. LPAC members, Principal, Counselor, Parents
10) Bilingual: Staff will incorporate ELPS flip book strategies to assist in implementing the Bilingual ESC CIP TELPAS, ITBS, OLPT/IPT scores will be used to determine student's academic strengths.
Page 651
State System Safeguard Strategies Federal System Safeguard Strategies
2, 4
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
Classroom teachers, Increase in EOY scores to 90% or above. Instructional aides, Reading Specialist, Vaughn Gross Consultants
11) ELA: Conduct classroom observations utilizing the "Observation Checklists." TPRI and DIBELS data to determine what areas need to be addressed at each grade level. Train teachers during grade level meetings on the areas of need that were identified, monitor students' progress. Include the five components of reading (Phonological Awareness, Phonics, Vocabulary, Fluency, & Comprehension). Critical Success Factors CSF 1 CSF 2
2
12) Social Studies: SS TEKS resource system will provide alignment of SS skills and content with the expectation of mastery. =
Accomplished
= Considerable
Classroom teachers, Lesson plans on file, documented walkthroughs, Administrator, Elementary Director
= Some Progress
Page 652
= No Progress
= Discontinue
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 13: 15% of Third Grade Reading and Math scores will achieve commended levels according to state standards. 15% Fourth Grade Reading, Writing, and Math scores will achieve commended levels according to state standards.
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Reading Specialist, STAAR and Benchmark scores at Commended level, Dyslexia teacher, in accordance with state guidelines. Classroom teachers, Critical Success Factors Elementary CSF 1 CSF 2 CSF 4 Director, Vaughn 1) Commended (Third Grade): Gross Consultants, By June 2016 all 3rd grade students will perform at Commended standards on Math specialist, the Reading and Math STAAR test. SPED Director and Teacher, Bilingual Teacher. State System Safeguard Strategies 2 Reading Specialist, STAAR scores at Commended level, in accordance Federal System Safeguard Strategies Dyslexia teacher, with state guidelines, lesson plans, tutorial plans. Classroom teachers, Critical Success Factors Elementary CSF 1 CSF 2 CSF 4 Director, Vaughn 2) Commended (Third Grade): Gross Consultants, Appropriate Instructional Strategies as dictated by STAAR test will be Math specialist, incorporated into daily lessons and tutorials SPED Director and Teacher, Bilingual Teacher. Funding Sources: Rural and Low Income - $3657.30 State System Safeguard Strategies 2 Reading Specialist, STAAR scores at Commended level, in accordance Federal System Safeguard Strategies Dyslexia teacher, with state guidelines. Classroom teachers, Critical Success Factors Elementary CSF 1 CSF 2 Director, Vaughn 3) Commended Level (Fourth Grade): Gross Consultants, By June 2016 15% of all 4th grade students will perform at Commended levels Math specialist, on the Reading, Math, and Writing STAAR test (according to state guidelines). SPED Director and Teacher, Bilingual Teacher.
Page 653
Nov Jan Mar June
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
2
4) Commended Level (Fourth Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials.
=
Accomplished
Reading Specialist, STAAR scores at Commended level, in accordance Dyslexia teacher, with state guidelines. Classroom teachers, Elementary Director, Vaughn Gross Consultants, Math specialist, SPED Director and Teacher, Bilingual Teacher. Funding Sources: Rural and Low Income - $3657.30 = Considerable
= Some Progress
Page 654
= No Progress
= Discontinue
Goal 1: All Mary R. Garcia students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 14: A minimum of 90% of all Kindergarten, First, and Second grade students will meet or exceed the district criteria on Texas Primary Reading Inventory, and Reading test. Staff Responsible for Monitoring
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
2
Vaughn Gross TPRI performance reports, Percentage of Developed consultants, Literacy scores on TPRI are increased, TLI data. Coach, Reading Interventionist,Classroom Teachers, Principal, Elementary Director.
2
Vaughn Gross consultants, Classroom Teachers, Principal, Elementary Director.
Critical Success Factors CSF 1 CSF 2 CSF 4 1) Texas Primary Inventory: By June 2016 90% of all K, 1st & 2nd grade students will perform at or above state and district criteria/standards on the Texas Primary Reading Inventory. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 2) Texas Primary Inventory: TPRI data will be disaggregated to determine individual student needs to allow for remediation and mastery of objective/skill. Instruction will be revised accordingly. Students will be grouped for tutorials and small group instruction based on TPRI results. =
Accomplished
Evidence that Demonstrates Success
TPRI performance reports, Percentage of Developed scores on TPRI are increased, Increased TELPAS scores, TLI data
Funding Sources: St. Comp. - $7503.68
= Considerable
= Some Progress
Page 655
= No Progress
= Discontinue
Formative Reviews Nov Jan Mar June
Goal 2: All Mary R. Garcia students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the campus to 95% or better. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
10
Classroom Teacher, PEIMS data will indicate at increased attendance rate. Parental Involvement Aide, Classroom teacher, PIC, Truancy court judge, PIC, Classroom teacher, Cafeteria, Secretary.
10
Classroom Teacher, PEIMS data will indicate at increased attendance rate Parental and attendance committee sign-in sheets. Involvement Aide, Classroom teacher, PIC, Truancy court judge, PIC, Classroom teacher, Cafeteria, Secretary
10
Classroom Teacher, PEIMS data will indicate at increased attendance rate Parental Involvement Aide, Classroom teacher, PIC, Truancy court judge, PIC, Classroom teacher, Cafeteria, Secretary
Critical Success Factors CSF 1 CSF 4 CSF 6 1) Attendance: All parents will be informed of state, district and campus attendance policies, procedures of handling absences, EOY Perfect Attendance Awards, TEA 90% Rule and tardy policies though student handbook, school website, parent meetings, and marquee. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 CSF 5 2) Attendance: Truant students with excessive absences as defined by the state 90% attendance rule, will be referred to the attendance committee and truancy court. Letter shall be sent to parents and services will be offered to assist parents/students. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 CSF 5 CSF 6 3) Attendance: Students will continually be encouraged to attend school through incentive programs. The incentives used will be individual six week, semester and yearly recognition on campus, announcements, and administrative praise. Perfect attendance luncheon will be held each six weeks. =
Accomplished
= Considerable
= Some Progress
Page 656
Evidence that Demonstrates Success
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All Mary R. Garcia students will demonstrate proficiencies required for graduation. Performance Objective 2: The attendance rate will increase by 10%. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
10
Classroom Teacher, PEIMS data will indicate at increased attendance rate. Parental Involvement Aide, Classroom teacher, PIC, Truancy court judge, PIC, Classroom teacher, Cafeteria, Secretary.
10
Classroom Teacher, PEIMS data will indicate at increased attendance rate. Parental Involvement Aide, Classroom teacher, PIC, Truancy court judge, PIC, Classroom teacher, Cafeteria, Secretary.
10
Classroom Teacher, PEIMS data will indicate at increased attendance rate. Parental Involvement Aide, Classroom teacher, PIC, Truancy court judge, PIC, Classroom teacher, Cafeteria, Secretary.
Critical Success Factors CSF 1 CSF 4 CSF 5 CSF 6 1) Attendance: All parents will be informed of state, district and campus attendance policies, procedures of handling absences, EOY Perfect Attendance Awards, TEA 90% Rule and tardy policies though student handbook and school website. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 CSF 5 CSF 6 2) Attendance: Truant students with excessive absences as defined by the state 90% attendance rule, will be referred to the attendance committee and truancy court. Letter shall be sent to parents and services will be offered to assist parents/students. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 CSF 5 CSF 6 3) Attendance: Students will continually be encouraged to attend school through incentive programs. The incentives used will be individual six week, semester and yearly recognition. =
Accomplished
= Considerable
= Some Progress
Page 657
Evidence that Demonstrates Success
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All Mary R. Garcia students will demonstrate proficiencies required for graduation. Performance Objective 3: By June 2016 At-Risk population will decrease as per PIEMS data.
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
9
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Sp. Ed Director, ARD minutes, Program minutes (Bilingual, GT, etc.), Bilingual Director, PEIMS report,tutorial forms Elementary Director, Teachers, Principal, Counselor, Vaughn Gross consultants
1) At Risk Students: Staff will increase sensitivity to the needs of special populations and participate in training to increase awareness and implementation of appropriate classroom Funding Sources: Title I - $1500.00 interventions and tutorials for students with special needs. State System Safeguard Strategies Federal System Safeguard Strategies
9
Sp. Ed Director, ARD minutes, Program minutes (Bilingual, GT, etc.), Bilingual Director, PEIMS report Elementary Director, Teachers, Principal, Counselor, Vaughn Gross consultants
9
Sp. Ed Director, ARD minutes, Program minutes (Bilingual, GT, etc.), Bilingual Director, PEIMS report, tutorial forms Elementary Director, Teachers, Principal, Counselor, Vaughn Gross consultants
Critical Success Factors CSF 1 CSF 2 2) At Risk Students: Special population students and students at-risk for failure, will succeed academically as measured by STAAR, TELPAS, and other measures as appropriate to each student's need(s). State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 3) At Risk Students: In compliance with the Three Tier Instructional Model, students will be provided accommodations through the regular classroom instructional setting and accelerated instruction will occur through Title One and At-Risk intervention programs. Intensive research based intervention services will be provided through the use of AISD RTI plan, Tutorials, Summer school, Enrichment Period, Computer program
Funding Sources: St. Comp. - $7503.68
Page 658
Nov Jan Mar June
State System Safeguard Strategies Federal System Safeguard Strategies
9
Sp. Ed Director, ARD minutes, Program minutes (Bilingual, GT, etc.), Bilingual Director, PEIMS report Elementary Director, Teachers, Principal, Counselor, Vaughn Gross consultants
9
Classroom teacher, Sp. Ed. Criteria, 6 wks. grade, benchmark results, Administrator, ACTION documentation, Attendance percentages. Special Education Director, Special Education Teachers
9
Classroom teacher, Migrant enrollment forms on file, Priority for service Administrator, reports on file, Identified students grade reports. Migrant Director, Migrant Aide
Critical Success Factors CSF 1 CSF 2 CSF 4 4) At Risk Students: Students who do not qualify (DNQ) for Sp. Ed services will be Academically 504'd in order to monitor their progress. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 5) Special Education: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Provide small group instruction for identified students through Title personnel. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 6) Migrant: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 7) Dropout, Recovery, and Prevention: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Academic interventions and continued monitoring of the effectiveness of tutorials and intervention/remediation strategies for low performing students will continue.
Funding Sources: Title I - $1500.00
9
Principal, District Coordinator, Teachers, Counselor
Conference records, Parent survey, Teacher observation, STAAR data, TELPAS, Meeting records/agendas
Funding Sources: Rural and Low Income - $3657.30
Page 659
State System Safeguard Strategies Federal System Safeguard Strategies
9
Principal, District Coordinator, Teachers, Counselor
Conference records, Parent survey, Teacher observation, Euphoria special populations form, TELPAS, Meeting records/agendas
9
Principal, District Coordinator, Teachers, Counselor
Conference records, Parent survey, Teacher observation, TELPAS, Meeting records/agendas
Critical Success Factors CSF 1 CSF 2 CSF 4 8) Dropout, Recovery, and Prevention: Periodic (6 weeks) checks with regular education teacher to monitor students progress of special program students will occur. 9) Dropout, Recovery, and Prevention: Parent meetings will be hosted to overview programs and services at the beginning of each school year.
=
Accomplished
= Considerable
= Some Progress
Page 660
= No Progress
= Discontinue
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 3 CSF 7
3
Human Resources, Human Resources, Mentor, Principal, Teachers Mentor, Principal, Teachers
5
Human Resources, Human Resources, Mentor, Principal, Teachers Mentor, Principal, Teachers
5
Human Resources, Human Resources, Mentor, Principal, Teachers Mentor, Principal, Teachers
1) Highly Qualified: Students will be instructed by highly qualified staff and paraprofessionals as established by NCLB criteria. Critical Success Factors CSF 3 CSF 6 CSF 7 2) Highly Qualified: Teachers will become involved in the interview process; administrators will utilize employee applicant database and interviews. Critical Success Factors CSF 3 CSF 7 3) Highly Qualified: New teachers will be assigned a mentor (Amiga/Amigo) =
Accomplished
= Considerable
= Some Progress
Page 661
Evidence that Demonstrates Success
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 2: Maintain highly qualified teachers and paraprofessional who are equipped to meet the needs of students by utilizing employee data base, and interviews. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 3 CSF 7
3
Human Resources, Mentor reports, SPEC certificates on file Mentor, Principal, Teachers
5
Human Resources, Mentor reports, SBEC certificates on file Mentor, Principal, Teachers
4
Administrator, Vaughn Gross Vertical team members
1) Highly Qualified: Students will be instructed by highly qualified staff and paraprofessionals as established by NCLB criteria. Critical Success Factors CSF 3 CSF 7 2) Highly Qualified: New teachers will be assigned a mentor (Amiga/Amigo) Critical Success Factors CSF 3 CSF 7 3) Instructional Leadership: Instructional Leadership Development sharing sessions will occur at monthly faculty meetings and grade level team meetings. =
Accomplished
= Considerable
Evidence that Demonstrates Success
Documented walkthroughs, ILD documented training sign in forms. TLI timeline
= Some Progress
Page 662
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 3: Staff retention will be addressed by staff mentorship, summative evaluation questions, support and supervision of new staff by administration. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 3 CSF 6 CSF 7
5
Mentor staff, Staff retention as evident by end of year reports. Human Resources, Staff, Principal
5
Mentor staff, Staff retention as evident by end of year reports. Human Resources, Staff, Principal
1) Orientation/Mentor: Staff retention will be addressed by new staff orientation, new staff mentor (Amiga/Amigo). Critical Success Factors CSF 3 CSF 6 CSF 7 2) Orientation/Mentor: New staff members will take part in new staff mentor/teacher/paraprofessional training; team building activities, summative evaluation questions, support and supervision of new staff by administration. =
Accomplished
= Considerable
= Some Progress
Page 663
Evidence that Demonstrates Success
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 25%. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 6
2
Counselor, PEIMS report indicating fewer referrals, Counseling Principal, lesson plans, fewer Discipline Referral forms. Classroom Teacher
2
Counselor, PEIMS discipline report, Fewer office referrals, Principal, campus wide discipline plan. Classroom Teacher
10
Counselor, teachers PEIMS discipline report, Fewer office referrals and Principal
1) Office Referrals: Students will be referred for individual and group counseling on an as needed basis. Critical Success Factors CSF 6 CSF 7 2) Positive Staff/Student Relationships: Staff and students are to exhibit respectful attitudes while demonstrating the rules of our campus. Staff will provide a nurturing, motivating environment. A discipline plan will be established and shared with parents and students. Critical Success Factors CSF 6
Evidence that Demonstrates Success
3) Positive Staff/Student Relationships: School wide rewards chosen by every teacher will be distributed at their own discretion. =
Accomplished
= Considerable
= Some Progress
Page 664
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease by 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
6
1) Office Referrals: Parents will be informed of any concerns in a timely manner. Students will be referred for individual and group counseling on an as needed basis. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Counselor, PEIMS report indicating fewer referrals, Counseling Classroom Teacher, lesson plans, fewer Discipline Referral forms. Principal.
= Some Progress
Page 665
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of in school suspensions will decrease by 25%.
Strategy Description
TITLE I
Critical Success Factors CSF 6 CSF 7
4
1) Office Referrals: In-service will be provided for the staff to help them recognize characteristics exhibited by troubled students. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Counselor, PEIMS report indicating fewer referrals, Counseling Classroom Teacher, lesson plans, fewer Discipline Referral forms, Staff Principal. Development sign-in sheets
= Some Progress
Page 666
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: Implement the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%. Staff Responsible for Monitoring
Strategy Description
TITLE I
Critical Success Factors CSF 6
10
Counselor, Classroom PEIMS discipline report, Fewer office referrals. Teacher, Principal.Instructional Aides
10
Counselor, Classroom PEIMS discipline report, Fewer office referrals Teacher, Principal.Instructional Aides
2
Counselor
1) Positive Staff/Student Relationships: Provide on going education to students concerning the prevention of unwanted physical/verbal aggression, and bullying. Critical Success Factors CSF 3 CSF 6 CSF 7 2) Positive Staff/Student Relationships: Staff will work together and share ideas to improve the school environment. Critical Success Factors CSF 5 CSF 6 3) Counseling; Expand Character Education program for students. In compliance with state guidelines Counselor will continue to provide an intervention/counseling program to meet the state law in regard to bullying and safe schools. Participation in Red Ribbon Week, American Education Week, Anti-bullying rally. =
Accomplished
Evidence that Demonstrates Success
Schedule of Activities, Meeting agendas, Implementation procedures on campus, Counselor calendar
Funding Sources: Title I - $1500.00
= Considerable
= Some Progress
Page 667
= No Progress
= Discontinue
Formative Reviews Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Campus will ensure a positive and safe learning environment by expanding the scope of acquired (bullying, safe schools, positive action) programs. Staff Responsible for Monitoring
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
10
Counselor, Parental Achievement/Reward list (as students are rewarded) Involvement Coordinator, Secretary, Principal, Teachers.
2
Coach, SHAC committee, Nurse, Music teacher, Classroom teachers, Administrator.
2
AISD Athletic Adoption and implementation of CATCH programs Coordinator, Director and Fitness Gram. of Nursing, Coach, Assistant Coach, Principal
2
Counselor, Parental Schedule of Activities, Meeting agendas, Involvement Implementation procedures on campus, Counselor Coordinator, Secretary, calendar Principal, Teachers.
1) Student Recognition: Students shall be publicly recognized for achievement and making good life/school choices through genuine praise offered in all settings by staff members. This includes daily, public, school wide recognition of commendable social skills: MRG Wall of Honor, Honor Roll, and Perfect Attendance Critical Success Factors CSF 5 CSF 6 2) Extra Curricular Activities: Extra-curricular activities will be available, offering opportunities to learn life skills. Included among these are: fitness program, music productions, health programs and school spirit days. Critical Success Factors CSF 5 CSF 6 3) Health/Physical Education: Strengthen campus physical education program through curriculum alignment and training , the integration of the health curriculum into the physical education classes and through AISD Phys. Ed. curriculum, State mandates, SHAC (School Health Advisory Council), CSHP (Coordinated School Health Program) Critical Success Factors CSF 6 4) Counseling; Expand Character Education program for students. In compliance with state guidelines Counselor will continue to provide an intervention/counseling program to meet the state law in regard to bullying and safe schools. Participation in Red Ribbon Week, American Education Week
Page 668
Evidence that Demonstrates Success
Committee Rosters, Attendance sign in forms, Program agendas.
Formative Reviews Nov Jan Mar June
Critical Success Factors CSF 3 CSF 6
10
AISD safety coordinator
EOY fire drill report, EOY safety/accident report, PEIMS discipline summary report.
10
AISD safety EOY fire drill report, EOY safety/accident report, coordinatorCounselor, PEIMS discipline summary report. Parental Involvement Coordinator, Secretary, Principal, Teachers.,
5) School Safety: Conduct regular safety, disaster, obstructed and unobstructed fire drills and intruder drills at scheduled intervals. Critical Success Factors CSF 5 CSF 6 CSF 7 6) School Safety: Assure safe practice occur in classrooms, school, and playground through periodic training and monitoring embedded in instruction. =
Accomplished
= Considerable
= Some Progress
Page 669
= No Progress
= Discontinue
Goal 5: All Mary R. Garcia staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
2
Parent/Teacher, Meeting notes, attendance rosters, newsletters, Bilingual, Sp. Ed., conference logs Migrant
6
Parent/Teacher, Meeting notes, attendance rosters, newsletters, Bilingual, Sp. Ed., conference logs Migrant
1) Parent Support: Additional information regarding programs available to students with special needs will be continually offered to parents using a variety of delivery methods. Critical Success Factors CSF 5 CSF 6 2) Parent Support: Parents needing assistance in accessing and participating in their child's learning process will be directed to school counselor or principal. Critical Success Factors CSF 5 CSF 6
Teachers, Reading Handouts and Attendance roster Interventionist, Literacy Coach, Sp. Ed Teacher, Principal
3) Family Literacy Night with a focus on age 0- school age will be held to provide parents information on literacy and how to help their child. =
Accomplished
Evidence that Demonstrates Success
= Considerable
= Some Progress
Page 670
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Mary R. Garcia staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the campus, feeder campuses and community entities in regards to Transitional Services by 5%.
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
9
1) Collaboration: Special programs, STAAR, work samples, previous records, and benchmark testing will be shared when students transfer.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Mentors, Sp. Ed. ARD minutes, student profile cards and cum folders. Director, Elem. Ed Director, Principal, Reg. & Sp. Ed teacher, Diagnosticians, Counselor. = Some Progress
Page 671
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Mary R. Garcia staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 3: Students with special needs shall be prepared to meet the demands of the real world upon exiting Alice Independent School District. Completion Rate, Special Education. Summative Evaluation: Campus was in compliance with District policies. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
State System Safeguard Strategies Federal System Safeguard Strategies
9
Mentors, Sp. Ed. RTI plans, ARD minutes, Teacher plan of action Director, Elem. Ed Director, Principal, Reg. & Sp. Ed teacher, Diagnosticians, Counselor.
9
Mentors, Sp. Ed. STAAR data, Teacher plan of action, benchmark data, Director, Elem. Ed RTI plan Director, Principal, Reg. & Sp. Ed teacher, Diagnosticians, Counselor.
9
Mentors, Sp. Ed. Report Cards, Team meetings/notes Director, Elem. Ed Director, Principal, Reg. & Sp. Ed teacher, Diagnosticians, Counselor.
2
Campus Vertical AISD staff development sign in forms, meeting notes cadres, Vaughn Gross Consultants, Elementary Director
Critical Success Factors CSF 1 CSF 2 CSF 4 1) Identification: Staff shall accurately identify and provide appropriate individualized intervention for student experiencing difficulties in school. State System Safeguard Strategies Federal System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 2) Identification: STAAR data, works samples, previous records, and benchmark testing will be used to identify students through the Response to Intervention process. Critical Success Factors CSF 1 CSF 2 3) Response to Intervention: The RTI team will meet every six weeks to help staff accurately identify and provide assistance in developing appropriate individual intervention plans for students having academic challenges or unique needs and needing to be served in least restrictive environment. Critical Success Factors CSF 1 CSF 2 CSF 6 4) Research Based Instruction: Staff will provide engaging instruction, grounded in research, to all students through motivation, instructional programs, and readiness. =
Accomplished
= Considerable
= Some Progress Page 672
Evidence that Demonstrates Success
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Mary R. Garcia teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 6
2
1) Technology: All grade levels will have an opportunity to use grade level appropriate programs supplied by AISD and MRG. The school will provide computer labs, equipment and software for use by students and staff. Critical Success Factors CSF 6 CSF 7
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Computer Technology projects, Invoices, Computer lab paraprofessional, attendance rosters, Technology budget. AISD technology department, AISD internet/technology department. Funding Sources: St. Comp. - $7503.68 2 Campus Tech Invoices, Technology Surveys, computer schedules support
2) Training: Third-Fourth grade students will continue to develop proficiency in Keyboarding during computer class time. =
Accomplished
= Considerable
= Some Progress
Page 673
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Mary R. Garcia teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide the knowledge skills and resources necessary for all educators to fully integrate technology into the curriculum.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 6 CSF 7
4
1) Technology: All staff and students will be provided training as needed for technological tools to improve instruction. Critical Success Factors CSF 1 CSF 6 CSF 7
2
2) Training: Classroom computers and computer labs will be used to integrate technology into the curriculum areas. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Computer Technology projects, Invoices, Computer lab paraprofessional, attendance rosters, Technology budget. AISD technology department, AISD internet/technology department. Tech Dept, Invoices, Technology Surveys. Principal, School Tech advisor
= Some Progress
Page 674
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Mary R. Garcia teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 4 CSF 5 CSF 6
2
1) Technology: Technology shall be infused into all programs through computerized grading system, Grade 3 keyboarding, iPads pads, Creating power point presentations, use of document cameras, school Website and video streaming =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Computer Technology projects, Invoices, Computer lab paraprofessional, attendance rosters, Technology budget. AISD technology department, AISD internet/technology department.
= Some Progress
Page 675
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Mary R. Garcia teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: As indicated in Student Survey, use of daily technology instruction will increase from by 25% Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 6
2
Computer Technology projects, Invoices, Computer lab paraprofessional, attendance rosters, Technology budget. AISD technology department, AISD internet/technology department.
4
Computer paraprofessional, AISD technology department, AISD internet/technology department. Computer paraprofessional, AISD technology department, AISD internet/technology department.
1) Technology: All grade levels will have an opportunity to use grade level appropriate programs supplied by AISD and MRG. The school will provide computer labs, equipment and software for use by students and staff. Critical Success Factors CSF 7 2) Technology: All staff and students will be provided training as needed for technological tools to improve instruction. Critical Success Factors CSF 1 CSF 6
2
3) Technology: Technology shall be infused into all programs through computerized grading system, Grade 3 keyboarding, ipads, Creating power point presentations, use of document cameras, school Website and video streaming. =
Accomplished
= Considerable
Evidence that Demonstrates Success
Technology projects, Invoices, Computer lab attendance rosters, Technology budget.
Technology projects, Invoices, Computer lab attendance rosters, Technology budget.
= Some Progress
Page 676
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Mary R. Garcia teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: Staff will be provided training and access to technological tools improving instruction.
Strategy Description
TITLE I
Critical Success Factors CSF 7
2
1) Training: Staff will be proficient in using and will have access to a networked computer. Critical Success Factors CSF 1 CSF 6
2
2) Training: Classroom computers and computer labs will be used to integrate technology into the curriculum areas. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Computer Invoices, Technology Surveys, walkthroughs paraprofessional, AISD technology department, AISD internet/technology department. Computer Invoices, Technology Surveys. paraprofessional, AISD technology department, AISD internet/technology department. = Some Progress
Page 677
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
1
Reading: Staff will implement scientifically based research academic, interventions, inclusion, and enrichment programs that address the needs of individual students, in order for each to experience success.
1
1
2
Reading: Literacy Library will be incorporated into guided reading lesson plans. Students will read both fiction and informational texts. Teachers will use leveled books and or decodable books for small reading groups.
1
1
3
Reading: Analyze all campus reading assessment data by student, teacher, and objective to identify skill areas not yet mastered. Instruction will be modified as follows: monitoring, extensions and interventions, as appropriate.
1
1
4
Writing: K-4 grade-Implement scientifically based research Writing/Grammar instruction to promote student success within the writing process
1
1
5
ELA: Implement strategies from professional development to include the five components of reading (Phonological Awareness, Phonics, Vocabulary, Fluency, & Comprehension).
1
1
6
ELA: Conduct classroom observations utilizing the "Observation Checklists" and DIBELS data to determine what areas need to be addressed at each grade level, train teachers during grade level meetings on the areas of need that were identified, and monitor students' progress.
1
1
7
Curriculum and Instruction: Provide Dyslexia services for identified students and onsite support and training to Dyslexia teachers. Reading Specialist will provide small group interventions and Dyslexia services.
1
1
8
Commended (Third and Fourth Grade): By June 2016 65% of all 3rd and 4th grade students will perform at Advanced standards on the Reading STAAR test. Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons by using supplemental material.
1
1
9
Texas Primary Reading Inventory: By June 2016 90% of all K, 1st & 2nd grade students will perform at or above state and district criteria/standards on the Texas Primary Reading Inventory.
1
1
10
Texas Primary Inventory: TPRI data will be disaggregated to determine individual student needs to allow for remediation and mastery of objective/skill. Instruction will be revised accordingly. Students will be grouped for tutorials and small group instruction based on TPRI results.
1
1
11
Research Based Instruction: Staff will provide engaging instruction and tutorials, grounded in research, to all students through motivation, instructional programs, and readiness.
1
2
1
Math: A problem-solving model and critical thinking strategies will be incorporated in grades PK-4, which will require students to make a plan, carry out the plan, evaluate the solution for reasonableness, and communicate the proves in both oral and written form.
Page 678
Goal Objective Strategy
Description
1
2
2
Math: Expectations for math basic facts, vocabulary and higher order skills and application of operational skills across grade level disciplines will be mandated.
1
2
3
Math: K-4 Teks Resource System will be implemented in addition to Think Through Math and mathletics, and differentiated instruction and STAAR objectives.
1
2
4
Advanced (Third and Fourth Grade): By June 2016 15% of 3rd and 4th grade students will perform at Advanced level on the Math STAAR test. Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials.
1
7
3
Response to Intervention: RTI committee will meet every six weeks to help staff accurately identify and provide assistance in developing appropriate individual intervention plans for students having academic challenges or unique needs.
1
7
4
State and Federal Guideline: Staff will be knowledgeable of State and Federal guidelines regarding interventions for students experiencing difficulties and in school services available for Special Education, At-Risk, Bilingual, ESL, 504, Gifted and Talented, Dyslexia and Autism. Parents will be notified of services through parent meetings, brochures, and school website.
1
9
1
Special Education: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Provide small group instruction for identified students, and RTI recommendations.
1
10
4
State and Federal Guideline: Staff will be knowledgeable of State and Federal guidelines regarding services available for Special Education, At-Risk, Bilingual, ESL, 504, Gifted and Talented, Dyslexia, and Autism services through parent meetings, brochures, and websites.
1
11
1
Reading and Math (Third Grade): By June 2016 all 3rd and 4th grade students will perform at 65% or above on the Reading and Math STAAR test (according to state guidelines).
1
11
2
Reading and Math (Third Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons, extended day tutorials and interventions.
1
11
3
Reading, Writing, and Math (Fourth Grade): By June 2016 all 4th grade students will perform at 65% or above on the Reading, Writing and Math STAAR test (according to state guidelines).
1
11
4
Reading, Writing, and Math (Fourth Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials.
1
12
1
Curriculum and Instruction: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve. Particular emphasis shall be placed on Reading, Writing, Mathematics, Science and Social Studies.
1
12
2
Reading: Staff will implement scientifically based research academic, interventions, inclusion, and enrichment programs, and supplemental materials that address the needs of individual students, in order for each to experience success.
Page 679
1
12
3
Reading: Reading Specialist will provide small group interventions and Dyslexia services. Classroom teacher and Librarian will implement Accelerated Reading program. Leveled books and or decodable books for small reading groups.
Page 680
Goal Objective Strategy
Description
1
12
4
Reading: Analyze all campus reading assessment data by student, teacher, and objective to identify skill areas not yet mastered.
1
12
6
Math: K-4 TEKS Resource System curriculum will be implemented in addition to, Mathletics, differentiated instruction, and STAAR objectives.
1
12
7
Writing: Implement scientifically based research Writing/Grammar instruction to promote student success within the writing process.
1
12
8
Instructional Leadership: Appropriate instructional strategies on STAAR objectives shall be implemented across the curriculum and monitored through: Observations, Walkthroughs, Identified higher order thinking skill in lesson plans, Professional learning communities, TEKS checklist, and NCLB information.
1
12
10
Bilingual: Staff will incorporate ELPS flip book strategies to assist in implementing the Bilingual ESC CIP TELPAS, ITBS, OLPT/IPT scores will be used to determine student's academic strengths.
1
12
11
ELA: Conduct classroom observations utilizing the "Observation Checklists." TPRI and DIBELS data to determine what areas need to be addressed at each grade level. Train teachers during grade level meetings on the areas of need that were identified, monitor students' progress. Include the five components of reading (Phonological Awareness, Phonics, Vocabulary, Fluency, & Comprehension).
1
13
1
Commended (Third Grade): By June 2016 all 3rd grade students will perform at Commended standards on the Reading and Math STAAR test.
1
13
2
Commended (Third Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials
1
13
3
Commended Level (Fourth Grade): By June 2016 15% of all 4th grade students will perform at Commended levels on the Reading, Math, and Writing STAAR test (according to state guidelines).
1
14
1
Texas Primary Inventory: By June 2016 90% of all K, 1st & 2nd grade students will perform at or above state and district criteria/standards on the Texas Primary Reading Inventory.
1
14
2
Texas Primary Inventory: TPRI data will be disaggregated to determine individual student needs to allow for remediation and mastery of objective/skill. Instruction will be revised accordingly. Students will be grouped for tutorials and small group instruction based on TPRI results.
2
1
1
Attendance: All parents will be informed of state, district and campus attendance policies, procedures of handling absences, EOY Perfect Attendance Awards, TEA 90% Rule and tardy policies though student handbook, school website, parent meetings, and marquee.
2
1
2
Attendance: Truant students with excessive absences as defined by the state 90% attendance rule, will be referred to the attendance committee and truancy court. Letter shall be sent to parents and services will be offered to assist parents/students.
Page 681
Goal Objective Strategy
Description
2
1
3
Attendance: Students will continually be encouraged to attend school through incentive programs. The incentives used will be individual six week, semester and yearly recognition on campus, announcements, and administrative praise. Perfect attendance luncheon will be held each six weeks.
2
2
1
Attendance: All parents will be informed of state, district and campus attendance policies, procedures of handling absences, EOY Perfect Attendance Awards, TEA 90% Rule and tardy policies though student handbook and school website.
2
2
2
Attendance: Truant students with excessive absences as defined by the state 90% attendance rule, will be referred to the attendance committee and truancy court. Letter shall be sent to parents and services will be offered to assist parents/students.
2
2
3
Attendance: Students will continually be encouraged to attend school through incentive programs. The incentives used will be individual six week, semester and yearly recognition.
2
3
1
At Risk Students: Staff will increase sensitivity to the needs of special populations and participate in training to increase awareness and implementation of appropriate classroom interventions and tutorials for students with special needs.
2
3
2
At Risk Students: Special population students and students at-risk for failure, will succeed academically as measured by STAAR, TELPAS, and other measures as appropriate to each student's need(s).
2
3
3
At Risk Students: In compliance with the Three Tier Instructional Model, students will be provided accommodations through the regular classroom instructional setting and accelerated instruction will occur through Title One and At-Risk intervention programs. Intensive research based intervention services will be provided through the use of AISD RTI plan, Tutorials, Summer school, Enrichment Period, Computer program
2
3
4
At Risk Students: Students who do not qualify (DNQ) for Sp. Ed services will be Academically 504'd in order to monitor their progress.
2
3
5
Special Education: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Provide small group instruction for identified students through Title personnel.
2
3
6
Migrant: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies.
2
3
7
Dropout, Recovery, and Prevention: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Academic interventions and continued monitoring of the effectiveness of tutorials and intervention/remediation strategies for low performing students will continue.
2
3
8
Dropout, Recovery, and Prevention: Periodic (6 weeks) checks with regular education teacher to monitor students progress of special program students will occur.
5
3
1
Identification: Staff shall accurately identify and provide appropriate individualized intervention for student experiencing difficulties in school. Page 682
Goal Objective Strategy 5
3
2
Description Identification: STAAR data, works samples, previous records, and benchmark testing will be used to identify students through the Response to Intervention process.
Page 683
Federal System Safeguard Strategies Goal Objective Strategy
Description
1
1
1
Reading: Staff will implement scientifically based research academic, interventions, inclusion, and enrichment programs that address the needs of individual students, in order for each to experience success.
1
1
2
Reading: Literacy Library will be incorporated into guided reading lesson plans. Students will read both fiction and informational texts. Teachers will use leveled books and or decodable books for small reading groups.
1
1
3
Reading: Analyze all campus reading assessment data by student, teacher, and objective to identify skill areas not yet mastered. Instruction will be modified as follows: monitoring, extensions and interventions, as appropriate.
1
1
4
Writing: K-4 grade-Implement scientifically based research Writing/Grammar instruction to promote student success within the writing process
1
1
5
ELA: Implement strategies from professional development to include the five components of reading (Phonological Awareness, Phonics, Vocabulary, Fluency, & Comprehension).
1
1
6
ELA: Conduct classroom observations utilizing the "Observation Checklists" and DIBELS data to determine what areas need to be addressed at each grade level, train teachers during grade level meetings on the areas of need that were identified, and monitor students' progress.
1
1
7
Curriculum and Instruction: Provide Dyslexia services for identified students and onsite support and training to Dyslexia teachers. Reading Specialist will provide small group interventions and Dyslexia services.
1
1
8
Commended (Third and Fourth Grade): By June 2016 65% of all 3rd and 4th grade students will perform at Advanced standards on the Reading STAAR test. Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons by using supplemental material.
1
1
9
Texas Primary Reading Inventory: By June 2016 90% of all K, 1st & 2nd grade students will perform at or above state and district criteria/standards on the Texas Primary Reading Inventory.
1
1
10
Texas Primary Inventory: TPRI data will be disaggregated to determine individual student needs to allow for remediation and mastery of objective/skill. Instruction will be revised accordingly. Students will be grouped for tutorials and small group instruction based on TPRI results.
1
1
11
Research Based Instruction: Staff will provide engaging instruction and tutorials, grounded in research, to all students through motivation, instructional programs, and readiness.
1
2
1
Math: A problem-solving model and critical thinking strategies will be incorporated in grades PK-4, which will require students to make a plan, carry out the plan, evaluate the solution for reasonableness, and communicate the proves in both oral and written form.
Page 684
Goal Objective Strategy
Description
1
2
2
Math: Expectations for math basic facts, vocabulary and higher order skills and application of operational skills across grade level disciplines will be mandated.
1
2
3
Math: K-4 Teks Resource System will be implemented in addition to Think Through Math and mathletics, and differentiated instruction and STAAR objectives.
1
2
4
Advanced (Third and Fourth Grade): By June 2016 15% of 3rd and 4th grade students will perform at Advanced level on the Math STAAR test. Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials.
1
7
3
Response to Intervention: RTI committee will meet every six weeks to help staff accurately identify and provide assistance in developing appropriate individual intervention plans for students having academic challenges or unique needs.
1
7
4
State and Federal Guideline: Staff will be knowledgeable of State and Federal guidelines regarding interventions for students experiencing difficulties and in school services available for Special Education, At-Risk, Bilingual, ESL, 504, Gifted and Talented, Dyslexia and Autism. Parents will be notified of services through parent meetings, brochures, and school website.
1
9
1
Special Education: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Provide small group instruction for identified students, and RTI recommendations.
1
10
4
State and Federal Guideline: Staff will be knowledgeable of State and Federal guidelines regarding services available for Special Education, At-Risk, Bilingual, ESL, 504, Gifted and Talented, Dyslexia, and Autism services through parent meetings, brochures, and websites.
1
11
1
Reading and Math (Third Grade): By June 2016 all 3rd and 4th grade students will perform at 65% or above on the Reading and Math STAAR test (according to state guidelines).
1
11
2
Reading and Math (Third Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons, extended day tutorials and interventions.
1
11
3
Reading, Writing, and Math (Fourth Grade): By June 2016 all 4th grade students will perform at 65% or above on the Reading, Writing and Math STAAR test (according to state guidelines).
1
11
4
Reading, Writing, and Math (Fourth Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials.
1
12
1
Curriculum and Instruction: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve. Particular emphasis shall be placed on Reading, Writing, Mathematics, Science and Social Studies.
1
12
2
Reading: Staff will implement scientifically based research academic, interventions, inclusion, and enrichment programs, and supplemental materials that address the needs of individual students, in order for each to experience success.
Page 685
1
12
3
Reading: Reading Specialist will provide small group interventions and Dyslexia services. Classroom teacher and Librarian will implement Accelerated Reading program. Leveled books and or decodable books for small reading groups.
Page 686
Goal Objective Strategy
Description
1
12
4
Reading: Analyze all campus reading assessment data by student, teacher, and objective to identify skill areas not yet mastered.
1
12
6
Math: K-4 TEKS Resource System curriculum will be implemented in addition to, Mathletics, differentiated instruction, and STAAR objectives.
1
12
7
Writing: Implement scientifically based research Writing/Grammar instruction to promote student success within the writing process.
1
12
8
Instructional Leadership: Appropriate instructional strategies on STAAR objectives shall be implemented across the curriculum and monitored through: Observations, Walkthroughs, Identified higher order thinking skill in lesson plans, Professional learning communities, TEKS checklist, and NCLB information.
1
12
10
Bilingual: Staff will incorporate ELPS flip book strategies to assist in implementing the Bilingual ESC CIP TELPAS, ITBS, OLPT/IPT scores will be used to determine student's academic strengths.
1
12
11
ELA: Conduct classroom observations utilizing the "Observation Checklists." TPRI and DIBELS data to determine what areas need to be addressed at each grade level. Train teachers during grade level meetings on the areas of need that were identified, monitor students' progress. Include the five components of reading (Phonological Awareness, Phonics, Vocabulary, Fluency, & Comprehension).
1
13
1
Commended (Third Grade): By June 2016 all 3rd grade students will perform at Commended standards on the Reading and Math STAAR test.
1
13
2
Commended (Third Grade): Appropriate Instructional Strategies as dictated by STAAR test will be incorporated into daily lessons and tutorials
1
13
3
Commended Level (Fourth Grade): By June 2016 15% of all 4th grade students will perform at Commended levels on the Reading, Math, and Writing STAAR test (according to state guidelines).
1
14
1
Texas Primary Inventory: By June 2016 90% of all K, 1st & 2nd grade students will perform at or above state and district criteria/standards on the Texas Primary Reading Inventory.
1
14
2
Texas Primary Inventory: TPRI data will be disaggregated to determine individual student needs to allow for remediation and mastery of objective/skill. Instruction will be revised accordingly. Students will be grouped for tutorials and small group instruction based on TPRI results.
2
1
1
Attendance: All parents will be informed of state, district and campus attendance policies, procedures of handling absences, EOY Perfect Attendance Awards, TEA 90% Rule and tardy policies though student handbook, school website, parent meetings, and marquee.
2
1
2
Attendance: Truant students with excessive absences as defined by the state 90% attendance rule, will be referred to the attendance committee and truancy court. Letter shall be sent to parents and services will be offered to assist parents/students.
Page 687
Goal Objective Strategy
Description
2
1
3
Attendance: Students will continually be encouraged to attend school through incentive programs. The incentives used will be individual six week, semester and yearly recognition on campus, announcements, and administrative praise. Perfect attendance luncheon will be held each six weeks.
2
2
1
Attendance: All parents will be informed of state, district and campus attendance policies, procedures of handling absences, EOY Perfect Attendance Awards, TEA 90% Rule and tardy policies though student handbook and school website.
2
2
2
Attendance: Truant students with excessive absences as defined by the state 90% attendance rule, will be referred to the attendance committee and truancy court. Letter shall be sent to parents and services will be offered to assist parents/students.
2
2
3
Attendance: Students will continually be encouraged to attend school through incentive programs. The incentives used will be individual six week, semester and yearly recognition.
2
3
1
At Risk Students: Staff will increase sensitivity to the needs of special populations and participate in training to increase awareness and implementation of appropriate classroom interventions and tutorials for students with special needs.
2
3
2
At Risk Students: Special population students and students at-risk for failure, will succeed academically as measured by STAAR, TELPAS, and other measures as appropriate to each student's need(s).
2
3
3
At Risk Students: In compliance with the Three Tier Instructional Model, students will be provided accommodations through the regular classroom instructional setting and accelerated instruction will occur through Title One and At-Risk intervention programs. Intensive research based intervention services will be provided through the use of AISD RTI plan, Tutorials, Summer school, Enrichment Period, Computer program
2
3
4
At Risk Students: Students who do not qualify (DNQ) for Sp. Ed services will be Academically 504'd in order to monitor their progress.
2
3
5
Special Education: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Provide small group instruction for identified students through Title personnel.
2
3
6
Migrant: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies.
2
3
7
Dropout, Recovery, and Prevention: Provide supplemental tutorial programs for identified students. Identify each student failing to meet 2015 STAAR minimum expectations and develop subject remediation strategies. Academic interventions and continued monitoring of the effectiveness of tutorials and intervention/remediation strategies for low performing students will continue.
2
3
8
Dropout, Recovery, and Prevention: Periodic (6 weeks) checks with regular education teacher to monitor students progress of special program students will occur.
5
3
1
Identification: Staff shall accurately identify and provide appropriate individualized intervention for student experiencing difficulties in school. Page 688
Goal Objective Strategy 5
3
2
Description Identification: STAAR data, works samples, previous records, and benchmark testing will be used to identify students through the Response to Intervention process.
Page 689
State Compensatory Budget for Garcia Elementary School: Account Code
Account Title
Budget
6100 Payroll Costs 211
6112 Salaries or Wages for Substitute Teachers or Other Professionals
$94,812.68 6100 Subtotal:
Page 690
$94,812.68
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified professional teachers are addressed in the comple needs assessment. Please refer to rthe CNA.
Page 691
2015-2016 Site-Based Decision Making Committee Committee Role
Name
Position
Administrator
Vanessa Snyder
Principal
Classroom Teacher
Yolanda Coffey
1st grade
Classroom Teacher
Blanca Garza
Kinder
Classroom Teacher
Bailey Klatt
4th-Math
Classroom Teacher
Lilybell Pena
4th-ELAR
Community Representative
Emily Resendez
Community Rep
Non-classroom Professional
Rosario Canales
Counselor
Non-classroom Professional
Rose Flores
Reading Specialist
Paraprofessional
Linda Garcia
Secretary
Page 692
Campus Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
1
1
1
$1,500.00
1
1
2
$1,500.00
1
1
8
$1,500.00
1
2
1
$0.00
1
2
2
$0.00
1
2
3
$0.00
1
7
2
$1,500.00
1
9
1
$1,500.00
1
9
2
$0.00
1
12
5
$0.00
2
3
1
$1,500.00
2
3
6
$1,500.00
4
4
3
$1,500.00 Sub-Total
Amount
$12,000.00
Rural and Low Income Goal
Objective
Strategy
Resources Needed
Account Code
1
1
10
$3,657.30
1
1
11
$3,657.30
1
2
4
$3,657.30
1
8
1
$3,657.30
1
13
2
$3,657.30
1
13
4
$3,657.30
2
3
7
$3,657.30 Sub-Total Page 693
Amount
$25,601.10
Local Goal
Objective
Strategy
Resources Needed
Account Code
1
5
1
$14,103.72
1
7
1
$14,103.72
1
11
2
$14,103.72
1
11
4
$14,103.72
1
12
2
$14,103.72 Sub-Total
Amount
$70,518.60
St. Comp. Goal
Objective
Strategy
Resources Needed
1
6
2
$7,503.68
1
14
2
$7,503.68
2
3
3
$7,503.68
6
1
1
$7,503.68
Page 694
Account Code
Amount
Sub-Total
$30,014.72
Grand Total
$138,134.42
Alice Independent School District Noonan Elementary School 2015-2016 Campus Improvement Plan
Page 695
Mission Statement We will maintain a safe and orderly campus where we will ensure the mastery of the Texas Essential Knowledge and Skills at higher levels of thinking for all students.
Page 696
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Demographics ..................................................................................................................................................................................................................................... 4 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 7 Curriculum, Instruction, and Assessment ......................................................................................................................................................................................... 8 Family and Community Involvement ............................................................................................................................................................................... 9 School Context and Organization ..................................................................................................................................................................... 10 Technology .................................................................................................................................................................................................... 11 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Goals ................................................................................................................................................................................................................ 14 Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. ....................................................................................................................................................................... 14 Goal 2: All Noonan Elementary students will demonstrate proficiencies required for graduation. ........................................................................... 31 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Goal 5: All Noonan Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Goal 6: All Noonan Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. . . . 46 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Budget for Noonan Elementary School: ............................................................................................................................................................ 50 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Instruction by highly qualified professional teachers ........................................................................................................................................... 51 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
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Comprehensive Needs Assessment Demographics
Demographics Summary According to the TAPR report, student total enrollment decreased by 3 students from 2014-15 to 2015-16. The ethnic population was white at 2.4%, Hispanic 95.9%, Black .9%, Asian .5%, and two or more .3% in 2013-2014 and in 2014-15 it was white at 2.6%, Hispanic 96%, Black .9%, Asian .2%, and two or more .2%. The data showing that the majority of the student population is Hispanic is consistent over the last two years with no significant changes. TAPR report showed in 2013-14 60% at risk students, 90% Economic Disadvantaged, Lep 3.6%, and in 2014-15 61% at risk, 90.3% Economic Disadvantaged, 3.7% LEP. The data indicates no significant changes in any student group. In 2014-2015 TAPR included special programs special education, bilingual education, gifted and talented, and migrant students. The data showed that 8.1% of the population is identified as special education, 2.4% percent of the population is identified as gifted and talented, 3.7% of the population is identified as bilingual, and 100 % of the population is identified as Title I.
Demographics Strengths Programs are in place to help at-risk students in demographic groups who continue to struggle.
Demographics Needs Eliminating the achievement gap between student groups. Provide training for staff to facilitate an understanding of the needs of all student groups and the differences between various cultures within our district. Continue to provide interventions for at risk students.
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Student Achievement
Student Achievement Summary The Student Achievement committee has recognized both strengths and weaknesses our school has based on various assessment data. Therefore, we are identifying the following needs: There needs to be assessments for PK, K, and 1st grades in the areas of Math, Science, and SS. There needs to be ample training on IStation and any new programs/curriculums prior to being implemented. Finally, there needs to be intentional focus and instruction on Nonfiction texts for comprehension and fluency.
Student Achievement Strengths Phonemic/Graphophonemic awareness and knowledge Accuracy, DIBELS Composite score, DAZE
Student Achievement Needs Increase fluency Increase comprehension Increase retelling skills Math programs/resources
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School Culture and Climate
School Culture and Climate Summary Bullying Prevention Program implemented Great staff/student rapport Safe environment puts students at ease Campus discipline plan provided for all staff Services provided to promote safe schools Campus operational procedures
School Culture and Climate Strengths Good relationships High Expectations for students Safe environment Staff friendly Principal Relationship
School Culture and Climate Needs Bullying Prevention Program Implementation Staff training on program Attendance promotion activities/incentives
Page 700
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary All teachers are highly qualified/certified Professional development provided for all staff in areas of need Teachers evaluated by adminstrators (PDAS) Need to increase Campus/Classroom walkthroughs Increase teacher pay
Staff Quality, Recruitment, and Retention Strengths Teachers are highly qualified Teachers evaluated by PDAS Extended planning time during ENCORE to collaborate with colleagues Continued professional development provided by district staff Vertical planning
Staff Quality, Recruitment, and Retention Needs Math Coach Tutors
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
As a campus we are strong in the sense that we do collaborate as grade levels and review and discuss assessments given by the district and campus. The dissegrated data from assessments was broken down and provides very informative information from Eduphoria. Teachers then use this information to identify student”s weaknesses as well as the teacher’s strengths and weaknesses. The Model Classroom Project helped adding rigor and teaching at higher level of thinking, Lead4Ward training providing teachers with the tools needed to interpret data for targeted instruction, and the Curriculum Frameworks training provided teachers with a clearer understanding of teaching at higher levels of thinking. Balanced Literacy training provided K-2 teachers a framework for teaching reading and the Genre studies provided 3rd & 4th grade teachers with tools to teach different genres. The data and criteria would then be the same in identifying at risk students. We also came to realize that a more vertically aligned writing curriculum K-4 would be very beneficial towards the STAAR writing test.
Curriculum, Instruction, and Assessment Strengths Obtained training by district personnel on Curriculum Framework, TEKS Resource, Balanced Literacy Model Classroom Project training I/E Time Literacy Coach
Curriculum, Instruction, and Assessment Needs Scaffolds to focus on student needs Understanding of the new TEKS Promote creative writing in PK-4 Extra Time on daily schedule EOY assessments for Math Math progress monitoring
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Family and Community Involvement
Family and Community Involvement Summary Provide door prizes Send out additional notices Post events on marquee adds in local paper School Reach
Family and Community Involvement Strengths High attendance when functions are held during the day High PTA attendance Send out additional notices Post events on marquee adds in local paper School Teach
Family and Community Involvement Needs Provide more parent trainings have reading and math family nights. Higher attendance for STAAR meetings.
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School Context and Organization
School Context and Organization Summary Based on our findings it is evident that our campus is well organized by having consistent school/safety procedures, parent/teacher communication, schedules, teacher collaboration, committee meetings and student documentation. Teacher collaboration is a strength in our school, however, due to the lack of consistency, teachers sometimes have a hard time getting together to plan and collaborate effectively. Other weaknesses include the lack of instructional paraprofessionals and professional development in areas of special needs. By addressing these weakness not only will our school be oraganized but stronger.
School Context and Organization Strengths Staff communities Communiques Safety procedures Staff Duties Tutoring Documentation Failure Documentation PTA Participation
School Context and Organization Needs Mentoring Earlier Professional Development in the areas of special needs Reading Programs for all grade levels (Buddy Readers)
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Technology
Technology Summary In summary, the following strategies and activities will be continued to build on our strengths. We will incorporate technology daily to help provide rigorous instruction. We will also continue to use the streaming media and other online programs to supplement the curriculum. The teachers will continue to use digital books to support the curriculum. The Smartboard lessons in the library will continue to be used and through collaboration with grade levels the lessons will support the grade level TEKs. Teachers will use the data collected from online programs to guide instruction. Wifi will be maintained and updated as needed. To improve the technology needs, training will be provided in order to use equipment and software to its full potential as well as the campus/district programs and funds will be allocated to purchase and replace technology equipment and supplies.
Technology Strengths Upgraded Equipment Variety of Software Current/Updated Software New Hardware Science/Think through Math Lab Istation STaRchart Campus report indicate some areas developmenting and some areas advanced
Technology Needs Technology Inservices Staffing to address technological needs
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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 Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Federal Report Card Data PBMAS data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR Released Test Questions Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Economically Disadvantaged / Non-economically disadvantaged performance and participation data Male / Female performance and participation data Page 706
Special education population, including performance, discipline, attendance, and mobility
Page 707
Migrant population, including performance, discipline, attendance and mobility AtRisk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RTI) student achievement data Student Data: Behavior and Other Indicators Attendance data Discipline records Student surveys and/or other feedback Employee Data Professional Learning Communities (PLC) data Staff surveys and/or other feedback Highly qualified staff data Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Teacher STaR Chart Technology Data PDAS and/or T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Community surveys and/or other feedback Support Systems and Other Data Organizational structure data Communications data Budgets/entitlements and expenditures data Other additional data
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Goals Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 1: ELAR: STAAR Grades 3-4 Objective: 80% of students will score at Phase II Levels of STAAR assessment. A minimum of 80% in Grades K-2 will reach 'Developed' according to the Texas Primary Reading Inventory; A minimum of 90% of PK students will demonstrate 'School Readiness' according to CIRCLE Assessment. 60% of all 4th grade students will master the 2015-2016 STAAR Writing assessment.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 6 CSF 7
2, 4
1) Provide staff development and onsite support/coaching in differentiation, literacy strategies, and balanced literacy to all English/Language Arts and Reading teachers K-4 through collaboration with the University of Texas Vaughn Gross Center for Reading and Language Arts and Collette's training.
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 6 CSF 7 2) Curriculum and Instruction. Attend staff development in the implementation of research based instructional strategies including site based instructional strategies including on site support/coaching in an effort to improve student performance in all content areas - including TEKS Resource system, MCP strategies, Marcia Tate, STCC high yield, IFD studies, TLI goals, iStation, Thinking Maps, ELPS, MTA-Multi-Sensory Teacher Approach for the Dyslexia Program, Reading Plus Critical Success Factors CSF 1 CSF 7 3) Use TEKS Resource System scope and sequence to provide grade appropriate instruction of the TEKS in all core areas for grades K-4.
4
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
UT-VGC Students reading at or above grade level will increase Consultants ELAR by 10% as measured by F&P levels EOY and STAAR. teachers Principals Director of Instructional Services Assistant Superintendent for Curriculum ESC2 Consultants Dyslexia Teachers (READ WELL) Classroom teachers, EOY Performance reports increase to 90%, increase in Administrators, TELPAS scores Vaughn Gross Consultants, ESC2 consultants, Bilingual/SpEd personnel
Reading Coach, lesson plans, walk throughs Principal, Assistant Principal, Teachers Funding Sources: St. Comp.
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Nov Jan Mar June
Critical Success Factors CSF 1 CSF 7
4
Teachers,Reading lesson plans, walk throughs Coach, Reading Specialist, Principal, Assistant Principal
2
Teachers, Principal, six weeks progress report Reading Specialist, Literacy Coach,
4) Use TEKsResource system timeline within balanced literacy framework to develop grade appropriate instruction of Reading TEKS in Kinder through second grade. State System Safeguard Strategies 5) Monitor Writing process at each grade level using a standard writing rubric each six weeks. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 7
1, 8
6) Monitor 2nd, 3rd, and 4th grade student performance through administration of appropriate STAAR formatted reading tests, CBA's, and benchmarks
Teachers, Increase in EOY performance, assessment results Principals, Reading Specialists, Literacy Coach, PSP
Teachers, Reading Increase in EOY performance, assessment results Specialists, Literacy Coach, Vaughn Gross Consultants, Librarian Funding Sources: St. Comp. 7 Teachers, Reading Increase in EOY performance, assessment results 8) Reading/ELA/ Writing. Partner in the Texas PK Early Start (PKES) Grant Specialists, Literacy program with Head Start and the ESC2 to provide a quality early childhood Coach, Vaughn program. Gross Consultants, Librarian Critical Success Factors 2 Teachers, Reading Increase in EOY performance, assessment results CSF 4 CSF 7 Specialists, Literacy Coach, Vaughn 9) Reading/ELA/ Writing. All PK teachers will participate in the Circle training Gross Consultants, and complete all required instruction, monitoring, and reporting. Librarian 2 Classroom teachers, TPRI results, CBA results, EOY assessments 10) Reading/ELA/ Writing. Provide a vocabulary rich environment in PK-4 in Instructional Para, order to improve oral language development and grammar proficiency. Enhance Reading Specialist, vocabulary by choosing Tier 2 words to improve comprehension Literacy Coach, Principal, Reading Committee Critical Success Factors 4 Classroom teachers, Teacher evaluation CSF 4 CSF 7 Reading Specialist, Vaughn Gross 11) Reading/ELA/ Writing. Attend staff development and utilize onsite support Consultants coaching in differentiation and literacy strategies K-4 through collaboration with Vaughn Gross Consultants. 7) Reading/ELA/ Writing. Accelerated Reader program, Reading plus, and RAZ Kidz A-Z will be used by K-4 students to encourage reading and improve reading performance.
2
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Critical Success Factors CSF 1 CSF 2
2
12) Reading/ELA/ Writing. Monitor student progress through assessment results, benchmark results, DIBELS, TPRI, CIRCLE Assessment, and CBAs. Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
8
Classroom teachers, EOY Assessment results, 3rd & 4th grade STAAR Reading Specialist, assessment results at or above 90% Vaughn Gross Consultants, Principal Teachers, Reading data binders Coach, Principals
13) Systemically analyze data from running records, anecdotal notes, TPRI subgrouping charts, DIBELS, and writing samples to plan instruction State System Safeguard Strategies
Teachers, Principals Model Classroom Project video tracking log,walk throughs
Critical Success Factors CSF 4 CSF 7 14) Design lessons that ensure learning at higher more rigorous levels of learning through the implementation of the Model Classroom Project strategies, Marcia Tate strategies, and high yield teaching strategies. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 7
8
Teachers, Reading CBA's, benchmarks, assessment results, Coach, Reading Specialist, Principals
15) Teachers will utilize a diagnostic, prescriptive, targeted approach to teaching based on data analysis State System Safeguard Strategies Critical Success Factors CSF 1 CSF 7
Teachers, Reading Lesson plans, data binders Coach, Reading Specialist, Principals
16) Utilize Balanced Literacy components and Genre Study strategies to improve academic performance. 17) Provide all at-risk students in grades 3 and 4 with workbooks to provide practice on specific SE"s in Reading and Writing. 18) Utilize leveled reading strategies and procedures to increase reading levels in K-4.
19) Implement learning center that effectively support learning needs at all grade levels.
Teachers
Improved reading score
Funding Sources: Title I - $4062.10, Rural and Low Income - $760.00, St. Comp. - $7929.79 Teacher, Reading Reading Binder documentation, Fountas & Pinnell Coach, Reading reading level assessments middle of year & end of Specialist, year. Principal, Assistant Principal Teacher, Reading lesson plans Coach, Reading Specialist, Principal, Assistant Principal, consultants
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State System Safeguard Strategies 20) Continue with implementation of TLI
= Accomplished
Teacher, Reading sign in sheets, walkthroughs Coach, Reading Specialist, Principal, Assistant Principal = Considerable
= Some Progress
Page 712
= No Progress
= Discontinue
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 2: MATHEMATICS: STAAR Grades 3-4: 70% of students will perform at Satisfactory Level at Phase-in 1 Level 2 of STAAR assessment. A minimum of 80% in Grades K-2 will demonstrate mastery of Performance Based Indicators (TEKS Resource System); A minimum of 90% of PK students will demonstrate 'School Readiness' according to CIRCLE Assessment.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
2, 4, 10 Teachers, Principal, 3rd & 4th grade STAAR assessment results, Assistant Principal, benchmark results, CBA results Director of 1) Math. Improve instruction, assessment, alignment of curriculum and student Instructional performance in Math K-4 through the use of TEKS RS curriculum and staff Services, Math development to support implementation. coordinator, ESC2 consultant Funding Sources: St. Comp. Critical Success Factors 2 Teachers, Principal, Walk through, Lesson plans CSF 1 CSF 3 CSF 4 CSF 7 Assistant Principal, Math Coordinator, 2) Math. Utilize TEKS Resource System's scope and sequence to provide a ESC2 Math timeline for grade appropriate math instruction. Implement CIRCLE curriculum Consultants PK. Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7
2
3) Math. Monitor math progress of K-2 students using performance-based assessments and benchmarks Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
9
4) Tutoring provided for at-risk students during or after school at least two days per week for students in grades K-4. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 5) Differentiate instruction for math by including individualized instruction in math lab and during guided math.
2, 9
Teachers, Principal, K-2 Performance based Assessments, 2nd mclass EOY Assistant Principal, Math Test, mathletics ESC2 Math Consultants, Math Coordinator Teachers, Principal, Tutoring logs, Increased math scores Assistant Principal, Math Coordinator Teachers, Principal, lab schedules, lesson plans Assistant Principal, Math Coordinator
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Nov Jan Mar June
Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 7
2, 4
6) Curriculum & Instruction/Professional Development: Provide continuous improvement in the implementation of research-based instructional strategies through staff development and onsite support/coaching. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
9
Teachers, sign in sheets, lesson plans, Principal,Assistant Principal, Math Coordinator, ESC2 consultant Teachers, Principal, math subgrouping charts, tutorial rosters, tutorial Assistant Principal lesson plans
7) Kinder through 4th grade teachers will disaggregate data obtained from formative assessments to plan tutorials. 9
Teachers, Principal, Improved math scores Assistant Principal Funding Sources: St. Comp. - $1186.00, Title I, Rural and Low Income - $2876.48 Teachers, Principal, improved scores Assistant Principal
8) Provide 3rd & 4th grade students with additional resources to practice STAAR SE's.(Motivation Math, STAAR Ready, ESC4 Workbooks, Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 9) Utilize Lead4Ward data planning tools to track and monitor student progress. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
Teachers, Principal, Heat maps, tutoring lists, assessment results Assistant Principal
10) Utilize Eduphoria for data disagregation. =
Accomplished
= Considerable
= Some Progress
Page 714
= No Progress
= Discontinue
Performance Objective 3: SCIENCE: Grades 2-4: 80% of students will demonstrate mastery of grade level requirements on campus based assessments & benchmarks. A minimum of 90% in Grades K-1 will demonstrate mastery of Performance Based Indicators on campus based assessment; A minimum of 90% of PK students will demonstrate 'School Readiness' according to CIRCLE Assessment. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Evidence that Demonstrates Success
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
2
Teachers, Principal, Walk throughs, lesson plans Science Coordinator
2
Teachers, Principal, End of unit benchmarks Assistant Principal, Science Coordinator
3) Science/SciTEK Lab will be utilized in grades K-4 for science experiments.
2
4) Science.PK will implement OWL Science curriculum.
2
5) Teachers will ensure utilization of interactive science journals in grades K-4 on a daily basis to document the learning in the classroom.
2
Teachers, Principal, SciTek lab sign in. Assistant Principal, Science Coordinator Teachers, Principal, End of unit benchmarks Assistant Principal, Science Coordinator Teachers, Principal, Lesson plans Assistant Principal, Science Coordinator
1) Science. Utilize TEKS Resource System's scope and sequence to provide a timeline for grade appropriate science instruction. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 2) Science. Curriculum based assessments will be given in grades 2-4 every three weeks and disaggregated for mastery of TEKS.
=
Accomplished
= Considerable
= Some Progress
Page 715
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 4: SOCIAL STUDIES: Grades 2-4 of students will demonstrate mastery of grade level requirements on district benchmarks. A minimum of 90% in Grades K-1 will demonstrate mastery of Performance Based Indicators on campus based assessment; A minimum of 90% of PK students will demonstrate 'School Readiness' according to CIRCLE Assessment. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Evidence that Demonstrates Success
Critical Success Factors CSF 1 CSF 4 CSF 7
2
Teachers, Principal, Lesson plans Assistant Principal,
2
Teachers, Principal, End of unit benchmarks Assistant Principal
2
Teachers, Principal, Lesson plans Assistant Principal,
1) Social Studies. Fully implement TEKS RS curriculum Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 2) Curriculum based assessments will be given in grade 2-4 at the end of each unit of instruction. 3) Provide support for the Sheltered Instruction Observation Protocol (SIOP) and ELPS for all SS teachers PK - OWL. =
Accomplished
= Considerable
= Some Progress
Page 716
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 5: Advanced Academics: Education of Gifted/Talented Students: Noonan Elementary Gifted and Talented students will complete the Texas State Plan for the Education of Gifted and Talented students. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 6 CSF 7
Evidence that Demonstrates Success
2
GT Teachers, GT Coordinator, Campus Activity Sponsors, Counselor
2
Teachers, Principal, student products, EOY results Assistant Principal,
1) Advanced Academics. Provide a learning environment, which fosters openended and limitless learning, both in cognitive and affective domains. Activities will be challenging and provide for the interest, motivation, an exceptional ability of learners in the G/T programs: Spelling Bee, TPSF project, Curriculum camps Critical Success Factors CSF 1
Formative Reviews
Student products, increased student participation
2) Provide level appropriate instruction and enrichment to gifted and talented students. Critical Success Factors CSF 1
Teachers, Principal, Walk throughs and lesson plans Assistant Principal, REading Specialist, and Reading Coach
3) Implement higher level questioning strategies from Model Curriculum Project and Curriculum Framework training. =
Accomplished
= Considerable
= Some Progress
Page 717
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 6: HEALTH AND PHYSICAL EDUCATION: Improve in the overall wellness of the students, staff as well as community members by promoting awareness of healthy lifestyles. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Health. Establish a Campus School Health Advisory Council. (SHAC).
2
2) Health. Implement Coordinated School Health Program and Leadership Team that will support the District SHAC (School Health Advisory Counsel) in an effort to improve health education instruction.
2
3) Health. Nurse to implement Hygiene Lessons.
2
4) Health/Physical Education. Participate in the Fitness Gram program in grades K-4 and complete all of the reporting requirements to TEA.
2
5) Health/Physical Education. Implement "The Always Changing Program" in 4th grade.
2
=
Accomplished
= Considerable
Formative Reviews Evidence that Demonstrates Success
PE teacher, Parent & Student surveys Principal, Assistant Principal, School Health Leadership Team, teachers PE teacher, Parent & Student surveys Principal, Assistant Principal, School Health Leadership Team, teachers , nurse PE teacher, Parent & Student surveys Principal, Assistant Principal, School Health Leadership Team, teachers PE teacher, PE para, Fitness Gram reports, Increase at least by 5% from Principal, Assistant previous year's performance. schedules Principal PE teacher, PE para, Fitness Gram reports Principal = Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 7: At-Risk Students: The number of At-Risk Students at Noonan Elementary will decrease by 10% by providing supplemental instructional activities and support services.
Strategy Description Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7 1) Reading/ELA/ Writing. After school tutorials, Intervention/ Enrichment period and Saturday Academy will be provided for students at risk in reading. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 2) At Risk. Provide supplemental services/intervention to at-risk students through: Tutorials, enrichment periods, summer school, dyslexia reading program, Learning A to Z, Reading lab, Reading Plus, Reading Specialist and Literacy Coach. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
Staff TITLE I Responsible for Monitoring 9
Classroom teachers, EOY Assessment results, 3rd & 4th grade STAAR Reading Specialist, assessment results at or above 90% Vaughn Gross Consultants, Principal Funding Sources: Rural and Low Income - $8197.25 9 Teachers, Principal, Decrease % of at risk students, Decrease % of Special Reading Specialist, Ed. referrals Reading Coach Funding Sources: St. Comp. 2, 9
Teachers, Principal, RTI plan, lesson plans Assistant Principal,Counselor,
2, 9
Teachers, Principal, Assistant Principal,Reading Coach, Reading Specialist, Director of Bilingual, Counselor Teachers, Principal, Assistant Principal,Reading Coach, Reading Specialist, Director of Bilingual, Counselor
3) Implement Response to Intervention (RTI) plan with practices and procedures for K-4 in all core content areas. Provide flexible scheduling opportunities for Tier II and III interventions during the instructional day. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 4) Monitor progress of students exited within the past two years from Bilingual/ESL services and provide accelerated instruction to those failing.
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 5) Utilize assessments instruments and classroom practices to monitor student performance and to identify at-risk student needs/intervention strategies: Running records, fluency checks & probes, TPRI & Benchmarks tests, CBA's
Evidence that Demonstrates Success
2, 9
Page 719
LPAC minutes, TELPAS reports, Eduphoria student progress monitoring form
Copies of Running records, fuency checks, TPRI reports, Eduphoria reports, data binders
Formative Reviews Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 720
= No Progress
= Discontinue
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 8: Migrant: 100% of Noonan Elementary migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers, Migrant Eduphoria documentation, Assessment data Para, Principal
1) Migrant Education. Provide differentiated instruction for PK-4 to provide targeted prescriptive instruction to individual students and small group in reading, math and writing. Teachers, Migrant student supplies Para, Principal, Assistant Principal Funding Sources: Title I, Part C - $611.86 2, 6 Teachers, Migrant Copies of advertisements, flyers, sign in sheets, parent 3) Increase awareness of the migrant program and its benefits in order to ensure Para, Principal, meetings that students and parents are able to access any services and benefits for which Assistant Principal, they are eligible through: advertisements, newspaper, flyers, home visits, Director of Federal surveys, school newspaper, and informational parent meetings. Programs 2) Provide migrant students with supplies and consumable materials to successfully complete their assignments in all classes.
=
Accomplished
2
= Considerable
= Some Progress
Page 721
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 9: Special Education: Noonan Elementary will meet all State and Federal compliance requirements for Special Education.
Strategy Description
TITLE I
1) Special Education. The district will provide Child Find awareness to ensure that all children with disabilities, ages 0-22, are able to access services/benefits.
Critical Success Factors CSF 3 CSF 7
2
4
2) Special Education. Provide training to general and SpEd teachers on modifications for the inclusion of adaptive education students in general education. Critical Success Factors CSF 3 CSF 7
4
3) Special Education. Staff development will be provided to all campuses on the ARD committee decision-making process. Critical Success Factors CSF 3 CSF 7
4
4) Training on inclusion support and co-teaching strategies will be provided to general education teachers, special education teachers, paraprofessionals and campus administrators. 5) Provide training on accommodations & modifications.
=
Accomplished
4
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Principal, Teachers, Director of SpEd, Diagnostician, Counselor Principal, Assistant Principal, Teachers, Director of SpEd, Diagnostician, Counselor
Will be in compliance with all state and federal program requirements as evidenced through October snapshot, State Performance plans, flyers, announcements, and school website.
Principal, Assistant Principal, Teachers, Director of SpEd, Diagnostician, Counselor Principal, Assistant Principal, Teachers, Director of SpEd, Diagnostician, Counselor, ESC2 consultants Principal, Assistant Principal, Teachers, Director of SpEd, Diagnostician, Counselor
Agenda, sign in sheets
Sign in sheets, agenda
The number of students in Least Restrictive Environment will increase as evidenced on the PBMAS report. Sign in sheets, agenda
Agenda, sign in sheets
= Some Progress
Page 722
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 10: NCLB: Noonan Elementary will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) School-wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
2
Bilingual Teachers, TELPAS scores, State Assessment Scores, OLPT EOY Bilingual Director, scores, EOY IPT Reading and Writing, EOY Annual LPAC members, AMAOS. Principal, Assistant Principal, Counselor
2
Bilingual Teachers, TELPAS scores, State Assessment Scores, OLPT EOY Bilingual Director, scores, EOY IPT Reading and Writing, EOY Annual LPAC members, AMAOS. Principal, Assistant Principal, Counselor Bilingual Teachers, sign in sheets, agendas, lesson plans Bilingual Director, LPAC members, Principal, Assistant Principal, Counselor Principal, Assistant Increase performance of at-risk students on all Principal, assessments, Decrease in the % of SPED Counselor, referrals/placements, EOY reports showing added Classroom teachers, value. Reading Specialist, Literacy Coach, SPED teachers Principal, Assistant Schedules, flyers, parent letters, guidance lessons Principal, Counselor
1) Bilingual Education. Utilize the Bilingual Program Data determine individual student academic progress as well as bilingual program success for the year: STAAR Reading and Writing scores, TELPAS scores, OLPT scores, IPT scores, Student Progress reports, Sheltered Instruction Strategies, ELPS. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 2) Bilingual Education. Adhere to the PBMAS Continuous Improvement Plan, Monitor performance of all ELL students and exited F&S students each six weeks. Critical Success Factors CSF 3 CSF 7
4
3) Provide professional development in sheltered instruction strategies (SIOP) and English Language Proficiency Standards (ELPS). Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
9
4) At Risk. Monitor progress of students exited within the past 2 years from SPED/Bilingual services and provide accelerated instruction to those who are failing coursework or do not pass assessments in any area. 5) Provide career education to all students through counseling and guidance curriculum and supporting activities such as career fairs and guest speakers.
=
Accomplished
2
= Considerable
= Some Progress Page 723
Evidence that Demonstrates Success
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 11: Writing: 60% of 4th grade students will demonstrate mastery on the 2015-2016 Writing STAAR state assessment
Strategy Description
TITLE I
State System Safeguard Strategies
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
2, 3, 4, 8 Administrators, Improvement in writing scores Principal, Assistant Principal
Critical Success Factors CSF 1 CSF 7 1) By the end of January, 80% of teachers will have scored 2 writing expository assessments to direct intervention groups. State System Safeguard Strategies
2, 3
Critical Success Factors CSF 1 CSF 6
Administrators, Students will be motivated in their writing and writing Principals, Teachers samples will be exhibited.
2) Writing contests and writing exhibition will be held for all students in every grade level. State System Safeguard Strategies
1, 2, 3, 8 Principals
Improvement in writing scores on second benchmark
Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 3) Teachers will collaborate during Encore Time to disaggregate writing results from Fall benchmark to guide their instructional direction for the next grading period. =
Accomplished
= Considerable
= Some Progress
Page 724
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Noonan students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of exemplary student performance. Performance Objective 12: Performance standards for SPED students will increase by 25% in reading and math on the 2016 STAAR Assessment
Strategy Description
TITLE I
State System Safeguard Strategies
Staff Responsible for Monitoring
2, 3, 9 Administrators, Principals
Critical Success Factors CSF 1 CSF 7
Formative Reviews Evidence that Demonstrates Success Walk-throughs and evaluations will show strategies are being utilized in the classroom.
1) 100% teachers will write effective TPOs and implement TIER I utilizing differentiated instructional strategies. State System Safeguard Strategies
2, 4
Critical Success Factors CSF 1 CSF 4 CSF 7
Administrators, Prinicpals
Teachers will implement all strategies that are provided by support.
2) A consultant will provide inclusion and monthly on-site support and provide feedback to SPED, General Ed and Campus Administration. =
Accomplished
= Considerable
= Some Progress
Page 725
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All Noonan Elementary students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the campus to 95% or better. Summative Evaluation: Attendance rate for the campus
%. Campus implemented attendance incentives and initiatives to increase attendance rate.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 6
2
1) Daily parent contacts will be made to determine reason for absence.
Critical Success Factors CSF 1 CSF 6
2
2) Monitor attendance and follow procedures to reduce absenteeism. Mail a letter home after 5 days. Critical Success Factors CSF 1 CSF 6
2
3) File Truancy complaint with Municipal Court after 10 unexcused absences. Critical Success Factors CSF 1 CSF 6
2
4) Recognize and award incentives to students with perfect attendance daily, weekly, bi-weekly, six weeks, semester, and EOY. 5) Implement the 'Saturday School Leadership Forum' for excessive absences.
Critical Success Factors CSF 1 CSF 6 6) Students in grades K-4 will not be given class credit for a final course grade unless the student is in attendance for at least 90% of the time the class is offered.
1, 6
Staff Responsible for Monitoring Principal, Assistant Principal, Attendance clerk, Counselor, Teachers, Paraprofessionals Principal, Assistant Principal, Attendance clerk, Counselor, Teachers, Paraprofessionals Principal, Assistant Principal, Attendance clerk, Counselor Principal, Assistant Principal, Attendance clerk, Counselor, Teachers, Paraprofessionals Principal, Assistant Principal, Attendance clerk, Counselor, Teachers, Paraprofessionals Teachers, Principal, Assistant Principal, Attendance clerk
Page 726
Formative Reviews Evidence that Demonstrates Success Increase attendance by 3%.
Increase attendance by 3%
Truancy reports
Copy of incentive plan, student's list
sign in sheets, list of students attending
Attendance reports
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 727
= No Progress
= Discontinue
Goal 2: All Noonan Elementary students will demonstrate proficiencies required for graduation. Performance Objective 2: By June 2014, the at-risk population in every grade level will decrease. Summative Evaluation: At risk population decreased to %.
Strategy Description
TITLE I
1) Dropout, Recovery, and Prevention. Implement a comprehensive, developmental Guidance and Counseling Program designed to serve all students and all student groups.
2, 9
Critical Success Factors CSF 1 CSF 4 CSF 7
9
2) Provide academic interventions (tutoring) to individual students and monitor the effectiveness of interventions. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
9
3) Provide differentiated instruction for PK-4 students. Use data to facilitate targeted, prescriptive instruction to at-risk students. 4) Conduct Student Success Team (SST) meetings as appropriate to monitor and set goals for instruction of all at-risk students.
=
Accomplished
9
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Counselor, Teachers
Counselor logs, session agendas, plans
Principal, Assistant Principal, Attendance clerk, Counselor, Teachers, PEIMS clerk, all directors Teachers, Migrant Paraprofessional, Reading Coach, Resource teacher, Principal, Assistant Principal Teachers, Reading Coach, Resource teacher, Principal, Assistant Principal, Counselor
Intervention plans, lesson plans, assessment results, student schedules
Lesson plans, Data binder
Meeting minutes, data, EOY results
= Some Progress
Page 728
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%. Summative Evaluation:
% of staff are highly qualified. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
1) Highly Qualified Staff. Recruit high-quality teachers for high needs students. Provide staff development and mentoring for all new teachers.
5
Principal, Amigos Copies of certificates
Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 7
4
Vaughn Gross EOY Summative teacher evaluation Consultants, Elementary Director, Principal, ESC2 Consultants, Reading Specialists Principal, Assistant Walk throughs Principal, Reading Coach, Reading Specialist
2) Professional Development. All professional staff will engage in researchbased professional development appropriate for their assigned grade/instructional program. Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 7
2
3) Provide training in the Model Classroom Project strategies to increase teacher effectiveness in all grade levels. Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 7
2
4) Provide Balanced Literacy training to teachers. =
Accomplished
= Considerable
Evidence that Demonstrates Success
Principal, Assistant Walk throughs Principal, Reading Coach, Reading Specialist = Some Progress
Page 729
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 25%. Summative Evaluation: The number of discipline incidences decreased by
%.
Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 6
2
Principal, Assistant PEIMS 425 report Principal, Teachers, Staff, Counselor
2
Principal, Assistant PEIMS 425 report Principal, Teachers, Staff, Counselor
1) Discipline referrals. Promote awareness and notification of Student Code of Conduct to students, parents, staff and community through distribution of the Student Code of Conduct, and campus web site. Critical Success Factors CSF 6 2) Discipline referrals. Ensure parents are notified of any discipline referral as outlined in the SCC. =
Accomplished
= Considerable
= Some Progress
Page 730
Evidence that Demonstrates Success
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease by 10%. Summative Evaluation: The number of out of school suspensions decreased from
Staff TITLE I Responsible for Monitoring
Strategy Description 1) Monitor discipline reports each six weeks to analyze number of referrals and actions taken. 2) Ensure parents are notified of any discipline referral as outlined in the Student Code of Conduct. =
.
Accomplished
Formative Reviews Evidence that Demonstrates Success
1, 2, 9, 10 Principal, Assistant Discipline reports, PEIMS 425 record Principal, PEIMS clerk 2 Principal, Assistant Parent contact logs, copy of discipline referral Principal
= Considerable
= Some Progress
Page 731
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of in school suspensions will decrease by 25%. Summative Evaluation: The number of in school suspensions decreased from
Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 3 CSF 6 1) Monitor discipline reports each six weeks to analyze number of referrals and actions taken. =
.
Accomplished
Formative Reviews Evidence that Demonstrates Success
1, 2, 9, 10 Principal, Assistant Discipline reports, PEIMS 425 record Principal, PEIMS clerk
= Considerable
= Some Progress
Page 732
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: The number of disciplinary removals to DAEP will decrease by 10%. Summative Evaluation: There were
% disciplinary removals to DAEP.
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Decrease the Annual Violent or Criminal Incidents by 5%. Summative Evaluation:
% Annual Violent or Criminal incidents reported. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 6
10
Principal, Assistant Parent & Student surveys Principal, Counselor, Teachers, Staff
2) Develop and maintain Emergency Operations Plan. Practice the following drills: Lock down drill (2x), Shelter in place, Reverse evacuation, Drop, Cover and Evacuation.
10
3) Staff must obtain and display identification card while on school grounds.
10
4) Visitors must present identification at Sign-in while on campus.
10
Principal, Assistant Principal, Counselor, Safety Committee Principal, Assistant Principal, Counselor, Safety Committee Principal, Assistant Principal, Counselor, Safety Committee, Office staff Principal, Assistant Principal, Counselor, Trained Personnel
1) Discipline. Continue the following in support of a safe and drug-free environment: Student recognition assemblies, Red Ribbon Week assemblies, Guidance lessons, Building Good Citizens for Texas, Kelso's Choices Conflict Resolution program, Bullying curriculum, Presenters from PTA (Bullying), reportabully.com
5) Provide Nonviolent Crisis Intervention Training to individuals working with populations that may require proper restraint.
4, 10
Page 733
Evidence that Demonstrates Success
Emergency plan, record of drills
Identification cards
Visitor sign-in logs.
Certificate of Attendance
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 734
= No Progress
= Discontinue
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 6: Implement the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%. Summative Evaluation: Bullying incidents decreased by
.
Strategy Description
TITLE I
1) Bullying Prevention. Olweus Bullying Prevention program will be implemented and taught to all students, Kelso's Choices Conflict Resolution, reportabully.com
2
2) 2) Guest speaker will speak to PK- 4th grade students regarding bullying prevention.
2
=
Accomplished
Staff Responsible for Monitoring
Principal, Assistant Lesson plans, schedules Principal, Counselor
Principal, Counselor Funding Sources: Local
= Considerable
Formative Reviews Evidence that Demonstrates Success
Calendar, Flyer, schedule
= Some Progress
Page 735
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 7: Provide training and skills necessary to maintain a safe environment.
Strategy Description
TITLE I
1) Safe Schools Review and revise the Emergency Operation Plan (EOP).
10
2) Safe Schools Implement the components in EOP to include all required drills.
10
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant EOY Drill form completed Principal, Staff, Director of Operations, Safety Officer Principal, Assistant EOY Drill form completed Principal, Staff, Director of Operations, Safety Officer = Some Progress
Page 736
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 8: Increase the health awareness and physical fitness of students in accordance with state initiatives. Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 9: By June 2014, the number of discipline referrals will be reduced by 10% as reported by PEIMS. Summative Evaluation: The number of discipline referrals decreased from
Strategy Description
TITLE I
Critical Success Factors CSF 6
10
1) Discipline. Continue the following in support of a safe and drug-free environment: Student recognition assemblies, Red Ribbon Week assemblies, Guidance lessons, Building Good Citizens for Texas, Kelso's Choices Conflict Resolution program, Bullying curriculum, Presenters from PTA (Bullying), reportabully.com =
Accomplished
= Considerable
as reported by PEIMS.
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Assistant Parent & Student surveys Principal, Counselor, Teachers, Staff
= Some Progress
Page 737
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Noonan Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report. Summative Evaluation: Parental Involvement participation in meetings decreased by
% as documented in the Parent Involvement Yearly report.
Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 5
6
PICC Aide, Yearly summative report Counselor, Teachers, Principal
6
PICC Aide, Yearly summative report Counselor, Teachers, Principal
6
PICC Aide, Yearly summative report Counselor, Teachers, Principal
6
PICC, Principal, Migrant Para, Counselor
Yearly summary reports will indicate 10% increase in parent participation
6
PICC, Teachers, Principal, Counselor
Yearly summative reports
1) Parent/Community Activities. Provide program awareness sessions on parenting skills with special emphasis on parents of at-risk students. Critical Success Factors CSF 5 2) Parent/Community Activities. Implement Parent education programs to include Family Literacy, Family Math, Early Reading. To ensure that the content of the AISD Parental Involvement Program complies with NCLB requirements as listed in the "NCLB Parental Involvement Checklist" published by TEA. Critical Success Factors CSF 5 3) Parent/Community Activities. Implement Family Science Night. Critical Success Factors CSF 5 4) Parents as Equal Partners. Include parents as equal partners in Title I, Title IV and Migrant Committee meetings through: orientation sessions, planning sessions, evaluation services. Critical Success Factors CSF 5 5) Home- School Connection. Expand the home-school connection through improved communication via - TxConnect, School Reach, parent meetings, parent/teacher conferences, news/media, notices/letters/newsletters to parents, school marquee, School-Parent-Student Compacts. =
Accomplished
= Considerable
Evidence that Demonstrates Success
= Some Progress
Page 738
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Noonan Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the campus, feeder campuses and community entities in regards to Transitional Services by 5%.
Strategy Description
TITLE I
1) Transitional Services. Provide collaboration of efforts and expectations between Headstart and school to improve transition services to preschool students and parents.
=
Accomplished
7
= Considerable
Staff Responsible for Monitoring Principal, Counselor, Teachers, Head Start Director
Formative Reviews Evidence that Demonstrates Success EOY Survey
= Some Progress
Page 739
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Noonan Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 3: Noonan Elementary will increase the number of parental volunteers by 10%. Summative Evaluation: Parent volunteers increased by
% from the previous year. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 5
6
PICC, Principal, Teachers
Formative Reviews Evidence that Demonstrates Success Yearly summative reports
1) Parent Volunteers. Volunteer for a minimum of 10 hours/year for end of year awards. =
Accomplished
= Considerable
= Some Progress
Page 740
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Noonan Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills. Summative Evaluation: usage.
% of the students were scheduled for and attended computer lab weekly. Istation and Think through Math reports indicate
Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 1 CSF 2 CSF 7
2
1) 2) Technology. Increase the utilization of technology resources by students and teachers utilizing Eduphoria, SciTech lab, Brain Pop Jr., I Movie, RAZ KIDS, Netrecker, Accelerated Reading, Tumblebooks, I Works, Discovery Learning, World Book Kids, Brittanica, Study Island, Reading plus, Gale data basis, flocabulary. Critical Success Factors CSF 1 CSF 2 CSF 7
Formative Reviews Evidence that Demonstrates Success
Principal, Teachers, Print statistics of use for web-based programs Curriculum directors, Technology director
Funding Sources: St. Comp. - $1200.00 2
Teachers, Computer EOY reports, Technology projects lab technician
2) Technology Projects Students will utilize internet and campus-based software programs to increase skills to meet or exceed TEKS requirements at each grade level. =
Accomplished
= Considerable
= Some Progress
Page 741
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Noonan Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide the knowledge skills and resources necessary for all educators to fully integrate technology into the curriculum. Summative Evaluation: According to the STarChart classification, Noonan staff is classified as Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 1 CSF 4 CSF 7
2
1) Technology. Increase the teacher effectiveness by integrating effective technological tools. =
Accomplished
= Considerable
. Formative Reviews
Evidence that Demonstrates Success
Principal, Teachers, Print statistics of use for web-based programs Curriculum directors, Technology director
= Some Progress
Page 742
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Noonan Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community. Summative Evaluation: Goal 6: All Noonan Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: Provide the knowledge and skills necessary to fully integrate technology into administrative functions and allow all administrators to make informed decisions on technology acquisitions and usage. Summative Evaluation: According to the STarChart classification, Noonan staff is classified as
.
Goal 6: All Noonan Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: 100% of the teachers will integrate technology curriculum. Summative Evaluation:
% of teachers integrate technology curriculum.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 4 CSF 7
2
1) Technology. Increase the utilization of technology resources by students and teachers utilizing Eduphoria, SciTech lab, Brain Pop Jr., Orchard, Learning.com, My Reading Coach, Pages, I Movie, RAZ KIDS, iReady, I DVD, Timeliner, Netrecker, Accelerated Math, Tumblebooks, Kid Pix, I Works, Kidspiration, Discovery Learning, World Book Kids, Brittanica, Ebsco, Reading Plus, Matheletics. =
Accomplished
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Principal, Teachers, Print statistics of use for web-based programs Curriculum directors, Technology director
Funding Sources: St. Comp.
= Considerable
= Some Progress
Page 743
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
5
Monitor Writing process at each grade level using a standard writing rubric each six weeks.
1
1
14
Design lessons that ensure learning at higher more rigorous levels of learning through the implementation of the Model Classroom Project strategies, Marcia Tate strategies, and high yield teaching strategies.
1
1
15
Teachers will utilize a diagnostic, prescriptive, targeted approach to teaching based on data analysis
1
1
16
Utilize Balanced Literacy components and Genre Study strategies to improve academic performance.
1
1
20
Continue with implementation of TLI
1
11
1
By the end of January, 80% of teachers will have scored 2 writing expository assessments to direct intervention groups.
1
11
2
Writing contests and writing exhibition will be held for all students in every grade level.
1
11
3
Teachers will collaborate during Encore Time to disaggregate writing results from Fall benchmark to guide their instructional direction for the next grading period.
1
12
1
100% teachers will write effective TPOs and implement TIER I utilizing differentiated instructional strategies.
1
12
2
A consultant will provide inclusion and monthly on-site support and provide feedback to SPED, General Ed and Campus Administration.
Page 744
State Compensatory Budget for Noonan Elementary School: Account Code
Account Title
Budget
6100 Payroll Costs 270
6118 Extra Duty Stipend - Locally Defined
$5,718.75
211
6119 Salaries or Wages - Teachers and Other Professional Personnel
$80,608.00
211
6129 Salaries or Wages for Support Personnel
$27,207.45 6100 Subtotal:
$113,534.20
6300 Supplies and Services 163
6329 Reading Materials
$11,394.24
163
6396 Supplies and Materials - Locally Defined
$11,042.03
163
6399 General Supplies
$5,619.73
211
6399 General Supplies
$5,436.00
270
6399 General Supplies
$3,646.70 6300 Subtotal:
$37,138.70
6400 Other Operating Costs 163
6499 Miscellaneous Operating Costs
$194.65 6400 Subtotal:
Page 745
$194.65
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified professional teachers are addressed in the Comprehensive Needs Assessment. Please refer to the CNA.
Page 746
Campus Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
1
1
17
$4,062.10
1
2
8
$0.00 Sub-Total
Amount
$4,062.10
Rural and Low Income Goal
Objective
Strategy
Resources Needed
Account Code
1
1
17
$760.00
1
2
8
$2,876.48
1
7
1
$8,197.25 Sub-Total
Amount
$11,833.73
Local Goal
Objective
Strategy
4
6
2
Resources Needed
Account Code
N/A
Amount $0.00
Sub-Total
$0.00
St. Comp. Goal
Objective
Strategy
Resources Needed
Account Code
1
1
3
$0.00
1
1
7
$0.00
1
1
17
$7,929.79
1
2
1
$0.00
1
2
8
$1,186.00
1
7
2
$0.00
6
1
1
$1,200.00
6
5
1
$0.00 Sub-Total Page 747
Amount
$10,315.79
Title I, Part C Goal
Objective
Strategy
1
8
2
Resources Needed
Account Code
Amount $611.86
Sub-Total Grand Total
Noonan Elementary School Generated by Plan4Learning.com
Page 748
$611.86 $26,823.48
Campus #104 December 7, 2015 12:49 pm
Alice Independent School District Saenz Elementary School 2015-2016 Campus Improvement Plan
Page 749
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Demographics ..................................................................................................................................................................................................................................... 3 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 6 Curriculum, Instruction, and Assessment ......................................................................................................................................................................................... 7 Family and Community Involvement ............................................................................................................................................................................... 8 School Context and Organization ...................................................................................................................................................................................................... 9 Technology .................................................................................................................................................................................................... 10 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Goals ................................................................................................................................................................................................................ 12 Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. ......................................... 11 Goal 2: All Saenz Elementary students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Goal 5: All Saenz Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Goal 6: All Saenz Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ........... 38 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Instruction by highly qualified professional teachers ........................................................................................................................................... 43 Ten Schoolwide Components ........................................................................................................................................................................... 43
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Comprehensive Needs Assessment Demographics
Demographics Summary 91% Hispanic, 7% White, 0.04% African American, 91% Econ Disadvantaged There has been a slight increase in enrollment. 9.9% ELL, 3.0% GT, 11% Spec Ed There has been an increase in enrollment for special programs due to addition of Spec Ed Units. The majority of migrant and/or at-risk students are mostly Hispanic and Economically Disadvantaged students. 16% Migrants students generally remain for the entire school year. Migrant students come from all areas of the school zone. Staff demographics 80% Hispanic and 20% White Teacher/student ratios are 18.1-22.0%
Demographics Strengths Staff demographics reflect student demographics. Increase in number of ELL students exciting the program.
Demographics Needs Decrease the population of Spec Ed program. Increase the population of GT program. Decrease at-risk percentage of students.
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Student Achievement
Student Achievement Summary Student data is disaggregated using Eduphoria as a tool. There is no significant difference in student achievement from one data source to another. The campus is predominantly hispanic and low socioeconomic. Reading has shown growth at a 5-6% rate according to state standards. Our predominant groups are making progress. Students who receive intervention instruction are showing an increase in student achievement. Longitudinal student achievement data indicate there is a steady increase in student achievement. Data reflects more improvement in reading than in math. When disaggregated at various levels of depth data indicate specific skills to target. Target students make progress in reading and math.
Student Achievement Strengths Reading has shown growth at a 5-6% rate according to state standards. Our predominant groups are making progress. Longitudinal student achievement data indicate there is a steady increase in student achievement.
Student Achievement Needs Increase student achievement in math Increase student achievement in reading Specific skills need to be targeted.
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School Culture and Climate
School Culture and Climate Summary The vision and mission are consistently communicated. Students activities are designed to support the mission. There has been a decrease in discipline referrals. Classroom management reflects the organization of the school. All is designed for student achievement. Third and fourth grade students are invited to join Orff Ensemble and Choir; 2nd, 3rd, and 4th grade students can join the jump rope team. Facilities are adequate and improvements are being made continuously.
School Culture and Climate Strengths Decrease in discipline referrals. Providing several extracurricular activities for students.
School Culture and Climate Needs Improvement in facilities
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary All staff is highly qualified. Teachers are provided with follow-up data for teacher performance through feedback sessions. Teacher recruitment is done through the Human Resource Office. Highly effective staff work with high need students through scheduling of Intervention and Enrichment sessions. New staff is provided with extensive professional development. To support continuous improvement the CIP is reviewed by the SBDM and by the staff. Staff development is scheduled on campus according to teacher needs. Individuals decisions regarding professional development are determined during evaluation of the Campus Improvement Plan, and teacher feedback sessions. Staff have attended ELA professional development with VGC.
Staff Quality, Recruitment, and Retention Strengths All staff is highly qualified. Highly effective staff work with high need students through scheduling of Intervention and Enrichment sessions. Staff development is scheduled on campus according to teacher needs.
Staff Quality, Recruitment, and Retention Needs Staff attendance rate
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary CSOPE is aligned with the TEKS and assessment standards. Results from progress monitoring, unit assessments, and benchmark assessments are analyzed to guide curriculum, instruction and assessment. It is essential that instruction does not deviate from timelines, etc. The CSCOPE curriculum, instructional and assessment practices are research based and support the changes in educational goals. Learning takes place in various ways and the way achievement is measured is also changing. Curriculum is monitored, evaluated, and renewed through data meetings and principal and teacher conferences. Instructional practices target student learning needs. Progress monitoring determines the effectiveness of practices. Interventions are provided in Tier II and III instruction and are identified by assessment results and are monitored regularly. The incorporation of effective classroom practices increases student engagement. Unit assessments from the CSCOPE curriculum are administered. Assessments provide a comprehensive and representative sampling of student performance because they are aligned with the curriculum.
Curriculum, Instruction, and Assessment Strengths Interventions are provided in Tier II and III instruction and are identified by assessment results and are monitored regularly. The majority of these students make significant progress. Results from progress monitoring, unit assessments, and benchmark assessments are analyzed to guide curriculum, instruction and assessment. Curriculum is monitored, evaluated, and renewed through data meetings and principal and teacher conferences.
Curriculum, Instruction, and Assessment Needs It is essential that instruction does not deviate from timelines. Increase incorporation of effective classroom practices to increase student engagement.
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Family and Community Involvement
Family and Community Involvement Summary Documentation indicates that parents attend student conferences, parent meetings, literacy events, etc that are sponsored by the school. Families and community members are involved in school decisions by being invited to be part of the SBDM committee. A series of parent meetings are held as services to encourage healthy family relationships. Spanish is another language that families speak. Some correspondence is provided in Spanish ad Bilingual meetings are held. Students in special programs are provided support through guidance classes, dyslexia or small group instruction in the classroom and in a pull out setting, research and computer based reading programs. Community partnerships that support families and students include Boys and Girls Club, representatives from various agencies that participate in Career Fair, campus visitations, etc.
Family and Community Involvement Strengths Documentation indicates that parents attend student conferences, parent meetings, literacy events, etc that are sponsored by the school. Students in special programs are provided support through guidance classes, dyslexia or small group insturction in the classrom and in a pull out setting, research and computer based reading programs. Families and community members are involved in school decisions by being invited to be part of the SBDM committee.
Family and Community Involvement Needs Increase correspondence in Spanish. Increase parental involvement in student conferences, parent meetings, literacy events, etc that are sponsored by the school.
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School Context and Organization
School Context and Organization Summary Time is devoted to subjects in which students perform poorly during the Intervention/Enrichment period. Teachers have a voice in decision making and school policies through Action Committees and SBDM. The district and VGC determine the assessments to be determined for evaluation. School expectations reveal that the higher the expectations and standards, the higher student achievement.
School Context and Organization Strengths Teachers have a voice in decision making and school policies through Action Committees and SBDM. Time is devoted to subjects in which students perform poorly during the Intervention/Enrichment period. School expectations reveal that the higher the expectations and standards, the higher student achievement.
School Context and Organization Needs Increase student expectations.
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Technology
Technology Summary Technology inventory includes computers in labs and classrooms, smart boards in the library and 2 special ed classrooms, document cameras, class pads. Staff and students are fairly proficient in technology. Staff value technology as a tool and need additional training. A barrier that prevents effective use of technology is when computers stop working and need repair or upgrades. No professional development has been provided in technology. Technology is used in reading and math programs. All users have access. Technology is necessary for CSCOPE, Eduphoria and DMAC
Technology Strengths Staff value technology as a tool. Technology is used in reading and math programs. All users have access.
Technology Needs No professional development has been provided in technology. Increase in technology inventory. A barrier that prevents effective use of technology is when computers stop working and need repair or upgrades.
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Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis:
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Goals Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 1: ELAR Student Achievement: 1) A minimum of 85% of all students will meet the state assessment standard; 2) A minimum of 90% in Kinder and 80% in grades 1 and 2 will be developed in comprehension on the EOY Texas Primary Reading Inventory; 3) A minimum of 80% of PK students will meet or exceed proficient standards on all 3 areas of literacy as measured on CIRCLE Assessments. Summative Evaluation:
Strategy Description 1) Implement strategies in literacy instruction within a balanced literacy framework which include targeted vocabulary instruction, high-yield instructional strategies presented in staff development and on-site support/coaching sessions in collaboration with the STCC, UT-VGC, Collette Consulting (K-4), and MCP.
2) Provide professional development for complete implementation of TEKS Resource System English/Language Arts and Reading curriculum including FIG documents developed by the STCC (K-4).
TITLE I
Staff Responsible for Monitoring
1, 4
Formative Reviews Evidence that Demonstrates Success
UT- VGC , TLI Assessment Reports: TPRI, OWL Assessments, Grant Project CIRCLE, DIBELS, ReadingPlus, iStation, District unit Director, Literacy and benchmark assessments, STAAR and TELPAS Coach, Collette Progress monitoring and report cards Consulting, MCP, Reading Specialist, School Principal, Classroom Teachers 1, 3, 4 Assistant Assessment Reports: TPRI, OWL Assessments, Superintendent of CIRCLE, DIBELS, ReadingPlus, iStation, District unit Instruction, School and benchmark assessments, STAAR and TELPAS Principal, Literacy Progress monitoring and report cards Coach, Reading Specialist, , Classroom Teachers
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3) Provide dyslexia services for identified dyslexic students using MTA.
4) Analyze data using AWARE and Lead4ward resources to monitor student performance and to drive targeted instruction.
5) Increase observations, walkthroughs, coaching, and modeling of instruction, and provide consistent feedback to teachers.
6) Provide high quality professional development for Bilingual Teachers, and ELAR teachers of ELL students, to ensure full implementation of all ELL strategies.
7) Provide students with enrichment and intervention instruction during TierI, Tier II, Tier III, IE, and during in-day and extended day tutorials.
1, 9
Director of Monitoring Instrument for MTA, Teacher Instructional documentation, summative reports, ReadingPlus Services, Assistant reports, iStation reports, Unit and Benchmark Superintendent for Assessments Curriculum, Principals, Reading Specialist, Literacy Coach, ELAR teachers 1, 3, 4, 8, Principals, Literacy Data meeting documentation, data reports on student 9 Coach, Reading performance on TPRI, OWL Assessments, CIRCLE, Specialist, Assistant DIBELS, ReadingPlus, iStation, District Unit and Superintendent for Benchmark Assessments, STAAR and TELPAS. Curriculum, Classroom teachers, Progress monitoring and report cards 1, 3, 4, 8, Assistant PDAS reports, Debriefing Reflection Forms, Lesson 9 Superintendent for Plans, Assessment reports Curriculum, UTVGC Consultants, TLI Grant Project Director, Principals, Literacy Coach, Collette Consulting 1, 3, 4, 9 Director of Assessment Reports: TPRI, OWL Assessments, Bilingual/ESL, CIRCLE, DIBELS, ReadingPlus, iStation, District unit Principals, Assistant and benchmark assessments, STAAR and TELPAS Superintendent for Progress monitoring and report cards Curriculum, Bilingual teachers, ELAR teachers 1, 3, 8, 9 Classroom Assessment Reports: TPRI, OWL Assessments, Teachers, CIRCLE, DIBELS, ReadingPlus, iStation, District unit Principals, Literacy and benchmark assessments, STAAR and TELPAS Coach, Reading Progress monitoring and report cards Specialist, Instructional Paraprofessionals
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8) Provide continuous staff development in the implementation of Model Classroom Project (John Sumara).
9) Implement STAAR4ward strategies and utilize instructional Lead4ward resources in ELAR for instruction and data analysis.
=
Accomplished
1, 3, 4, 5, Assistant PDAS documentation, Debriefing Reflection Forms, 9 Superintendent for eClassroom login information Curriculum and Instruction, TLI Grant Project Director, Classroom Teachers, Principals, Literacy Coach, Reading Specialist 1, 3, 9 Classroom Assessment Reports: TPRI, OWL Assessments, Teachers, CIRCLE, DIBELS, ReadingPlus, iStation, District unit Principals, Literacy and benchmark assessments, STAAR and TELPAS Coach, Reading Progress monitoring and report cards Specialist, Directors of Instruction PDAS Documentation, Debriefing Reflection Forms = Considerable
= Some Progress
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= No Progress
= Discontinue
Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 2: MATH Student Achievement: 1) A minimum of 60% of all students will meet the state assessment standard; [Index 1]; 2) A minimum of 85% of students will meet or exceed district mastery criteria on the Amplify math assessment; 3) A minimum of 85% of all 2nd grade students will pass the district developed end of year assessment 4) A minimum of 85% of PK students will demonstrate "School Readiness" according to CIRCLE Math Assessment.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Instruction will be based on TEKS Resource System, including FIGS, and math rollouts using high-yield strategies with an emphasis on academic vocabulary.
1, 2, 4, 9 Assistant Assessment Reports: CIRCLE Math, M-Class Math Superintendent for (K-3), District Unit and Benchmark assessments (2-4), Instruction, Director STAAR Math of Instructional Services for Math, Progress monitoring and report cards Classroom Teachers, Principals, Math Consultants
2) Provide students with enrichment and intervention instruction during TierI, Tier II, Tier III, IE, and during in-day and extended day tutorials.
1, 3, 9 Assistant Assessment Reports: CIRCLE Math, M-Class Math Superintendent for (K-3), District Unit and Benchmark assessments (2-4), Instruction, Director STAAR Math, Mathletics reports. of Instructional Services for Math, Lesson plans including IE and tutorial plans Classroom Teachers, Principals Progress monitoring and report cards
3) Analyze data using AWARE and Lead4ward resources to monitor student performance and to drive targeted instruction.
1, 4, 8, 9 Assistant PDAS documentation, Utilization of Lead4ward Superintendent for Resource Documents, Lesson plans including IE and Instruction, Director tutorial plans of Instructional Services for Math, Assessment Reports: CIRCLE Math, M-Class Math Classroom (K-3), District Unit and Benchmark assessments (2-4), Teachers, Principals STAAR Math, Mathletics reports. Progress monitoring and report cards
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1, 3, 8, 9 Assistant STAAR Math Grades 3-4, Unit Assessment Results 2Superintendent for 4, Benchmark Results 2-4, lesson plans including IE Instruction, Director and tutorial plans, Mathletics, Planning Reflection of Instructional Forms, Cadre Meeting Reflections and Sign-in sheets Services for Math, Classroom Teachers, Principals PDAS documentation, Utilization of Lead4ward 5) Implement STAAR4ward strategies and utilize instructional Lead4ward Math 1, 3, 8, 9 Assistant Superintendent for Resource Documents, Lesson plans including IE and resources for instruction and data analysis. Instruction, Director tutorial plans, Cadre Meeting Sign in sheets of Instructional Services for Math, Assessment Reports: CIRCLE Math, M-Class Math Classroom (K-3), District Unit and Benchmark assessments (2-4), Teachers, Principals STAAR Math, Mathletics reports. 4) Increase observations, walkthroughs, coaching, and modeling of instruction, and provide consistent feedback to teachers.
Progress monitoring and report cards =
Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Performance Objective 3: SCIENCE: 1) A minimum of 90% in Grades K-4 will demonstrate mastery of Performance Based Indicators (TEKS Resource System); 2) A minimum of 90% of students will demonstrate mastery on Unit Assessments (Grades 2-4) and Benchmark Assessments (Grade 4).
Strategy Description
TITLE I
1) Science instruction will be based on the TEKS Resource System (OWL for PK) and supplemental materials, such as Pearson, United Streaming with an emphasis on science vocabulary
2
2) Students in grades 2-4 will be required to participate in Science Fair. Students in grades K-1 will complete a class science project and are encouraged to enter individual projects in the Science Fair.
2
3) Implement high-yield strategies learned in staff development and planning, including Navigating the ELPS, interactive word wall and interactive journals. (K-4)
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Grade level Science Science Unit Assessments (2-4), Benchmark Representative, Assessments (4), Report Cards Classroom Teachers, School Principal, Director of Instructional Services (Science) Science Cadre, Science Unit Assessments (2-4), Benchmark Classroom Assessments (4), Report Cards, Saenz Elementary Teachers, Science Fair Project Proposal Notebook, Sign in sheets Principals, Director from Family Science Night of Instructional Services (Science) Grade level Science Science Unit Assessments (2-4), Benchmark Representative, Assessments (4), Report Cards Classroom Teachers, School Principal = Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 4: SOCIAL STUDIES: 1) A minimum of 90% in Grades K-4 will demonstrate mastery of Performance Based Indicators (TEKS Resource System); 2) A minimum of 90% of students will demonstrate mastery on Unit Assessments (Grades 2-4).
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Social Studies instruction will be based on the TEKS Resource System (OWL for PK) and supplemental materials, such as Pearson, United Streaming with an emphasis on social studies vocabulary.
2
Social Studies Social Studies Unit Assessments (Grades 2-4), Report Cadre, Classroom Cards Teachers, Principals
2) Integration of Social Studies vocabulary will begin in PK with each grade level expanding according to their grade level TEKS.
2
Social Studies Social Studies Unit Assessments (Grades 2-4), Report Cadre, Classroom Cards Teachers, Principals Social Studies Social Studies Unit Assessments (Grades 2-4), Report Cadre, Classroom Cards Teachers, Principals
3) Implement high-yield strategies learned in staff development and planning, including Navigating the ELPS, interactive word wall and interactive journals. (K-4) =
Accomplished
= Considerable
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 5: Advanced Academics: Education of Gifted/Talented Students Saenz Elementary will meet the Exemplary level of the Texas State Plan for the Education of Gifted/Talented Students. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Teach enriched curriculum units for Talent Pool (K-2) and TAGS (3-4) students using supplemental materials during the day, including the IE period.
2
2) Provide after school activities for all students including Spelling Bee, DI, Choir, Orff Ensemble, and Jump Team.
2
3) Implement research methods, utilize rubrics, and strategies from Texas Performance Standards professional development.
4
4) Identified students will receive differentiated enrichment instruction during Tier I and IE.
=
Accomplished
= Considerable
Formative Reviews Evidence that Demonstrates Success
G/T Teachers, And Benchmark results, Increased number of G/T students teachers G/T scheduled in out of school activities, Event Results Coordinator, Librarian, Music Teacher, Principals Classroom and G/T Benchmark results, Increased number of G/T students Teachers, G/T scheduled in after school activities, Event Results Coordinator, Librarian, Music Teacher, PE Coach, DI Coaches, Principals G/T Teachers, Benchmark results, Increased number of G/T students Classroom scheduled in out of school activities, Event Results Teachers, G/T Coordinator, Librarian, Music Teacher, Principals Classroom teachers, Performance Results: Unit, Benchmark, and STAAR Principals, G/T Results Coordinator = Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 6: HEALTH AND PHYSICAL EDUCATION: Improve the overall wellness of the students, staff and community members by promoting awareness of healthy lifestyles. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) Participate in the Fitness Gram program in grades K-4 and complete all of the reporting requirements to TEA.
2
Physical Education Fitness Gram reports on all students 2-4 Teacher, Principals
2) Provide moderate to rigorous daily physical activity for at least 30 minutes of each P.E. class throughout the school year. Jump Rope Team, Beach to Bay
2
Physical Education Fitness Gram reports on all students 2-4 Teacher, Principals
3) Meet with the School Health Advisory Council (SHAC) a minimum of four times to assist the District in ensuring that local community values and health issues are reflected in the District's health education instruction.
2
Campus SHAC Committee
4) Implement the Coordinated Approach to Child Health (CATCH) Teams (K8) that develop goals and objectives based on fitness assessment data, academic performance and attendance rates and ensure students are reaching required moderate to vigorous physical activity as indicated by SHAC.
2
Physical Education Fitness Gram reports on all students 2-4, Campus P.E. Teacher, Principals schedules, SHAC meeting dates
5) Continue implementation of instruction in Human Sexuality in grade 4 as adopted by the Board of Trustees as recommended by the SHAC.
2
Physical Education Fitness Gram reports on all students 2-4, Campus P.E. Teacher, Principals schedules, SHAC meeting dates
=
Accomplished
= Considerable
Fitness Gram reports on all students 2-4
= Some Progress
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= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 7: At-Risk Students: The number of At-Risk Students at Saenz Elementary will decrease by 10% by providing supplemental instructional activities and support services.
Strategy Description
Staff TITLE I Responsible for Monitoring
1) Provide targeted instruction in reading, language arts, and math for at-risk students during I/E and in-day and extended day tutorials.
9
2) Instruction will include flexible grouping and differentiation based on student needs.
9
3) Conduct progress monitoring with at risk students with iStation, ReadingPlus, and Mathletics.
9
RTI Team, Vaughn Gross Center Consultants, Classroom Teachers, Instructional Teacher Assistants, All staff members RTI Team, Vaughn Gross Center Consultants, Classroom Teachers, Instructional Teacher Assistants, All staff members RTI Team, Vaughn Gross Center Consultants, Classroom Teachers, Instructional Teacher Assistants, All staff members
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Formative Reviews Evidence that Demonstrates Success TPRI EOY results, STAAR Reading, Writing, and Math results, DIEBELS EOY results, Benchmark rsults, M-Class Math Assessment (K-3), 2nd Grade EOY Assessment for Math, EOY CIRCLE Assessment results
TPRI EOY results, STAAR Reading, Writing, and Math results, DIEBELS EOY results, Benchmark rsults, M-Class Math Assessment (K-3), 2nd Grade EOY Assessment for Math, EOY CIRCLE Assessment results
TPRI EOY results, STAAR Reading, Writing, and Math results, DIEBELS EOY results, Benchmark rsults, M-Class Math Assessment (K-3), 2nd Grade EOY Assessment for Math, EOY CIRCLE Assessment results
Nov Jan Mar June
9
4) Mentors will be assigned for at-risk students.
5) Provide identified at-risk students with enrichment and intervention instruction (utilizing RtI plan) during Tier I, Tier II, Tier III, and IE, in-day and extended day tutorials.
6) Identified at-risk students will receive targeted and differentiated instruction including enrichment and intervention during Tiers I and II instruction, including IE, reading lab and/or tutorials (during the day and/or extended day). (K-4)
=
Accomplished
= Considerable
Community Volunteers, RTI Team, Vaughn Gross Center Consultants, Classroom Teachers, Instructional Teacher Assistants, All staff members RTI Team, Vaughn Gross Center Consultants, Classroom Teachers, Instructional Teacher Assistants, All staff members Classroom Teachers, Principals, Literacy Coach, Reading Specialist
TPRI EOY results, STAAR Reading, Writing, and Math results, DIEBELS EOY results, Benchmark rsults, M-Class Math Assessment (K-3), 2nd Grade EOY Assessment for Math, EOY CIRCLE Assessment results
TPRI EOY results, STAAR Reading, Writing, and Math results, DIEBELS EOY results, Benchmark rsults, M-Class Math Assessment (K-3), 2nd Grade EOY Assessment for Math, EOY CIRCLE Assessment results
TPRI, ReadingPlus Reports, TELPAS, CIRCLE, iStation reports, unit and benchmark assessments
= Some Progress
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= No Progress
= Discontinue
Performance Objective 8: Migrant: 90% of Saenz Elementary migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP). Staff TITLE I Responsible for Monitoring
Strategy Description 1) Provide migrant students with supplies and consumable materials to successfully complete their assignments in all classes.
2
2) Migrant students will be provided clothing and hygienic supplies to help with home and school environment as well as assist with school attendance.
2
3) Migrant students will be provided with after-school tutorials twice per week to obtain passing STAAR scores.
2, 9
4) Migrant parents will be encouraged to attend a parent meeting at least five times per year by providing incentives.
2, 6
5) Provide workshops and support services for parents of migrant students (e.g., Family Literacy Nights, Technology Nights, Parent Advisory Council).
6
6) Identified migrant students will receive targeted and differentiated instruction including enrichment and intervention during Tiers I and II instruction, including IE, reading lab and/or tutorials (during the day and/or extended day). (K-4)
=
Accomplished
= Considerable
Classroom Teachers; School Principals; Migrant Instructional Aide Classroom Teachers; School Principals; Migrant Instructional Aide Classroom Teachers; School Principals; Migrant Instructional Aide Classroom Teachers; School Principals; Migrant Instructional Aide Classroom Teachers; School Principals; Migrant Instructional Aide Classroom Teachers, Principals, Literacy Coach, Reading Specialist
Formative Reviews Evidence that Demonstrates Success Record of home visits, sign in sheets, tutorial logs
Record of home visits, sign in sheets, tutorial logs
Record of home visits, sign in sheets, tutorial logs
Record of home visits, sign in sheets, tutorial logs
Record of home visits, sign in sheets, tutorial logs
TPRI, ReadingPlus Reports, TELPAS, CIRCLE, iStation reports, unit and benchmark assessments
= Some Progress
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= No Progress
= Discontinue
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Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 9: Special Education: Saenz Elementary will meet all State and Federal compliance requirements for Special Education.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Principals, Counselors, and Teachers will participate in training for STAAR modified and STAAR Alternative participation requirements. Training will include updated information on allowable accommodations, modifications, inclusion and the ARD committee process.
4
School Principal, Increase in number of students in Special Education SPED Department passing the STAAR Staff
2) Increase STAAR Reading, Writing, & Math passing rate for students in Special Education.
2
Classroom Teachers, SPED Department Staff, ARD Committee, School Principal Classroom Teachers, Principals, Literacy Coach, Reading Specialist
3) Identified special education students will receive targeted and differentiated instruction including enrichment and intervention during Tiers I, II and III instruction, including IE, reading lab and/or tutorials (during the day and/or extended day). (K-4)
=
Accomplished
= Considerable
The number of students in Special Education passing the STAAR will increase.
TPRI, ReadingPlus Reports, TELPAS, CIRCLE, iStation reports, unit and benchmark assessments
= Some Progress
Page 772
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Saenz Elementary students will demonstrate academic growth and will achieve state assessment standards at Phase II calculated across all subject areas tested at the campus [Index 1] and federal standards with an ultimate goal of exemplary student performance. Performance Objective 10: NCLB: Saenz Elementary will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) School-wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education.
Strategy Description
TITLE I
1) Utilize the Comprehensive Needs Assessment to strengthen the Campus Improvement Plan to include research-based best practices and strategies. 2) Improve campus-level family involvement by providing parent informational meetings to include strategies to engage families in the education of students.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Classroom Teachers, School Principal Classroom Teachers, Principals, Parental Involvement Coordinator
Formative Reviews Evidence that Demonstrates Success Copy of the Campus Comprehensive Needs Assessment Sign in sheets, website, Facebook page, Marquee, Flyers, Parent Conference Logs, Parental Involvement Monthly Report
= Some Progress
Page 773
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All Saenz Elementary students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the campus to 95% or better.
Strategy Description
TITLE I
1) Incentives and rewards will be provided for students with Perfect Attendance at the end of each week, three weeks, six weeks, semester and at the end of the year.
2
2) Preliminary Absence Reports will be completed by teacher and parents will be contacted the first hour of the day.
2
3) Documentation log binder will be kept in the office to document tardies and early releases for each student.
2
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Attendance Clerk, Percentage of Perfect Attendance, AEIS Report Classroom Teachers, Attendance Committee, Student Advocacy Committee, JWC Truancy Court Judge, School Counselor, ARD Committee Attendance Clerk, Percentage of Perfect Attendance, AEIS Report Classroom Teachers, Attendance Committee, JWC Truancy Court Judge, School Counselor, ARD Committee Attendance Clerk, Percentage of Perfect Attendance, AEIS Report Classroom Teachers, Attendance Committee, JWC Truancy Court Judge, School Counselor, ARD Committee
Page 774
Nov Jan Mar June
4) Letters will be sent to the parents addressing tardiness, excessive early releases, and excessive absences.
6
5) Home visits will be conducted and parent conferences will be held for students with excessive absences.
6
6) Parents of students who are consistently absent will be referred to Truancy Court.
2
=
Accomplished
= Considerable
Attendance Clerk, Percentage of Perfect Attendance, AEIS Report Classroom Teachers, Attendance Committee, JWC Truancy Court Judge, School Counselor, ARD Committee Attendance Clerk, Percentage of Perfect Attendance, AEIS Report Classroom Teachers, Attendance Committee, JWC Truancy Court Judge, School Counselor, ARD Committee, Principal Attendance Clerk, Percentage of Perfect Attendance, AEIS Report Classroom Teachers, Attendance Committee, JWC Truancy Court Judge, School Counselor, ARD Committee, Principal = Some Progress
Page 775
= No Progress
= Discontinue
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%.
Strategy Description
TITLE I
1) All staff members will participate in professional development in the current research based instructional strategies.
4
2) Provide mentoring to new teachers and teachers new to a grade level.
5
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
AISD, Vaughn Sign-in sheets, Certificates Gross Consultants, Special Education Director, Saenz staff, ESC 2 Consultants, Literacy Coach, Reading Specialist AISD, Vaughn Sign-in sheets, Certificates Gross Consultants, Special Education Director, Saenz staff, ESC 2 Consultants, Literacy Coach, Reading Specialist = Some Progress
Page 776
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 25%.
Strategy Description
TITLE I
1) Continue implementation of the school-wide discipline plan (Consistency Works!).
2
2) Incorporate The Essential 55 rules as part of student expectations and SOAR Discipline Poster.
2
3) Provide incentives and awards for good behavior.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies, Student Advocacy Committee Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies School Counselor, PEIMS Report 425 Principal, Outside agencies, Student Advocacy Committee = Some Progress
Page 777
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease by 10%.
Strategy Description
TITLE I
1) Continue implementation of the school-wide discipline plan (Consistency Works!).
2
2) Continue incorporating The Essential 55 rules as part of student expectations.
2
3) Provide incentives and awards for good behavior, including Superstar Store.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies = Some Progress
Page 778
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of disciplinary removals to DAEP will decrease by 10%.
Strategy Description
TITLE I
1) Continue implementation of the school-wide discipline plan (Consistency Works!).
2
2) Continue incorporating The Essential 55 rules as part of student expectations.
2
3) Provide incentives and awards for good behavior.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies = Some Progress
Page 779
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: Decrease the Annual Violent or Criminal Incidents by 5%.
Strategy Description
TITLE I
1) Continue implementation of the school-wide discipline plan (Consistency Works!).
2
2) Continue incorporating The Essential 55 rules as part of student expectations.
2
3) Ensure compliance with all federal and district policies regarding visitors/volunteer procedures.
10
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside agencies Individual Mentors, PEIMS Report 425 School Counselor, Principal, Outside Agencies Director of Post drill debriefing forms Operations, Safety Officer, Principal, Climate Action Committee = Some Progress
Page 780
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Implement the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%.
Strategy Description
TITLE I 2
1) Implement the No Bully Zone Campaign
2) Guidance Lessons, class meetings, and individual conferences will be implemented.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Director of Bullying Documentation forms, Discipline Reports Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide Counselor, Bullying Documentation forms, Discipline Reports Classroom teachers, Principals = Some Progress
Page 781
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 6: Maintain a safe environment for students and staff.
Strategy Description
TITLE I
1) Notify parents of the visitor/volunteer procedures through the Home School Connection.
2
2) Provide orientation meetings for parents.
6
3) Ensure compliance with all federal and district policies regarding visitors/volunteer procedures.
10
4) Continue safe and drug free activities including Red Ribbon Week, Building Good Citizens for Texas, Kelso-Conflict Resolution Program, character education guidance lessons, Superstar Rallies.
10
5) Implement the Coordinated School Health Program and Leadership Team that will support the District SHAC (School Health Advisory Counsel) in an effort to improve health education instruction.
2
Staff Responsible for Monitoring Director of Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide Director of Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide Director of Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide Director of Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide Director of Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide
Page 782
Formative Reviews Evidence that Demonstrates Success Home School Connection, Completed Volunteer Forms
Sign in forms from meeting
Sign in log from office
Agendas, flyers
sign in forms, agendas
Nov Jan Mar June
6) K-4 grade students will in the Fitness Gram Program in compliance with TEA requirements
2
7) Provide staff development on behavior management and discipline strategies for all staff members according to Senate Bill 1196 (use of confinements, restraints, and time-out.)
4
=
Accomplished
= Considerable
Director of Fitness Gram results Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide Director of Sign in forms, agenda, certificates Operations, Safety Officer, Principal, Climate Action Committee, P.E. Teacher/Aide = Some Progress
Page 783
= No Progress
= Discontinue
Goal 5: All Saenz Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report.
Strategy Description
TITLE I
1) Expand parental involvement opportunities through Family Literacy Program activities.
6
2) Host parent training meetings that support academic achievement. (Report Card Night)
6
3) Six PTA meetings will be held throughout the year.
6
4) Parent Orientation day will be held the first week of school to inform parents of school initiatives.
6
5) Parent compact agreements will be given to parents.
6
6) Include parents as partners in Title I & IV, Migrant, and Bilingual meetings.
6
7) Increase participation in the Parent Volunteer Program.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Saenz Staff, Direction of Instructional Services Saenz Staff, Direction of Instructional Services Saenz Staff, Director of Instructional Services Saenz Staff, Director of Instructional Services Saenz Staff, Director of Instructional Services Saenz Staff, Director of Instructional Services Saenz Staff, Director of Instructional Services
Formative Reviews Evidence that Demonstrates Success End of Year Survey Results, Sign in sheets, Yearly Report Documentation
End of Year Survey Results, Sign in sheets, Yearly Report Documentation
End of Year Survey Results, Sign in sheets, Yearly Report Documentation
End of Year Survey Results, Sign in sheets, Yearly Report Documentation
End of Year Survey Results, Sign in sheets, Yearly Report Documentation
End of Year Survey Results, Sign in sheets, Yearly Report Documentation
sign in forms, agendas, flyers
= Some Progress
Page 784
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Saenz Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the campus, feeder campuses and community entities in regards to Transitional Services by 5%.
Strategy Description
TITLE I 6, 7
1) Host a transition orientation activity for Head Start students.
2) Grade level teachers will plan with teachers in the same grade from other campuses in AISD.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Saenz Staff, Head Increased Parent Support, End of Year Survey Results, Start Director, Sign in sheets, Yearly Report Documentation Parent Volunteers, Counselor School Principal, Lesson Plans ESC2, Curriculum Directors = Some Progress
Page 785
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Saenz Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills.
Strategy Description
TITLE I
1) Students in grade K-4 will complete Technology projects.
2
2) Students in K-4 will use technology and the internet to complete classroom assignments according to TEKS.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Technology Student products, STAR survey results Director,Computer Aide, Technology Department Librarian Technology Student products, STAR survey results Director,Computer Aide, Technology Department Librarian = Some Progress
Page 786
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Saenz Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide the knowledge skills and resources necessary for all educators to fully integrate technology into the curriculum.
Strategy Description
TITLE I
1) Teachers, librarian and the technology para will collaboratively plan for the integration of technology into the curriculum.
2
2) Continue to communicate with district technology staff to provide technical assistance and support with technology.
4
3) Provide training for teachers in grades 2-4, librarian, and technology paraprofessional on the use of Eno Boards.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Technology Student products, STAR survey results Director,Computer Aide, Technology Department Librarian Technology Student products, STAR survey results Director,Computer Aide, Technology Department Librarian Director of Lesson plans, walkthroughs Technology, Principals = Some Progress
Page 787
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Saenz Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community.
Strategy Description
TITLE I
1) Purchase hardware and software updates for instruction.
2
2) Provide staff development in technology applications, websites, tools, and management of student and teacher computer use.
2
3) Publish and maintain a website that can be accessed by parents and the community to facilitate communication.
4) Provide parent access to grades, attendance, and discipline via the parent portal txConnect.
5) Post links on the campus website in order to facilitate the use of instructional based programs by students and parents from home and utilize teacher pages in Project Share.
=
Accomplished
2
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Technology Increase in student achievement scores. Coordinator, School Principal Technology Increase in student achievement scores, Agendas and Coordinator, School Sign in Sheets Principal Technology Increase in parent communication via campus web Coordinator, site. Campus Technology Specialist, School Principal Technology Increase in student achievement; Increase in parent Coordinator, communication. Campus Technology Specialist, School Principal Technology Increase in student achievement; Increase in parental Coordinator, involvement. Campus Technology Specialist, School Principal = Some Progress
Page 788
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Saenz Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: Provide the knowledge and skills necessary to fully integrate technology into administrative functions and allow all administrators to make informed decisions on technology acquisitions and usage.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) All administrators and staff will receive annual professional development in Instructional Technology, including Eduphoria.
District Technology Increase in administrator and staff efficiency utilizing Coordinator technology.
2) Utilize the District Technology Plan to drive decisions in regard to technology needs at all levels.
District Technology District Technology Plan; District Improvement Plan; Coordinator, School Campus Improvement Plan; Needs Assessment Principal
=
Accomplished
= Considerable
= Some Progress
Page 789
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Saenz Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: Provide a high-speed, quality infrastructure and high value hardware for Saenz Elementary.
Strategy Description
TITLE I
1) Continue to communicate with district technology staff to provide technical assistance and support with technology.
4
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Technology Student products, STAR survey results Director,Computer Aide, Technology Department Librarian
2) . =
Accomplished
= Considerable
= Some Progress
Page 790
= No Progress
= Discontinue
Nov Jan Mar June
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified teachers are addressed in the comprehensive needs assessment. Please refer to the CNA.
Ten Schoolwide Components 1: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program Implement CSCOPE curriculum and incorporate Rigor pacing documents, Journeys and other supplemental reading and writing materials (Grades 3-4).
Saenz Elementary School Generated by Plan4Learning.com
Page 791
Campus #105 December 7, 2015 12:50 pm
Alice Independent School District Salazar Elementary School 2015-2016 Campus Improvement Plan
Page 792
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Demographics ..................................................................................................................................................................................................................................... 3 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Staff Quality, Recruitment, and Retention ......................................................................................................................................................................................... 6 Curriculum, Instruction, and Assessment ......................................................................................................................................................................................... 7 Family and Community Involvement ............................................................................................................................................................................... 8 School Context and Organization ...................................................................................................................................................................................................... 9 Technology .................................................................................................................................................................................................... 10 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Goals ................................................................................................................................................................................................................ 13 Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Goal 2: All Salazar Elementary students will demonstrate proficiencies required for graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Goal 5: All Salazar Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Goal 6: All Salazar Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. ......... 41 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Page 793
Comprehensive Needs Assessment Demographics
Demographics Summary This year's numbers indicate a steady increase in enrollment. Their is even distribution ratio of boy and girl and predominately Hispanic. Up until last year, the enrollment had decreased. This year the numbers reflect an increase. 30 SPED:, 20 Bilingual; 15 G/T; and 5 migrant. We had significant number of students excited from speech and Bilingual. Majority of students failed the Readiness test. The teacher student ratio is 22 to 1. We have a high number of low social economic status students.
Demographics Strengths We had significant number of students excited from speech and Bilingual.
Demographics Needs The teacher ratio 22 to 1. We are in need of more teachers.
Page 794
Student Achievement
Student Achievement Summary Reports were generated from Eduphoria, DMAC and Dibels. The data indicates we are showing growth in fluency at a steady rate. The Hispanic population is showing significant growth. The data shows there is increasing student achievement and fewer at risk students. Tier 1 and Tier 2 students are making annual progress and projected growth
Student Achievement Strengths The data indicates we are showing growth in fluency at a steady rate. The Hispanic population is showing significant growth. The data shows there is increasing student achievement and fewer at risk students. Tier 1 and Tier 2 students are making annual progress and projected growth
Student Achievement Needs Fluency in ELA need improvement.
Page 795
School Culture and Climate
School Culture and Climate Summary Their is a great need for physical improvements to the school. Student drop off and pick up need improvements. Committees are working well together to improve the school culture and climate. Vertical Alignment Relays are helping improve teacher performance.
School Culture and Climate Strengths Committees are working well together to improve the school culture and climate. Vertical Alignment Relays are helping improve teacher performance.
School Culture and Climate Needs Their is a great need for physical improvements to the school. Student drop off and pick up need improvements.
Page 796
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary All of Salazar's staff is highly qualified. New staff members are assigned mentors. Vaughn Gross Group is helping with professional development of teachers in the area ELA. Cscope roll outs are implemented for teachers in the area of math. Teachers feel they need more help in the area of Math.
Staff Quality, Recruitment, and Retention Strengths All of Salazar's staff is highly qualified. New staff members are assigned mentors. Vaughn Gross Group is helping with professional development of teachers in the area ELA. Cscope roll outs are implemented for teachers in the area of math.
Staff Quality, Recruitment, and Retention Needs Teachers feel they need more help in the area of Math.
Page 797
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary Fluency is our main need in reading and math overall. Strength is comprehension. TPRI and Dibels support comprehension. Math weakness in benchmarks.
Curriculum, Instruction, and Assessment Strengths Strength is comprehension.
Curriculum, Instruction, and Assessment Needs Fluency is our main need in reading and math overall. Math weakness in benchmarks.
Page 798
Family and Community Involvement
Family and Community Involvement Summary Communication with parents is done through parent conferences, PTA, and newsletters which are sent out every 6 weeks. Programs in place are STAR counseling and CATCH. The CATCH program teaches parents and students healthy eating habits. Walmart and Sheriff's office donate school supplies. Services available to students in special programs are Speech, Physical, and Occupational Therapy.
Family and Community Involvement Strengths Communication with parents is done through parent conferences, PTA, and newsletters which are sent out every 6 weeks. Programs in place are STAR counseling and CATCH. The CATCH program teaches parents and students healthy eating habits. Walmart and Sheriff's office donate school supplies. Services available to students in special programs are Speech, Physical, and Occupational Therapy.
Family and Community Involvement Needs We would like to see more Parent Involvement.
Page 799
School Context and Organization
School Context and Organization Summary The need is to have the reading specialist at the school a full day instead of a 1/2 day. The amount of students seen in the time Reading Specialist is on campus is not as effective. More support staff is needed. The school has a great school wide disciplinary plan. A full time SPED teacher. Vertical Alignment Relays.
School Context and Organization Strengths The school has a great school wide disciplinary plan. A full time SPED teacher. Vertical Alignment Relays.
School Context and Organization Needs The need is to have the reading specialist at the school a full day instead of a 1/2 day. The amount of students seen in the time Reading Specialist is on campus is not as effective. More support staff is needed.
Page 800
Technology
Technology Summary The school maintains a Sci-Tech lab to support science instruction. Various computer programs and applications are installed in every computer and readily accessible to provide quality instruction and practice for students. Numerous assessment information assessed from the eduphoria program. Wifi is in great need due to IPADs which are used for TPRI and Dibels.
Technology Strengths The school maintains a Sci-Tech lab to support science instruction. Various computer programs and applications are installed in every computer and readily accessible to provide quality instruction and practice for students. Numerous assessment information assessed from the eduphoria program.
Technology Needs Wifi is in great need due to IPADs which are used for TPRI and Dibels.
Page 801
Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data Accountability Data Texas Academic Performance Report (TAPR) data Student Data: Assessments Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Gifted and talented data Dyslexia Data Response to Intervention (RTI) student achievement data Student Data: Behavior and Other Indicators Attendance data Discipline records Student surveys and/or other feedback Page 802
Employee Data Staff surveys and/or other feedback Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Teacher STaR Chart Technology Data PDAS and/or T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Support Systems and Other Data Budgets/entitlements and expenditures data Study of best practices
Page 803
Goals Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 1: ELAR: 60% of students in grades 3-4 will meet Phase 2 standard on STAAR; A minimum of 80% in Grades K-2 will reach "Developed" in comprehension according to the Texas Primary Reading Inventory (TPRI). Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
State System Safeguard Strategies
2
Classroom teachers, Increase in TPRI EOY reports and STAAR results instructional aides, Reading Specialist, Literacy coach
4
Classroom teachers, Increase in TPRI EOY reports and STAAR results, instructional aides, Teacher appraisal reports Reading Specialists, Vaughn Gross Consultants, Literacy coach
2
Classroom teachers, Increase in TPRI EOY reports and STAAR results Reading Specialist, Vaughn-Gross consultants, instructional aides, Literacy coach
Critical Success Factors CSF 1
Evidence that Demonstrates Success
1) ELA: Provide a vocabulary rich environment PK-4 in order to improve oral language development and grammar proficiency by: modeling correct grammar and conversational skills, exposing students to new vocabulary, using rich vocabulary in writing and composition State System Safeguard Strategies Critical Success Factors CSF 7 2) ELA: Attend staff development and utilize onsite support/coaching in differentiation and literacy strategies PK-4 through collaboration with the University of Texas Vaughn-Gross Center for Reading and LA State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 3) Reading: Teachers will monitor student progress through formative and summative assessment results, benchmark results, DIBELS, RtI meetings, iStation reports, Reading Plus reports, and observations.
Page 804
Nov Jan Mar June
State System Safeguard Strategies
9
Classroom teachers, Increase in TPRI EOY reports and STAAR results. Reading Specialist, Vaughn-Gross consultants, instructional aides. Literacy coach
9
Classroom teachers, Increase in overall performance on TPRI EOY and Reading Specialist, STAAR results of students identified as dyslexic Vaughn-Gross consultants, instructional aides, Literacy coach Librarian Increase in overall performance on AR test scores in grades K-4.
Critical Success Factors CSF 1 CSF 2 CSF 4 4) Reading: Students identified as at-risk in reading will participate in after school tutorials, Saturday Academy, Soar to Success, iStation, Reading Plus, TPRI intervention, enrichment period, and Journeys Intervention kit. Critical Success Factors CSF 4 5) Reading: The Reading Specialist will provide dyslexic services for identified dyslexic students using MTA. Critical Success Factors CSF 4
2
6) Reading: Utilize the Accelerated Reader Program K-4 and provide flexible access to library resources during and after school. State System Safeguard Strategies
Classroom teachers, Writing portfolio, Increase in STAAR writing results. instructional aides, Literacy coach
Critical Success Factors CSF 7 7) Writing: Provide continuous support in the implementation of research-based instructional strategies including: Writing Academy, Writer's Workshop, and Gretchen Bernabi through staff development and onsite support/coaching State System Safeguard Strategies Critical Success Factors CSF 2 8) 8)HB5 Progress Monitoring: No more than two benchmark tests in preparation for the corresponding state test will be administered during the school year. An exception for a student who has special needs can be made if a parent/guardian requests additional benchmark testing for the student. 9) HB5 LEP Students: Staff, parents, and students will be informed that limited English proficiency (LEP) students must be enrolled in a U.S. school for at least 60 consecutive days during a school year for determining state test participation.
=
Accomplished
= Considerable
Principal, classroom Increase in overall performance on TPRI EOY and teachers, STAAR results of students identified as At-Risk. instructional aides, counselor, reading specialist, literacy coach
Principal, LEP students will be identified upon enrollment. counselor, classroom teacher, instructional aides, and attendance clerk. = Some Progress
Page 805
= No Progress
= Discontinue
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 2: MATHEMATICS: 60% of students in grades 3-4 will meet Phase 2 standard on STAAR; Grades K-2 will demonstrate 60% mastery of mathematics concepts on mClass math EOY. Staff TITLE I Responsible for Monitoring
Strategy Description State System Safeguard Strategies
2
Critical Success Factors CSF 1 CSF 4
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, Annual Performance will show increase in K-2 math instructional aides EOY mCLass and 3-4 STAAR.
1) Math: Improve math instruction and student performance through the use of TEKS Resource System curriculum K-4 and supplemental instruction in the area of math by: providing small group instruction, after school tutorials, enrichment time, Saturday Academy, addressing learning styles through the use of manipulatives, using technology (Mathletics, Skoolbo, Reflex math, and Prodigy), differentiating instruction (STAAR Ready RtI) and monitoring progress using CBAs =
Accomplished
= Considerable
= Some Progress
Page 806
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 3: SCIENCE: Students in Grades 2-4 will demonstrate 60% mastery of SE's through district developed Unit assessments.
Strategy Description
TITLE I
Critical Success Factors CSF 1 1) Science: Provide instruction in Science through the use of TEKS Resource curriculum and supplemental materials including: Laboratory and field materials in science classrooms by grade level, Interactive science journals, SciTEK laboratory =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, Annual performance will show increase in 2-4 unit District Science assessment results. Coordinator, Instructional Aides
= Some Progress
Page 807
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 4: SOCIAL STUDIES: Students in Grades 2-4 will demonstrate 60% mastery of SE's through district developed Unit assessments.
Strategy Description
TITLE I
Critical Success Factors CSF 1
2
1) Social Studies: Provide instruction in Social Studies through the use of TEKS Resource curriculum and supplemental materials including ELPS training for all social studies teachers in grades K-4. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, Annual performance will show increase in 2-4 unit Bilingual director, assessment results. instructional aides
= Some Progress
Page 808
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 5: Advanced Academics: Education of Gifted/Talented Students Salazar Elementary will meet the Exemplary level of the Texas State Plan for the Education of Gifted/Talented Students. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 1
Formative Reviews Evidence that Demonstrates Success
Activity sponsors, G/T Coordinator, Librarian, G/T teachers
Student academic products, Event results, Increase in the amount of advance academic events attended, Compliance with District and State mandates
G/T Coordinator, G/T teachers
Written scope/sequence, 100% of G/T students will master STAAR assessments, Compliance with District and State mandates
1) Advanced Academics: Provide students with opportunities to pursue areas of interest in selected disciplines through guided and independent research via Funding Sources: Gifted/Advanced Academics - $1000.00 TEA's G/T Texas Performance Standard program (K-4). Critical Success Factors CSF 1 2) Advance Academics: Coordinate curriculum units (thematic) for talent pool (K-2) and TAGS (3-4) students using TEKS Resource System curriculum differentiation, College of William & Mary enrichment gifted curriculum
Funding Sources: Gifted/Advanced Academics - $1000.00
Critical Success Factors CSF 3 CSF 7
G/T Coordinator, G/T teachers
3) Advance Academics: Strengthen the role and capacity of instructional leaders, teachers, and appropriate support staff in supporting the Texas Plan for the Education of Gifted & Talented students through: training on delivery of curriculum services for gifted learners, conducting focused meetings with an emphasis on gifted curriculum documents, instructional practices, and planning facilitation.
Funding Sources: Gifted/Advanced Academics - $1000.00
Critical Success Factors CSF 4 CSF 6 4) Advanced Academics: Provide opportunities for out-of-school activities relevant to G/T students' areas of strength including: Lone Star Challenge, Destination Imagination, Spelling Bee, Chess Club =
Accomplished
Written scope/sequence, 100% of G/T students will master STAAR assessments, Compliance with District and State mandates
Activity sponsors, G/T Coordinator, Librarian, G/T teachers
Student academic products, Event results, Increase in the amount of advance academic events attended, Compliance with District and State mandates
Funding Sources: Gifted/Advanced Academics - $1000.00
= Considerable
= Some Progress
Page 809
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 6: HEALTH AND PHYSICAL EDUCATION: Improve in the overall wellness of students and staff, as well as community members, by promoting awareness of healthy lifestyles. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 5 1) Health: Implement a Coordinated School Health Program and Leadership Team that will report to the district School Health Advisory Council (SHAC) to ensure local community values and health issues are reflected in our health education instruction (nutrition, physical activity, growth and development training) =
Accomplished
= Considerable
Formative Reviews Evidence that Demonstrates Success
PE teacher/aide, Dates/minutes of SHAC and CSHP meetings nurse, counselor, technology aide, Principal, PTA Health/Nutrition member, SHAC committee, Cafeteria Manager = Some Progress
Page 810
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 7: At-Risk Students: The number of At-Risk Students at Salazar Elementary will decrease by 10% by providing supplemental instructional activities and support services.
Strategy Description State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 4 1) At Risk: Provide intensive supplemental services/interventions and Pull outs to at-risk students K-4 by following the district RTI plan using: additional supplies/materials, incentives, software, tutorials, summer school, Saturday Academy, enrichment period, Mathletics, MTA, Reading Plus, Istation, Soar to Success, Reading A to Z, Reading Specialist, Literacy Coach, Vaughn-Gross initiative State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 2) At Risk: Monitor progress of students exited within the past 2 years from SPED/Bilingual services and provide accelerated instruction to those who are failing coursework or do not pass state assessments in any area State System Safeguard Strategies Critical Success Factors CSF 4 3) At Risk: Implement a master schedule K-4 that will provide an enrichment period during the school day for all students to receive intervention/enrichment State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 4) At Risk: Utilize the following assessment tools to monitor student performance and to identify needs/intervention strategies: TPRI/Tejas Lee (K2), Fountas & Pinnell Benchmark Reading test, CBAs, TELPAS, previous STAAR scores, STAR testing, Mathletics, iStation, Reading Plus, and DIBELS.
Staff TITLE I Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers, Increase in TPRI EOY results and 3-4 STAAR results, instructional aides, Decrease in % of SPED referrals/placements, Decrease Reading Specialist, in at-risk population. Counselor, Curriculum Directors, VaughnGross consultants, Literacy Coach. Funding Sources: Rural and Low Income - $4414.00 Principal, Increase performance of at-risk students on TPRI EOY Classroom teachers, results and 3-4 STAAR results, Decrease in the % of Counselor, Reading SPED referrals/placements (no re-entries) Specialist Funding Sources: BE/ESL Local Budget - $1700.00 Principal, Increase performance of at-risk students on TPRI EOY Curriculum results and 3-4 STAAR results, Decrease in the % of directors, at-risk Classroom teachers, instructional aides, Reading Specialist, Literacy Coach Curriculum Increase performance of at-risk students on TPRI EOY directors, results and 3-4 STAAR results, Decrease in the % of Classroom teachers, at-risk instructional aides, Reading Specialist, Literacy Coach.
Page 811
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 812
= No Progress
= Discontinue
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 8: Migrant: 100% of Salazar Elementary migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).
Strategy Description
TITLE I
State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 1) Migrant: Identify Migrant Priority for Service students to provide the following services: differentiated instruction-a PFS migrant plan, enrichment/tutorials, migrant aide services, research-based computer instruction, supplies/ consumable materials, clothing/hygienic supplies (to assist with attendance) to ensure they increase academic achievement in all core areas and that they meet the district STAAR standards (3-4) =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom teacher, Promotion/Retention rates, Increase in TPRI EOY Reading Specialist, scores and 3-4 STAAR scores. Migrant aide, technology aide, Literacy coach
= Some Progress
Page 813
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 9: Special Education: Salazar Elementary will meet all State and Federal compliance requirements for Special Education.
Strategy Description
TITLE I
State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 1) Special Education: Increase Reading/Math passing rate for SPED students by: Reviewing student's progress every six weeks, providing accelerated instruction to students exited from SPED State System Safeguard Strategies Critical Success Factors CSF 2 2) Special Education: Increase Reading/Math passing rate for SPED students by: Reviewing implementation of BIPs and returning to ARD after third ISS/OCS discipline referral or after a referral resulting in a cumulative of a 3 day removal from school setting State System Safeguard Strategies Critical Success Factors CSF 3 CSF 7 3) Special Education: Increase Reading/Math passing rate for SPED students by: Attend all district level training for inclusion, homebound, discipline, ARD process, and positive behavior intervention process State System Safeguard Strategies
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
SPED personnel, Annual Performance Reports Increase to 90%, Reading Specialist, Decrease in % of discipline referrals, % of students classroom teachers, exited from SPED will increase counselor, principal, diagnostician
SPED personnel, Annual Performance Reports Increase to 90%, Reading Specialist, Decrease in % of discipline referrals, % of students classroom teachers, exited from SPED will increase counselor, principal, diagnostician
SPED personnel, Annual Performance Reports Increase to 90%, Reading Specialist, Decrease in % of discipline referrals, % of students classroom teachers, exited from SPED will increase counselor, principal, diagnostician
SPED personnel, Increase in the % of SPED inclusion, Increase of classroom teachers Annual Performance Reports to 90%
Critical Success Factors CSF 1 CSF 4 4) SPED: Increase students in LRE: resource teachers will collaborate and provide support in general education setting, resource teachers will pull out students in the areas of disabilities for extra support as per IEP =
Accomplished
= Considerable
= Some Progress
Page 814
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 10: NCLB: Salazar Elementary will meet all State and Federal compliance requirements for Title I, Part A (No Child Left Behind) School-wide Program, Title II, Part A (No Child Left Behind) Teacher and Principal Recruiting Fund Program, Title III Part A Bilingual/ESL Federal Program and State Compensatory Education.
Strategy Description State System Safeguard Strategies Critical Success Factors CSF 2
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Bilingual teachers, TELPAS scores will increase to Advanced or Bilingual Director, Advanced High, OLPT/IPT scores, EOY Annual LPAC members, Performance Reports will increase to 90%, AMAO's Counselor, Parents
1) Bilingual: Utilize the following bilingual program data to determine individual ELL student academic progress as well as bilingual program success for the year: previous STAAR Reading and Writing scores, TELPAS, ITBS, Funding Sources: BE/ESL Local Budget - $200.00 OLPT/IPT scores. Monitor the performance of all ELL students and exited ELL students using Eduphoria State System Safeguard Strategies Critical Success Factors CSF 3 CSF 7 2) Bilingual: Attend professional development in ELPS and utilize ELPS Toolkit, Navigating the ELPS, and ELPS Flip Book to assist in implementing the Bilingual/ESC Continuous Improvement Plan and onsite findings report State System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 CSF 7 3) Instruction. Improve instruction in all content areas through increased monitoring of instruction (walk throughs), student performance and feedback to teachers PK-4. State System Safeguard Strategies Critical Success Factors CSF 1 CSF 4 4) Instruction. Continue to develop and improve curriculum implementation through facilitated planning.
Bilingual teachers, TELPAS scores will increase to Advanced or Bilingual Director, Advanced High, OLPT/IPT scores, EOY Annual LPAC members, Performance Reports will increase to 90%, AMAO's Counselor, Parents Funding Sources: BE/ESL Local Budget - $1700.00 Regular Ed. Teachers, SPED Teachers, Counselors, Paraprofessionals and Principal
Increase in % developed on TPRI EOY, Increase in TELPAS scores, Lesson Plans, Documented Classroom Observation
Regular Ed. Teachers, SPED Teachers, Counselors, Paraprofessionals and Principal
Increase in % developed on TPRI EOY, Increase in TELPAS scores, Lesson plans, Documented Classroom Observation
Page 815
Nov Jan Mar June
State System Safeguard Strategies
ESC 2 consultants, retention rate decreases, Increase in TELPAS scores, SPED/Bilingual lesson plans personnel, classroom teachers
Critical Success Factors CSF 7 5) Curriculum/Instruction: Attend all staff development in the implementation of research based instructional strategies including on site support/coaching in an effort to improve student performance K-4 in all content areas. Including: TEKS Resource System, ELPS, Vaughn-Gross Initiative =
Accomplished
Funding Sources: BE/ESL Local Budget - $1700.00
= Considerable
= Some Progress
Page 816
= No Progress
= Discontinue
Performance Objective 11: HB5: Results of tests given to students taught by the teacher in the tested subject area during the school year the test was administered will be disclosed no later than the 21st day after the day the test was administered. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 2
Principal
Formative Reviews Evidence that Demonstrates Success Agenda
1) STAAR scores for students taught by the teacher will be provided during their grade level meeting. =
Accomplished
= Considerable
= Some Progress
Page 817
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Salazar Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of advanced academic student performance. Performance Objective 12: Establishing Criteria HB5: A committee will establish and issue rating of exemplary, recognized, acceptable, or unacceptable for both overall performance and on individual factors. Staff TITLE I Responsible for Monitoring
Strategy Description Critical Success Factors CSF 5
HB5 committee
Formative Reviews Evidence that Demonstrates Success ratings will be applied and disclosed on campus website.
1) HB5: Issue rating of exemplary, recognized, acceptable, or unacceptable to the areas of fine arts, wellness and PE, community and parental involvment, 21st century workforce program, second language acquisition program, digital learning environment, dropout prevention strategies, educational programs for G/T students, record of campus compliance with statutory reporting and policy requirements. =
Accomplished
= Considerable
= Some Progress
Page 818
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All Salazar Elementary students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the campus to 95% or better.
Strategy Description
TITLE I
Critical Success Factors CSF 6 1) Attendance: Monitor attendance of all students at each grade level by principal and attendance clerk: Treat truancy as a legal issue by utilizing the court system to enforce the 90% minimum attendance for class credit or final grade as required by law. Critical Success Factors CSF 6 2) Attendance: Monitor attendance of all students at each grade level by principal and attendance clerk: Call parents daily for each absence/tardy, notify parents by letter notifying them of student's excessive absences and facilitate their ability to monitor attendance via TxConnect online. Critical Success Factors CSF 6 3) Attendance: Monitor attendance of all students at each grade level by principal and attendance clerk: reward students with perfect attendance, provide incentives for increased attendance rates, and make home visits when necessary. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom teacher, EOY attendance reports increase by 3% principal, counselor, instructional aides, attendance committee, JWC Truancy Court Classroom teacher, EOY attendance reports increase by 3% principal, counselor, instructional aides, attendance committee, JWC Truancy Court Classroom teacher, EOY attendance reports increase by 3% principal, counselor, instructional aides, attendance committee, JWC Truancy Court = Some Progress
Page 819
= No Progress
= Discontinue
Nov Jan Mar June
Goal 2: All Salazar Elementary students will demonstrate proficiencies required for graduation. Performance Objective 2: By June 2016, the retention and failure rate for Salazar will decrease by 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 2 1) Dropout, Recovery, and Prevention: Provide academic interventions and monitor the effectiveness of tutorials and intervention/remediating strategies for low-performing students (ELLs, SPED, Migrant, Title I, etc...) in core subjects Critical Success Factors CSF 6 CSF 7 2) Dropout, Recovery, and Prevention: Implement a comprehensive, developmental Guidance and Counseling Program designed to serve all students and provide training to campus personnel on the Dropout Rate, Graduation Rate, and Completion Rate sections of the Accountability Manual. Critical Success Factors CSF 6 3) 3) HB5: A student in any grade level K-4 may not be given class credit for a final course grade unless the student is in attendance for at least 90% of the time the class is offered or completes requirements of summer school attendance for purposes of advancement to the next grade level. =
Accomplished
= Considerable
Staff Responsible for Monitoring Principal, District directors, classroom teachers, counselor, intervention instructional materials/supplies, computer lab, Eduphoria District Directors, Principal, classroom teachers, counselor
Evidence that Demonstrates Success Decrease in retention rate, Decrease in six weeks student failure rate
Decrease in student failure rate
Classroom teacher, Decrease in retention rate. principal, counselor, instructional aides, attendance committee,attendance clerk
= Some Progress
Page 820
= No Progress
= Discontinue
Formative Reviews Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%.
Strategy Description
TITLE I
Critical Success Factors CSF 3 CSF 7
5
1) Highly Qualified Staff: Maintain a highly qualified staff and provide staff development and mentoring (Amigo program) to all new teachers beginning with a three-day training before schools starts. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, Staff development surveys, mentor surveys, 100% Principal, Human highly qualified teachers-copies of certificates Resource Director
= Some Progress
Page 821
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 10%. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 5
6
Safety Officer, Principal, District Directors
Signed parent notification letters, Reduction in discipline referrals by 10%, Campus phone logs
10
Safety Officer, Director of Operations, Principal
EOP on campus, Documented safety drills, Safety audits
10
Director of Human Increase in volunteer participation by 5% Resources, Safety Officer, Principal, teachers/staff
10
Director of Human Increase in volunteer participation by 5% Resources, Safety Officer, Principal, teachers/staff
10
Director of Human Increase in volunteer participation by 5% Resources, Safety Officer, Principal, teachers/staff
1) Discipline: Promote awareness and notification to students, parents, staff, and community through campus distribution of SCC, District web site, campus presentations and ensure parents are notified of any discipline referrals Critical Success Factors CSF 6 2) Safe Schools: Develop an Emergency Operations Plan and implement a practice drill schedule (lock down, shelter-place, reverse evacuation, drop and cover, evacuation) Critical Success Factors CSF 5 CSF 6 3) Safe Schools: Increase parent understanding of district measures in place to strengthen student safety by: requiring criminal history record checks on all volunteers. Critical Success Factors CSF 5 CSF 6 4) Safe Schools: Increase parent understanding of district measures in place to strengthen student safety by: requiring campus volunteers to read, understand, and sign the "Basic Guidelines for School Volunteers". Critical Success Factors CSF 5 CSF 6 5) Safe Schools: Increase parent understanding of district measures in place to strengthen student safety by: requiring faculty to display an identification card while on school grounds.
Page 822
Evidence that Demonstrates Success
Nov Jan Mar June
Critical Success Factors CSF 5 CSF 6
10
Director of Human Increase in volunteer participation by 5% Resources, Safety Officer, Principal, teachers/staff
10
Director of Human Increase in volunteer participation by 5% Resources, Safety Officer, Principal, teachers/staff
2
Counselor, Law Enforcement
Summary of assemblies, Parent/ student surveys, Decrease in PEIMS discipline report by 10%
2
Counselor, Law Enforcement
Summary of assemblies, Parent/ student surveys, Decrease in PEIMS discipline report by 10%
2
Counselor, Law Enforcement
Summary of assemblies, Parent/ student surveys, Decrease in PEIMS discipline report by 10%
4
CPI team, Principal, Reduction in discipline referrals for SPED students by Counselor, Special 5% Education Director, Special Education teachers/Paras
2
CPI team, Principal, Reduction in discipline referrals for SPED students by Counselor, Special 5% Education Director, Special Education teachers/paras
6) Safe Schools: Increase parent understanding of district measures in place to strengthen student safety by: requiring visitors to present photo identification at sign in. Critical Success Factors CSF 5 CSF 6 7) Safe Schools: Increase parent understanding of district measures in place to strengthen student safety by: enforcing all protective orders and school based alternatives. Critical Success Factors CSF 6 8) Safe Schools/Discipline Management: Improve student climate conditions by reducing the amount of bullying Critical Success Factors CSF 6 9) Safe Schools/Discipline Management: Improve student climate conditions by increasing activities and training on drug awareness and prevention activities through: Law Enforcement visits, OLWEUS, Character Education, TBSI, Safety and Security Committee meetings. Critical Success Factors CSF 6 10) Safe Schools/Discipline Management: Improve student climate conditions by increasing positive principal visits to classroom. Critical Success Factors CSF 7 11) SPED: Provide staff development on behavior management and discipline strategies for all staff members according to Senate Bill 1196 (use of confinements, restraints, and time out) Critical Success Factors CSF 6 12) SPED: Establish campus committees to develop strategies for consistent behavior and discipline. =
Accomplished
= Considerable
= Some Progress Page 823
= No Progress
= Discontinue
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease by 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
Principal, Safety officer, District Directors, Student Code of Conduct, PEIMS discipline data
1) Promote awareness and notification to students, parents, staff, and community through campus distribution of SCC, District web site, campus presentations and ensure parents are notified of any discipline referrals. =
Accomplished
Staff Responsible for Monitoring
= Considerable
Formative Reviews Evidence that Demonstrates Success Sign in sheets, agendas, discipline referral data, parent contact logs, safety audits.
= Some Progress
Page 824
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of in school suspensions will decrease by 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
Principal, Safety officer, District Directors, Student Code of Conduct, PEIMS discipline data
1) Promote awareness and notification to students, parents, staff, and community through campus distribution of SCC, District web site, campus presentations and ensure parents are notified of any discipline referrals. =
Accomplished
Staff Responsible for Monitoring
= Considerable
Formative Reviews Evidence that Demonstrates Success Sign in sheets, agendas, discipline referral data, parent contact logs, safety audits.
= Some Progress
Page 825
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: The number of disciplinary removals to DAEP will decrease by 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
Principal, Safety officer, District Directors, Student Code of Conduct, PEIMS discipline data
1) Promote awareness and notification to students, parents, staff, and community through campus distribution of SCC, District web site, campus presentations and ensure parents are notified of any discipline referrals. =
Accomplished
Staff Responsible for Monitoring
= Considerable
Formative Reviews Evidence that Demonstrates Success Sign in sheets, agendas, discipline referral data, parent contact logs, safety audits.
= Some Progress
Page 826
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Decrease the Annual Violent or Criminal Incidents by 5%.
Strategy Description
TITLE I
Critical Success Factors CSF 5 CSF 6
Principal, Safety officer, District Directors, Student Code of Conduct, PEIMS discipline data
1) Promote awareness and notification to students, parents, staff, and community through campus distribution of SCC, District web site, campus presentations and ensure parents are notified of any discipline referrals. =
Accomplished
Staff Responsible for Monitoring
= Considerable
Formative Reviews Evidence that Demonstrates Success Sign in sheets, agendas, discipline referral data, parent contact logs, safety audits.
= Some Progress
Page 827
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 6: Implement the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%.
Strategy Description
TITLE I
Critical Success Factors CSF 6 1) Improve student climate conditions by reducing the amount of bullying, and increasing activities and training on drug awareness and prevention activities through: Law enforcement visits, Bully Prevention, TBSI, Character Education, Increase positive principal visits to classroom.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Counselor, Law lesson plans, walk throughs, documentation of student Enforcement, Title assemblies, agendas, evaluation forms, parent contact IV, Positive Action, logs DARE/DAVE curriculum, drug prevention materials, Character Education curriculum, PEIMS discipline data = Some Progress
Page828
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 7: By June 2015, Salazar Elementary will increase Fitgram results by 5%.
Strategy Description
TITLE I
1) Health: Provide moderate or vigorous daily physical activity for at least 45 minutes throughout the school year grades PK-4; a minimum of 225 minutes during each school week in order to participate in the FitGram program in compliance with TEA requirements
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring PE teacher/aide
Formative Reviews Evidence that Demonstrates Success PE schedules, curriculum guide, PDAS report for PE Coach, Increase in Fitgram results
= Some Progress
Page 829
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Salazar Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report. Staff Responsible for Monitoring
Formative Reviews
Strategy Description
TITLE I
Critical Success Factors CSF 5
6
Director of Federal Increase in promotion and decrease in retention rates, Programs, Principal, parent and student surveys Parental Liaison aide
7
Counselor, Head EOY surveys, Increase in Kinder registration numbers Start Director, Migrant Director, Cafeteria Manager, Principal, instructional aides.
6
Parents, Staff, Surveys, EOY Parental Summary Reports, Increase in Principal, parent participation by 5% Counselor, District Directors, PTA Officers, Head Start Director
6
Classroom teachers, Surveys, PICC Yearly Summary Report will show 5% instructional aides, increase Principal, Counselor, Parents, News media
1) Migrant: Increase awareness of the migrant program and its benefits in order to ensure that students and parents are able to access any services and benefits for which they are eligible through: newspaper, website, flyers, home visits, surveys, school newsletter, informational parent meetings, workshops and support groups (Family Literacy Night, Parent Advisory Council, Technology Nights) Critical Success Factors CSF 5 CSF 6 2) Transitional Services: Provide collaboration of efforts and expectations between Head Start/Migrant/ Intermediate schools with our campus to improve transition services to preschool students and exiting 4th graders by scheduling parent/student campus visits Critical Success Factors CSF 5 CSF 6 3) Parental Involvement: Require a parent/student/school compact to create a partnership and planning and implementing parent activities that emphasize the values of parental involvement and postsecondary education: Family Literacy, Migrant meetings, Transitional meetings, PTA, Little Olympics, Parenting Skills workshop, STAAR Awareness meetings, HB5 College Awareness meetings Critical Success Factors CSF 5 4) Parental/Community Involvement: Expand the home-school connection through improved communication via: School Reach, Open House (PTA), parent/teacher conferences, public news media, SBDM participation, migrant services coordination, notices/letters/flyers to parents, school marquee, school newsletter, school web site, Gifted/Talented parent orientation, parent/student/teacher compacts
Page 830
Evidence that Demonstrates Success
Nov Jan Mar June
Critical Success Factors CSF 5 CSF 6
2
5) Community: Expand business/career education partnerships through school initiatives: Pennies for Patients, Relay for Life, Jump Rope for Heart Critical Success Factors CSF 5 6) HB5 Community and student engagement: The school website will make publicly available a self-evaluation of the campus in the area of community and student engagement by August 8 of each school year. =
Accomplished
= Considerable
Staff, Counselor, Community members
Total charitable donations, EOY Parental Summary Report, Increase of business partnerships
Principal, parent school website will make report public by August 8 of liaison, technology each school year. aide
= Some Progress
Page 831
= No Progress
= Discontinue
Goal 6: All Salazar Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills.
Strategy Description
TITLE I
Critical Success Factors CSF 1 1) Technology: Ensure that all Technology Application TEKS are taught to every student K-4 using TA TEKS online curriculum =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, TEKS checklist, EOY lesson plan review/technology technology aide, projects, parent/teacher/student surveys principal, technology director
= Some Progress
Page 832
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Salazar Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide the knowledge, skills and resources necessary for all educators to fully integrate technology into the curriculum.
Strategy Description
TITLE I
Accomplished
Formative Reviews Evidence that Demonstrates Success
Technology hardware/software inventory, peripheral inventory, director, principal, parent/teacher/student surveys technology aide
1) Technology: Budget for hardware and software for instructioaln and administrative use. Purchase computers, site licenses and expand Internet Access to ensure a ratio of 3 students per Internet-connected multimedia computer =
Staff Responsible for Monitoring
= Considerable
= Some Progress
Page 833
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Salazar Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community.
Strategy Description
TITLE I
Critical Success Factors CSF 2
Accomplished
Formative Reviews Evidence that Demonstrates Success
Principal, teachers, Increase in EOY TPRI and 3-4 STAAR. technology para, Director of Assessment
1) Data Analysis: Utilize Eduphoria as a student data analysis system to disaggregate data to identify students in need of intervention =
Staff Responsible for Monitoring
= Considerable
= Some Progress
Page 834
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Salazar Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: Provide the knowledge and skills necessary to fully integrate technology into administrative functions and allow all administrators to make informed decisions on technology acquisitions and usage.
Strategy Description
TITLE I
Critical Success Factors CSF 1 1) Technology: Increase the utilization of technology resources by students/teachers (iPads, computers, projectors, document cameras, Eno Boards) =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Classroom teachers, TEKS checklist, EOY lesson plan review/technology technology aide, projects, parent/teacher/student surveys principal, technology director
= Some Progress
Page 835
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Salazar Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: Provide a high-speed, quality infrastructure and high value hardware for all schools and district offices.
Strategy Description
TITLE I
Critical Success Factors CSF 1
Accomplished
Formative Reviews Evidence that Demonstrates Success
Counselor, Student/Parent surveys, Evaluations principal, technology aid, technology director
1) Career and Technology: Continue to expand and upgrade career and technology computer hardware/software availability =
Staff Responsible for Monitoring
= Considerable
= Some Progress
Page 836
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Salazar Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 6: By June 2016, 100% of Salazar Elementary students will utilize technology.
Strategy Description
TITLE I
Critical Success Factors CSF 1 CSF 6
2
1) Career and Technology: Provide career education to all students through counseling and guidance curriculum and supporting activities such as career fairs and guest speakers. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Counselor, Student/Parent surveys, Evaluations principal, technology aide, technology director
= Some Progress
Page 837
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
1
ELA: Provide a vocabulary rich environment PK-4 in order to improve oral language development and grammar proficiency by: modeling correct grammar and conversational skills, exposing students to new vocabulary, using rich vocabulary in writing and composition
1
1
2
ELA: Attend staff development and utilize onsite support/coaching in differentiation and literacy strategies PK-4 through collaboration with the University of Texas Vaughn-Gross Center for Reading and LA
1
1
3
Reading: Teachers will monitor student progress through formative and summative assessment results, benchmark results, DIBELS, RtI meetings, iStation reports, Reading Plus reports, and observations.
1
1
4
Reading: Students identified as at-risk in reading will participate in after school tutorials, Saturday Academy, Soar to Success, iStation, Reading Plus, TPRI intervention, enrichment period, and Journeys Intervention kit.
1
1
7
Writing: Provide continuous support in the implementation of research-based instructional strategies including: Writing Academy, Writer's Workshop, and Gretchen Bernabi through staff development and onsite support/coaching
1
1
8
8)HB5 Progress Monitoring: No more than two benchmark tests in preparation for the corresponding state test will be administered during the school year. An exception for a student who has special needs can be made if a parent/guardian requests additional benchmark testing for the student.
1
Math: Improve math instruction and student performance through the use of TEKS Resource System curriculum K-4 and supplemental instruction in the area of math by: providing small group instruction, after school tutorials, enrichment time, Saturday Academy, addressing learning styles through the use of manipulatives, using technology (Mathletics, Skoolbo, Reflex math, and Prodigy), differentiating instruction (STAAR Ready RtI) and monitoring progress using CBAs
1
2
1
7
1
At Risk: Provide intensive supplemental services/interventions and Pull outs to at-risk students K-4 by following the district RTI plan using: additional supplies/materials, incentives, software, tutorials, summer school, Saturday Academy, enrichment period, Mathletics, MTA, Reading Plus, Istation, Soar to Success, Reading A to Z, Reading Specialist, Literacy Coach, VaughnGross initiative
1
7
2
At Risk: Monitor progress of students exited within the past 2 years from SPED/Bilingual services and provide accelerated instruction to those who are failing coursework or do not pass state assessments in any area
1
7
3
At Risk: Implement a master schedule K-4 that will provide an enrichment period during the school day for all students to receive intervention/enrichment
1
7
4
At Risk: Utilize the following assessment tools to monitor student performance and to identify needs/intervention strategies: TPRI/Tejas Lee (K-2), Fountas & Pinnell Benchmark Reading test, CBAs, TELPAS, previous STAAR scores, STAR testing, Mathletics, iStation, Reading Plus, and DIBELS. Page 838
Goal Objective Strategy
Description
1
8
1
Migrant: Identify Migrant Priority for Service students to provide the following services: differentiated instruction-a PFS migrant plan, enrichment/tutorials, migrant aide services, research-based computer instruction, supplies/ consumable materials, clothing/hygienic supplies (to assist with attendance) to ensure they increase academic achievement in all core areas and that they meet the district STAAR standards (3-4)
1
9
1
Special Education: Increase Reading/Math passing rate for SPED students by: Reviewing student's progress every six weeks, providing accelerated instruction to students exited from SPED
1
9
2
Special Education: Increase Reading/Math passing rate for SPED students by: Reviewing implementation of BIPs and returning to ARD after third ISS/OCS discipline referral or after a referral resulting in a cumulative of a 3 day removal from school setting
1
9
3
Special Education: Increase Reading/Math passing rate for SPED students by: Attend all district level training for inclusion, homebound, discipline, ARD process, and positive behavior intervention process
1
9
4
SPED: Increase students in LRE: resource teachers will collaborate and provide support in general education setting, resource teachers will pull out students in the areas of disabilities for extra support as per IEP
1
10
1
Bilingual: Utilize the following bilingual program data to determine individual ELL student academic progress as well as bilingual program success for the year: previous STAAR Reading and Writing scores, TELPAS, ITBS, OLPT/IPT scores. Monitor the performance of all ELL students and exited ELL students using Eduphoria
1
10
2
Bilingual: Attend professional development in ELPS and utilize ELPS Toolkit, Navigating the ELPS, and ELPS Flip Book to assist in implementing the Bilingual/ESC Continuous Improvement Plan and onsite findings report
1
10
3
Instruction. Improve instruction in all content areas through increased monitoring of instruction (walk throughs), student performance and feedback to teachers PK-4.
1
10
4
Instruction. Continue to develop and improve curriculum implementation through facilitated planning.
1
10
5
Curriculum/Instruction: Attend all staff development in the implementation of research based instructional strategies including on site support/coaching in an effort to improve student performance K-4 in all content areas. Including: TEKS Resource System, ELPS, Vaughn-Gross Initiative
Page 839
Campus Funding Summary Rural and Low Income Goal
Objective
Strategy
1
7
1
Resources Needed
Account Code
Amount
State Compensatory Funds = 9041.76 Rural Funds = 4414.00
$4,414.00 Sub-Total
$4,414.00
BE/ESL Local Budget Goal
Objective
Strategy
Resources Needed
Account Code
Amount
1
7
2
199-11-6118.00-106-3-25
$1,700.00
1
10
1
199-11-6399.00-106-3-25
$200.00
1
10
2
199-11-6118.00-106-3-25
$1,700.00
1
10
5
199-11-6118.00-106-3-25
$1,700.00
Sub-Total
$5,300.00
Gifted/Advanced Academics Goal
Objective
Strategy
1
5
1
$1,000.00
1
5
2
$1,000.00
1
5
3
$1,000.00
1
5
4
$1,000.00
Salazar Elementary School Generated by Plan4Learning.com
Resources Needed
Page 840
Account Code
Amount
Sub-Total
$4,000.00
Grand Total
$13,714.00
December 7, 2015 12:50 pm
Alice Independent School District Schallert Elementary School 2015-2016 Campus Improvement Plan
Page 841
Mission Statement Schallert Elementary is committed to a tradition of educational excellence, which will develop and refine active and creative thinkers, which will rise to the challenge of an ever-changing world.
Vision Our vision at Schallert Elementary is to inspire students and staff members to be life-long learners, creative problem solvers and reflective thinkers that believe engage and excel.
Page 842
Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Demographics ..................................................................................................................................................................................................................................... 4 Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Staff Quality, Recruitment, and Retention ......................................................................................................................................................... 12 Curriculum, Instruction, and Assessment ........................................................................................................................................................... 13 Family and Community Involvement ............................................................................................................................................................... 14 School Context and Organization ..................................................................................................................................................................... 15 Technology .................................................................................................................................................................................................... 16 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Goals ................................................................................................................................................................................................................ 19 Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Goal 2: All Schallert Elementary students will demonstrate proficiencies required for graduation. .......................................................................... 28 Goal 3: All students will be taught by highly-qualified staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Goal 4: All staff will ensure a safe and positive school climate conducive to learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Goal 5: All Schallert Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. . . 38 State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Instruction by highly qualified professional teachers ........................................................................................................................................... 43 Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Page 843
Comprehensive Needs Assessment Demographics
Demographics Summary Enrollment numbers have declined from 615 in May of 2014 to 596 in May of 2015. Attendance averages have dropped in all grade levels from 94% in May of 2014 to 93.7 % in May of 2015. Prekindergarten is the grade level with the lowest attendance of 91.4 %, kinder 92.45%, first grade 93.26%, second grade 94.74, third grade 93.92,and fourth grade 94.72%. The population is 92.2 %Hispanic 6.8% White, 7.6%, Asian .3% and African American .5%. Special Education 5.9%, Migrant 1.5% and Bilingual 3.6%. The Migrant population has incresed from .8% in 2014 to 1.5% in 2015. The mobility of students decreased from 98 students entering and 82 students withdrawing in 2013-2014 to 71 students entering and 75 students withdrawing in 2014-2015. Fifty percent of the population is at risk according to PEIMS. The total staff population 38.5 professionals, 14 paraprofessionals, 4.5 custodial staff and 6 food service workers. The teacher to student ration has stayed steady averaging 1:22.
Demographics Strengths -Teacher student ration -Mobility dropped -Attendance in 3rd and 4th grade is close to 95%
Demographics Needs Page 844
-Improe attendance in Prekinder, kinder first and second -Decrease mobility -Increase the number of paraprofessionals
Page 845
Student Achievement
Student Achievement Summary
Reading Pre-kindergarten CIRCLE testing showed 11% of the students at risk. Kinder TPRI testing showed 25% at risk. First grade TPRI identified 45% at risk. Second grade TPRI identified 55 % at risk. The numbers in first and secoond would drop significantly if fluency was not a part of the criteria. There is a concern that the fluency criteris is set high and should be more of a window. Many of the students at risk are reading on level and have good comprehension but did not meet the fluency criteria. This is shown with the reading accuracy and comprehension assessment with the Fountas and Pinnell benchmarking kits. First grade had 78% reading on grade level and second grade had 87% reading on grade level. Third grade Diebels (which also uses fluency as an indicator) identified 28% at risk and fourth grade 29% at risk. Fountas and Pinnell reading benchmark showed 91% of 3rd grade students were reading on grade level and 84 % of fourth graders were reading on grade level. Preliminary STAAR Reading results for 2014-2015 show 70% of students met the standard for Phase 2(60%) and 13 % scored at advanced level 3 (88%) for 3rd grade. In fourth grade reading 69 % of the students met the Phase 2 Standard (61%) and 15% scored at advance level 3 (86%). In Writing, 57 of 94 students met standard (61%). In narrative composition 49% met standard and expository composition 42% met standard. In revising, 64% met standard. In editing, 60% met standard. A total of 8 students scored at the final recommended level (9%). 2014-3rd Grade Reading 69% with 8% Commended 2015-3rd Grade Reading 70% with 13% Commended 2014 - 4th Grade Reading 71% with 12% Commended 2015 - 4th Grade Reading 69% with 15% Commended 2014- 4th Grade Writing 67% with 3% Commended 2015 -4th Grade Writing 60% with 9% Commended TPRI- Phonological Awareness Kinder 2014 78% --- 2015-48% First 2014 94%---- 2015 86% TPRI- Graphophonemic Knowledge First Grade 2014- 92%----2015-84% Page 846
Second Grade 2014 47%----2015-67%
Page 847
TPRI- Word Reading First Grade 2014-88% ---- 2015- 74% Second Grade 2014 71%---2015- 73% TPRI Comprehension Kinder Listening 2014-82%----2015-80% First Grade Story 1 2014 Comprehension 90% 2015- 79% First Grade Story 2 2014 Comprehension 80% 2015- 78%
Math STAAR standards have not been set. The information below is taken from Eduphoria.
67%or above
75% or above
88% or above
47%
34%
6%
36%
15%
4%
3rd Math 4th Math
Amplify Math assessments will need to be reviewed at the beginning of the 2015-2016 academic year. Each grade level will identify student weaknesses and begin tutorials. Weaknesses as identified by Amplify are as follows: Kinder- Number ID, quantity discrimination and missing numbers First- Missing numbers and quantity discrimination Second- Quantity discrimination and Missing number
Science Page 848
TEKS Resource System Unit Assessment averages
Page 849
2nd Grade-63% 3rd Grade- 61% 4th Grade-42%
Social Studies 2nd Grade - 70% 3rd Grade-74% 4th Grade -65%
Student Achievement Strengths
Reading: -87% of Second graders reading on grade level -91% of Third graders reading on grade level -84% of Fourth graders reading on grade level
Math -Kinder is strong in counting -First is strong in counting, number ID and next number -Second is strong in number facts and concepts Page 850
Student Achievement Needs
Reading: Increase language acquisition opportunities especially in PreK and Kinder. Improve differentiation at literacy stations. Improve the balanced literacy model in Kinder and 2nd grade. Increase fluency across all grade levels. Incorporate staff development on Genre Studies for 2nd-4th grade Increase effective use of response journals to support instruction in all areas. Increase academic vocabulary. Increase rigor of instruction Increase use of Expository text during read alouds and guided reading instruction. Increase reading stamina.
Math More applicaiton on students part Improve on Commended Scores Problem Solving Rigor/Higher Level Thinking Math Progress Monitoring
Science Professional development in Science Instruction Increase test results in Science Adhere to time in schedule to teach Science Data meetings to review unit tests
Social Studies -Data meetings to review unit tests -Adhere to schedule for teaching Social Studies Page 851
Page 852
School Culture and Climate
School Culture and Climate Summary Schallert Elementary has a schoolwide discipline plan. This plan was developed by the discipline committee. All grade levels were represented on the discipline commmittee. A committee, charged with implementation of the Olweus Bullying Prevention Program was formed. Training on the Owelus Bullying Program was conducted for all staff. The committee meets once a month to ensure program is implemented with fidelity. Parents are encouraged to participate and volunteer in various activities throughout the year. Some parental involvement highlights for the year include Literacy Night, PTA Programs each month, holiday luncheons, STAAR Night, Family Day Picnic, Fall Fest, Spook Out Drugs parade. Student surveys indicate that most students feel safe at school and have a positive attitude about the school. Teachers across campus are encouraged to build positive relationships with students and parents. All staff members serve on academic committees and contribute to decisions made regarding curriculum in all core areas. Teachers have 2 hours extra grade level planning each week to collaborate and align instruction across the grade level.
School Culture and Climate Strengths Safety Respect School Rules and Discipline
School Culture and Climate Needs Increase Parental Involvemnent
Page 853
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary According to our findings, Schallert Elementary teachers are all highly qualified. Teachers are certifed in their specific field and are in current compliance NCLB. Certifications include TeXes, Bilingual Ed, Special Ed, EC-4, EC-6, 1-6, EC, 4-8, CPI, CPR, TELPAS LPAC and GT. Teacher experience ranges from 1-20 years. Teachers are given feedback about instruction through walkthroughs and evaluations using PDAS, Staff Meetings, Grade Level Meetings, and Growth Plan Meetings. Teacher:student ratio remains at 1:23. Teachers attend professional development in areas of need and data analysis on student performance is ongoing. ARC and Data meetings are held on a regular basis to help build capacity and support the notion of continuous improvement. Our school recruits staff using the district website and by conducting interviews. There has been a large turnover in staff for the last 3 years. Each year we have hired primarily new teachers.
Staff Quality, Recruitment, and Retention Strengths highly qualified staff academic success immediate feedback from campus administration in compliance with GT certificaitons/updates grade level planning committee meetings Talent Recruitment website
Staff Quality, Recruitment, and Retention Needs staff attendance staff retention and recruitment more data analysis training support for new staff in balanced literacy reading/math tutors
Page 854
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary The Model Classroom Project has had a huge implact on student engagement, higher level thinking and overall rigor of instruction. The Curriculum Frameworks training provided teachers with a template for instruction and helped to define district expectations. Lead 4 Ward training has increased understanding of data disagregation and progress monitoring. There is still a need for a deeper understanding of all TEKS and the level of rigor they should reach. The Writing Committee worked to incorporate grammar into the writing rubric this year. We have continued to refine the use of writers workshop at all grade levels. Kinder through second grade have continued to refine the implementation of Balanced Literacy through training. Third and fourth grade continued to use response journals and used readers and writers workshop as a framework for instruction.
Curriculum, Instruction, and Assessment Strengths Texas Resource System Timeline, YAGS and VAD's Curriculum framework training The Model Classroom Project- John Samara Increases Data Dissagregation Many resources for reading
Curriculum, Instruction, and Assessment Needs End of year assessments (aligned with new TEKS) for math Math progress monitoring Resources for Math intervention Understanding of the TEKS Raising the level of rigor during instruction
Page 855
Family and Community Involvement
Family and Community Involvement Summary Through the data collection and processing, we were able to identify that parents are mainly attending extracurricular activities such as PTA programs, Thanksgiving Luncheons and Famiy picnics in which their child is directly involved in. However, parental involvement is lacking in the areas of Practical Parenting and any parental or academic learning classes that are offered. Workshops have been provided, however attendance is low.
Family and Community Involvement Strengths Reminders that are sent home Parent Contact Incentives for participation Parent attendance for PTA and Lucheons
Family and Community Involvement Needs Parent involvement in academic areas
Page 856
School Context and Organization
School Context and Organization Summary There are 7 Committees that are involved in making decisions on the campus. Each committee is made up of one representative from each grade level. Each member is responsible for bringing information about their grade level to share at the committee meeting and taking information from the committee back to the grade level. The committees vertically align instruction, review progress each six weeks and make decisions about monitoring instruction. Schedules are consistent throughout grade levels, but implementing a set schedule for labs needs improvement. The Encore schedule allows a 2 hour block of time for teachers to plan or participate in staff development. Monday's are reserved for staff meetings, Tuesday's and Thursday's are tutorials and Wednesday is reserved for committee meetings.
School Context and Organization Strengths Supportive Committees Committee organization Parental Involvement Schedules consistent Data Driven Staff
School Context and Organization Needs Time constraints Improvement in relaying information Need to recruit and retain teachers Set schedule for committee meetings More time to do a deeper analysis of data
Page 857
Technology
Technology Summary Technology Committee has been put in place to provide staff training. The committee is made up of one teacher from each grade level and led by the campus liaison. The committee works together to identify technology training needs, set up a calendar of trainings and support the grade level. We currently have 2 computer labs and 2 mobile carts. Each classroom is equipt with 4 Mac computers. The teachers each have an ipad and an apple TV available in all rooms. The district has transitioned to google for email.
Technology Strengths -District support -Campus liaison -Grade level representatives to provide support -All teachers have an ipad and apple tv to use -2 mobile carts
Technology Needs -Computers in lab 101 need to be updated -Some staff reluctant to try technology
Page 858
Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Campus and/or district planning and decision making committee(s) meeting data Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Federal Report Card Data Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Observation Survey results Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Economically Disadvantaged / Non-economically disadvantaged performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Gifted and talented data Page 859
Student Data: Behavior and Other Indicators Attendance data Mobility rate, including longitudinal data Discipline records Class size averages by grade and subject Employee Data Staff surveys and/or other feedback Highly qualified staff data Campus leadership data PDAS and/or T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Community surveys and/or other feedback Support Systems and Other Data Budgets/entitlements and expenditures data
Page 860
Goals Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 1: ELAR: STAAR Grades 3-4 Objective: In 3rd and 4th grade, 80% of students will score at Phase II levels of STAAR Assessment. A minimum of 85% in Grades K-2 will reach "Developed" according to the Texas Primary Reading Inventory; A minimum of 85% of PK students will demonstrate "School Readiness" according to CIRCLE Assessment.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Reading Coach, Walkthroughs and Plans Reading Specialist, Principal and Assistant Principal 2 Reading Coach, Walkthroughs, plans and notes 2) Provide continuous support in the implementation of The Model Classroom Reading Specialist, Project. Principal and Assistant Principal. State System Safeguard Strategies Teachers, Principal Six Weeks Progress Report and Writing 3) Monitor writing progress at each grade level using anecdotal notes and Committee student conferencing Funding Sources: St. Comp. - $5577.00, St. Comp. - $145.45 Lone Star Attendance and results 4) Provide the following programs to students: Spelling Bee, Destination Challenge-Reading Imagination, GT. Specialist Spelling BeeProgram coordinator TPSF projects Classroom GT Teachers Teachers, Reading Fluency Rate Data 5) Implement fluency stations in grades 1 through 4. All Grades will monitor Coach, Reading fluency. Specialist and Principal Teachers, Reading Reading Binder Documentation 6) Utilize leveled reading strategies and procedures to increase reading levels in Coach, Reading Fountas and Pinnell reading level assessments middle Kinder through 4th grade. Specialist and and end of year. Principal. 1) Use TEKS Resource System timeline within a balanced literacy framework to develop grade appropriate instruction of Reading TEKS in kinder through fourth grade.
4
Formative Reviews Evidence that Demonstrates Success
Page 861
Nov Jan Mar June
7) Implement literacy stations that effectively support student learning needs at all grade levels.
8) Continue implementation of the Accelerated Reader Program in grades K through 4th to increase independent reading opportunities. 9) Provide differenciated instruction using Learning A-Z, I-Station, Read Well, Reading Plus, Soar to Success and leveled readers.
10) Administer Spelling Inventories from TPRI in 2nd and from Words Their Way in 3rd and 4th grades to provide data for phonics instruction. 11) Systematically analyze data from running records anecdotal notes, TPRI subgrouping charts, spelling subgrouping charts(3rd and 4th), Dibels and STAAR benchmarks and student writing to plan instruction.
12) Continue with implementation of Texas Literacy Initiative.
13) Provide Staff Development for the implementation of balanced literacy in kinder through 2nd grade.
14) Provide STAAR formatted practice for testing grade levels.
=
Accomplished
Reading Coach, Center Checklist Reading Specialist Consultants and Principal Funding Sources: St. Comp. - $199.44, St. Comp. - $99.70 Librarian End of Year Program Data Funding Sources: St. Comp. - $4806.50 Reading Specialist, Progress Monitoring and Program Reports. Reading Coach, Principal and Assistant Principal. Funding Sources: Rural and Low Income - $3980.90, St. Comp. - $934.92 Teachers, Reading Subgrouping charts Specialist, Reading Coach Teachers, Reading DATA Binders Specialist, Reading ARC Binders Coach, Principal and Assistant Principal. Reading Coach, Sign in sheets, Walkthroughs and plans Reading Specialist, Principal and Assistant Principal Reading Coach, Walkthroughs and plans Reading Specialist, Principal and Assistant Principal. Teachers, Reading Test Results Specialist, Reading Coach, Principal and Assistant Principal. Funding Sources: St. Comp. - $1767.68
= Considerable
= Some Progress
Page 862
= No Progress
= Discontinue
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 2: MATHEMATICS: STAAR Grades 3-4: In grades 3 and 4, 80% of students will score at Phase II levels of the STAAR assessment. A minimum of 90% in Grades K-2 will demonstrate mastery of Performance Based Indicators (TEKS Resource System); A minimum of 90% of PK students will demonstrate "School Readiness" according to CIRCLE Assessment.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Utilize TEKS Resource System's scope and sequence to provide a timeline for grade appropriate math instruction in grades PK to 4.
Teachers and Principal
Walkthroughs and Lesson Plans
2) Monitor 2nd, 3rd and 4th grade student performance through administration of TEKS Resource System Unit Assessments and Benchmarks.
Principal and Teachers
Eduphoria Reports
3) Kindergarten through 4th grade teachers will disaggregate data obtained from formative assessments to plan tutorials and small group.
Teachers, Principal, Math Subgrouping, Tutorial Rosters Assistant Principal
4) Teachers at each grade level 1st - 4th will develop a timeline for appropriate mastery of facts. Present math facts expectations at Family Orientation Night.
Teachers, Math Committee and Principal Teachers and Principal
Student Data
Teachers
Improved Math Scores
5) Pk-4th grade students will receive TIER 1 targeted small group mathematics instruction. 6) Provide all students in grades 3 and 4 with Motivation Math workbooks that provide practice on specific SE's. 7) Utilize Lead 4 Ward data planning tools to track and monitor student progress. State System Safeguard Strategies 8) Utilize Eduphoria for data disagregation. 9) Administer end of year benchmark in kinder through 2nd grade to determine at risk students. 10) Monitor student progress using Amplify Math.
=
Accomplished
Walkthroughs and Plans
Funding Sources: Title I - $2890.80, St. Comp. - $680.00 Teachers, Principal Improved scores and Assistant Principal Teachers, Principal Heat Maps, Tutoring Lists and Assistant Principal Teachers, Principal Results and Assistant Principal. Teachers, Principal Beginning, middle and end of year results. and Assistant Principal.
= Considerable
= Some Progress
Page 863
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 3: SCIENCE: Grades 2-4: A minimum of 90% of students will demonstrate mastery of grade level requirements according to District Benchmarks. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Utilize the TEKS Resource System timeline to provide grade appropriate Science instruction for kinder through fourth grade students. 2) Curriculum based assessments will be given in grades 2-4 at the end of each unit of instruction.
=
Accomplished
= Considerable
Evidence that Demonstrates Success
Teachers, Principal Walkthroughs and plans and Assistant Principal Teachers and Eduphoria Reports Principal Teachers, Science Committee and Principal
3) Implement EduSmart Science Program in grades 2-4.
Formative Reviews
User Reports
= Some Progress
Page 864
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 4: SOCIAL STUDIES: Grades 2-4: A minimum of 90% in Grades K-2 will demonstrate mastery of grade level requirements according to District Benchmarks. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success
1) Utilize the TEKS Resource System timeline to provide grade appropriate Social Studies instruction for kinder through fourth grade students.
Teachers and Principal
2) Curriculum based assessments will be given in grades 2-4 at the end of each unit of instruction.
Teachers, Principal Walkthroughs and Plans and Assistant Principal
=
Accomplished
= Considerable
Lesson Plans and Walkthroughs
= Some Progress
Page 865
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 5: Advanced Academics: Education of Gifted/Talented Students All Schallert Elementary Gifted and Talented students will complete The Texas State Plan for the Education of Gifted and Talented Students. Staff TITLE I Responsible for Monitoring
Strategy Description 1) Gifted students in grades K-4 will create a project for Texas Performance Standards.
Teachers and Principal
Formative Reviews Evidence that Demonstrates Success Completed projects
Teachers, Principal Student products and end of year test results and Assistant Principal Principal, Assistant Walkthroughs and Lesson Plans 3) Implement higher level questioning strategies from Model Classroom Project. Principal, Reading Specialist and Reading Coach Funding Sources: St. Comp. - $1205.77 2) Teachers will provide level appropriate instruction and enrichment to gifted and talented students.
=
Accomplished
= Considerable
= Some Progress
Page 866
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 6: HEALTH AND PHYSICAL EDUCATION: Improve in the overall wellness of the students, staff as well as community members by promoting awareness of healthy lifestyles. Staff TITLE I Responsible for Monitoring
Strategy Description
Formative Reviews Evidence that Demonstrates Success Walkthroughs and plans, student list.
2) Students will participate in 25 mile club.
Teachers and Principal Coach
3) Students will participate in Jump Rope for Heart
Coach
Logs
1) Students in grades 3 and 4 will participate in health classes once a week.
Logs
4) 4) Students will participate in Fitness Gram
=
Accomplished
= Considerable
= Some Progress
Page 867
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 7: At-Risk Students: The number of At-Risk Students at Schallert Elementary will decrease by 10% by providing supplemental instructional activities and support services. Staff TITLE I Responsible for Monitoring
Strategy Description State System Safeguard Strategies 1) Utilize the district adopted assessment instruments, classroom observations and anecdotal notes to monitor student performance and identify at- risk students.
9
2) Increase engagement of at risk students using strategies from Model Classroom Project.
3) Utilize the Bilingual program data to determine individual student academic progress as well as Bilingual program success for the year: STAAR Reading and Writing scores, TELPAS scores, OLPT scores, IPT scores, student progress reports, Sheltered Instruction Strategies, ELPS. 4) Increase engagement of at-risk students using balanced literacy strategies.
5) Increase engagement of at-risk students using research based computer programs.
=
Accomplished
= Considerable
Formative Reviews Evidence that Demonstrates Success
Teachers, Reading At Risk Lists Specialist, Reading Coach and Principal Principal, Assistant Walkthroughs and Lesson Plans Principal, Reading Coach and Reading Specialist Teachers, Principal, STAAR Scores, TELPAS Scores, lesson plans Assistant Principal
Principal, Assistant Guided Reading anecdotal notes and student data Principal, Reading Coach, and Reading Specialist Teachers, Principal, Reports from computer programs Assistant Principal, Reading Coach, and Reading Specialist = Some Progress
Page 868
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 8: Migrant: 90% of Schallert Elementary migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP). Staff TITLE I Responsible for Monitoring
Strategy Description 1) Increase awareness of the migrant program and its benefits through: newspaper, website, flyers, home visits, surveys, school newsletter, informational parent meetings, workshops and support groups.
2) Provide collaboration of efforts and expectations between Head Start/ Migrant/ Intermediate schools with our campus to improve transition services to preschool students and exiting 4th graders by scheduling parent/ student campus visits. 3) Migrant students will participate in District Migrant Tutorial Program for assistance in academic achievement
=
Accomplished
= Considerable
Formative Reviews Evidence that Demonstrates Success
Director of Federal Parental Involvement Reports Programs, Parent Liaison, Principal and Assistant Principal Head Start Sign in Sheets Coordinator, Mary Araujo, Counselor and Principal Director of Federal Migrant Tutorial Logs Programs, Migrant Tutor, Principal, Assistant Principal = Some Progress
Page 869
= No Progress
= Discontinue
Nov Jan Mar June
Goal 1: All Schallert Elementary students will demonstrate academic growth and will achieve at local, state, and federal standards with an ultimate goal of commended student performance. Performance Objective 9: Special Education: Schallert Elementary will meet all State and Federal compliance requirements for Special Education.
Goal 2: All Schallert Elementary students will demonstrate proficiencies required for graduation. Performance Objective 1: Increase attendance rate for the campus to 95% or better.
Strategy Description
Staff TITLE I Responsible for Monitoring
1) Parents will be contacted daily to determine the reason for absence.
2
2) Monitor Attendance. Implement the following procedures to reduce absenteeism: Mail a letter home after 5 absences.
2
3) Office personnel will file a truancy complaint with municipal court after 10 unexcused absences.
2
4) Principal,Vice Principal, Counselor or Teacher will visit student's home if poor attendance continues. 5) Children with perfect attendance for the six weeks will receive a perfect attendance spirit stick.
6) Students with perfect attendance for the week will get free dress on Fridays.
7) Within each grade level, the class with the most days in the six weeks that are perfect attendance will receive a pizza snack during Celebrate Success Week.
Formative Reviews Evidence that Demonstrates Success
Teachers, Improved Attendance Data and Daily Preliminary Attendance Reports Committee Members, Office Personnel Attendance Improved attendance, Letters committee members, office personnel Vice Principal, Improved attendance Counselor and Principal Teacher, Counselor, Improved Attendance Principal, Vice Principal Attendance Increased Perfect Attendance committee members, Shirley Snelling and Office Personnel Attendance Increased Perfect Attendance, Perfect Attendance List Committee Members, Principal, Vice Principal and Counselor Teachers, Principal, Increase in Perfect Attendance, Perfect Attendance Vice Principal, Para List professionals, Counselor Page 870
Nov Jan Mar June
= Accomplished
= Considerable
= Some Progress
Page 871
= No Progress
= Discontinue
Goal 2: All Schallert Elementary students will demonstrate proficiencies required for graduation. Performance Objective 2: Reduce the number of at-risk students in all subpopulations by 10%.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Tutorials. Provide at- risk students with targeted instruction based on student needs during I/E and extended day tutorials.
9
Teachers
EOY At-risk Lists and EOY Benchmarks.
2) Bilingual Education. Adhere to the PBMAS Continuous Improvement Plan, Monitor performance of all ELL students and exited first and second year students each six weeks.
9
TELPAS scores, STARR scores, OLPT scores, Reading and Writing EOY Performance Reports.
3) Differentiated Instruction. Provide differentiated instruction for PK-4 students. Use data to facilitate targeted prescriptive instruction to at-risk students.
9
4) Conduct Student Success Team meetings as appropriate to monitor and set goals for instruction of all at-risk students
9
5) Disaggregation: Campus will utilize online student data program to monitor and evaluate student formative and summative assessments
2
Bilingual Director, LPAC Members, Counselor, Bilingual Teachers Teachers, Migrant Paraprofessional, Reading Specialist, Resource teachers Reading specialist, Reading Coach, Counselor, Principal, Vice Principal and Classroom Teacher Teachers, Principal, Vice Principal, Reading Specialist, and Reading Coach
=
Accomplished
= Considerable
Lesson Plans, Walkthroughs, Reading Documentation
Meeting minutes, data and EOY results
Eduphoria Reports, Heat Maps
= Some Progress
Page 872
= No Progress
= Discontinue
Nov Jan Mar June
Goal 3: All students will be taught by highly-qualified staff. Performance Objective 1: Recruit and maintain the percentage of highly qualified staff at 100%.
Strategy Description
TITLE I
1) Vaughn Gross Meadows Reading Training. Receive training and implement strategies from Vaughn Gross Meadows training to increase student reading success.
4
2) New Teacher Support. Provide staff development and mentoring (Amigo program) for all new teachers beginning with a 3 day training before school starts.
4
3) Provide teacher training on research based instructional strategies to increase student learning.
State System Safeguard Strategies 4) Provide teacher training in the Model Classroom Project strategies to increase teacher effectiveness in all grade levels. 5) Provide Balanced literacy training to teachers in grades K-2.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Reading Data on student progress Consultants, Reading Specialists, Reading Coaches Principal, Central Copies of Certificates Office Staff, Amigos Consultants, Central Sign In Sheets Office Staff, Principal, Vice Principal, Reading Coach, Reading Specialist Principal, Assistant Sign in sheets and walkthroughs Principal, Reading Specialist and Reading Coach Principal, Assistant Sign in sheets and walkthroughs Principal and Reading Specialist. = Some Progress
Page 873
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 1: The number of discipline incidences will decrease by 25%.
Strategy Description
TITLE I
1) Teachers and staff will implement the school wide discipline plan.
2
2) Promote awareness of Student Code of Conduct to staff, community, parents and students through the website, flyers, classroom discussion.
2
3) Student Code of Conduct. Family Orientation night will be implemented early in the year for parents and teachers to discuss student expectations.
6
4) Each grade level will provide after school detention on a rotation basis. 5) Establish a Olweus team that will implement the Olweus bully program.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Discipline Committee Teachers, Principal, Counselor, Technology Paraprofessional Teachers, Principal, Vice Principal, Reading Coach, Reading Specialist, Counselor, Technology Paraprofessional. Principal and Assistant Principal Counselor and Discipline Committee
Formative Reviews Evidence that Demonstrates Success Reduction in Discipline Referrals Student Code of Conduct Receipt Forms
Sign In Sheets
sign in sheets Reduction in Discipline Referrals
= Some Progress
Page 874
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 2: The number of out of school suspensions will decrease by 10%. Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 3: The number of in school suspensions will decrease by 25%. Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 4: The number of disciplinary removals to DAEP will decrease by 10%. Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 5: Decrease the Annual Violent or Criminal Incidents by 5%. Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 6: Implement the OLWEUS Bullying Prevention Program to decrease the number of bullying incidents by 10%.
Strategy Description
TITLE I
1) The counselor will analyze teacher needs and provide bi-monthly training in needed areas such as bullying and sexual harassment.
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Counselor, Sign in sheets Principal and Assistant Principal.
2) Bullying Prevention program will be implemented at all grade levels. 3) Bully Awareness. Promote awareness of bullying to parents through several mini workshops, lessons and bullying identifiers.
=
Accomplished
= Considerable
District Parental Involvement Coordinator, Counselor
Parental Evaluations and Sign In Sheets
= Some Progress
Page 875
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 7: By June 2014, Schallert Elementary will provide training and skills necessary to maintain a safe and drug free environment.
Strategy Description
TITLE I
1) Drug Free Schools. Students will participate in Red Ribbon Week activities planned by the counselor in conjunction with the school climate committee.
2
2) Counseling. Students will receive guidance lessons at least 4 times a six weeks to promote positive social development.
2
3) Review and revise the Emergency Operations Plan and implement practice drills as advised by crisis team.
2
4) Crisis team will schedule drills for the year in August.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Counselor, School Agenda Climate Committee Members and Local Law Enforcement Agencies Counselor Lesson Plans, Walkthroughs Principal, Crisis EOY Drill Form Team, District Safety Officer Principal, Crisis EOY Drill Form team, District safety officer = Some Progress
Page 876
= No Progress
= Discontinue
Nov Jan Mar June
Goal 4: All staff will ensure a safe and positive school climate conducive to learning. Performance Objective 8: Provide students with multiple opportunities to be recognized for accomplishments.
Strategy Description
TITLE I
1) Celebrate Success. Students will be recognized for accomplishments at a grade level assembly each 6 weeks.
2
2) Students will be recognized during a "Shining Star" segment of the morning show. =
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Teachers, End of year surveys, Participation list Counselor, Principal Counselor, Participation Librarian, Teachers = Some Progress
Page 877
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Schallert Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 1: Increase Parental involvement participation in meetings by 10% as documented in the Parent Involvement Yearly Report.
Strategy Description
TITLE I
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
1) Migrant. Increase awareness of the migrant program and its benefits in order to ensure that students and parents are able to access any services and benefits for which they are eligible through: newspaper, website, flyers, home visits, surveys, school newsletter, informational parent meetings (migrant parents encouraged to attend 2x a year), workshops and support groups (Family Literacy Night, Parent Advisory Council, Technology Nights)
6
Director of Federal Promotion/Retention rates, surveys, Increase of Programs, Principal, identified migrant students Migrant aide
2) Parental Involvement. Require a parent/student/school compact to create a partnership and planning and implementing parent activities that emphasize the values of parental involvement: Family Literacy, Migrant meetings, Transitional meetings, PTA, Little Olympics, Parenting Skills workshop, STAAR Awareness meetings and Family Orientation Night.
6
3) Parental Involvement. Expand the home-school connection through improved communication via: School Reach, Open House (PTA), parent/teacher conferences, public news media, SBDM participation, migrant services coordination, notices/letters/flyers to parents, school marquee, school newsletter, school web site, Gifted/Talented parent orientation, parent/student/teacher compacts
6
Parents, Staff, Surveys, EOY Parental Summary Reports, Increase in Principal, parent participation by 10%. Counselor, District Parent-student compact Directors, PTA Officers, Head Start Director Classroom teachers, Surveys, PICC Yearly Summary Report will show and instructional aides, increase in parental involvement principal, Counselor, Parents, News media
4) Community Partnerships. Expand business/career education partnerships through these school initiatives: Building Good Citizens for Texas, Pennies for Patients, Relay for Life, Jump Rope for Heart.
2
5) Invite parents and students to an orientation night to review student and parent expectations, dress code, school trips, discipline, bullying and academics.
6) Provide a parent volunteer luncheon at the end of the year
=
Accomplished
Staff, Counselor, Community members
Total charitable donations, EOY Parental Summary Report, Increase of business partnerships
Teachers, Sign In Sheets Counselor, Principal and Vice Principal Parental Sign - in Sheets Involvement Coordinator Funding Sources: St. Comp. - $243.75
= Considerable
= Some Progress
Page 878
= No Progress
= Discontinue
Nov Jan Mar June
Goal 5: All Schallert Elementary staff, students, parents, and community members will promote comprehensive home, school, and community partnerships. Performance Objective 2: Increase the level of collaboration between the campus, feeder campuses and community entities in regards to Transitional Services by 5%.
Strategy Description
TITLE I
1) Transitional Services. Provide collaboration of efforts and expectations between Head Start/Migrant with our campus to improve transition services to preschool students.
2) Intermediate school orientation for exiting fourth grade students going to Memorial Intermediate School and Dubose Intermediate School.
=
Accomplished
= Considerable
Staff Responsible for Monitoring Head Start Coordinator and Campus Parental Involvement Personnel. Fourth Grade Teachers and Counselor
Formative Reviews Evidence that Demonstrates Success Sign in Sheets
Parent Permission Slips and Registration Forms
= Some Progress
Page 879
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 1: Provide 100% of the students with instruction in the use of technology that empowers them to develop their academic skills.
Strategy Description
TITLE I
Technology coordinator Principal and Assistant principal Technology Coordinator Classroom Teacher Principal Assistant Principal Technology Coordinator Classroom Teacher Principal Assistant Principal Technology Coordinator Classroom Teacher Principal Assistant Principal
1) Teachers will make a timeline for instruction of grade level technology TEKS.
2) Schedule all students to visit the computer lab at least once a week.
3) Provide 4 computers for each classroom
4) Schedule mobile computer lab for grades 1-4.
=
Accomplished
Staff Responsible for Monitoring
= Considerable
Formative Reviews Evidence that Demonstrates Success Lesson Plans
Lesson Plans Student List
Inventory List
Lesson Plans, Schedules
= Some Progress
Page 880
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 2: Provide the knowledge skills and resources necessary for all educators to fully integrate technology into the curriculum.
Strategy Description
TITLE I
1) Teachers will support learning goals through the use of available software.
2) Schedule the mobile lab for 3rd and 4th grade use during small group instruction for math and reading intervention times.
3) Provide additional educator training in technological advancements.
=
Accomplished
= Considerable
Staff Responsible for Monitoring
Formative Reviews Evidence that Demonstrates Success
Technology Lesson Plans, Reading Plus, Mathletics web-based Coordinator programs Classroom Teacher Principal Assistant Principal Technology aide, Sign in Sheets, Istation reports and Think Through Principal, Assistant Math reports. Principal and Teachers Principal, Sign in sheets Technology Liason, Technology Tech and Technology Committee members. = Some Progress
Page 881
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 3: Utilize technology as a tool to assist in developing communication between all staff, students and community. Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 4: Provide the knowledge and skills necessary to fully integrate technology into administrative functions and allow all administrators to make informed decisions on technology acquisitions and usage. Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 5: Provide a high-speed, quality infrastructure and high value hardware for all schools and district offices. Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 6: Increase teacher technology proficiency and use of technology to support instruction, analyze data and increase student engagement.
Strategy Description
TITLE I
1) Technology Application TEKS. Teachers will make a timeline for instruction of grade level technology TEKS and document them on lesson plans.
2
2) Scheduled Computer Lab visits. A schedule will be created for all students to visit the computer lab once a week.
2
=
Accomplished
= Considerable
Staff Responsible for Monitoring Technology Committee and Vice Principal Technology Committee
Formative Reviews Evidence that Demonstrates Success Timeline and Lesson Plans
Data on lab use, Lesson Plans
= Some Progress
Page 882
= No Progress
= Discontinue
Nov Jan Mar June
Goal 6: All Schallert Elementary teachers and students will be technology literate and utilize technology tools and resources to enhance learning. Performance Objective 7: By June 2013, 100% of teachers will integrate technology into daily instruction.
Strategy Description
TITLE I
1) Technology projects. Students in grade Kinder-4th will create a minimum of one technology project as per district criteria each six weeks.
2
Staff Responsible for Monitoring Teachers
Formative Reviews Evidence that Demonstrates Success Compiled projects, Lesson Plans
Teachers, Science Program Report, Lesson Plans Committee Funding Sources: St. Comp. - $3360.00 Principal, Assistant Walkthroughs, plans and schedule sheets. 3) Mobile lab will be used to support differenciated instruction at all grade Principal, Teachers levels. and Technology Paraprofessional. Teachers, Principal Lesson plans 4) Teachers will use available technology to support and enhance learning in the and Assistant classroom. Principal Funding Sources: St. Comp. - $2519.00, St. Comp. - $79.84 2) Software Support. Teacher will support student-learning goals through the use of available software.
=
Accomplished
2
= Considerable
= Some Progress
Page 883
= No Progress
= Discontinue
Nov Jan Mar June
State System Safeguard Strategies Goal Objective Strategy
Description
1
1
3
Monitor writing progress at each grade level using anecdotal notes and student conferencing
1
2
8
Utilize Eduphoria for data disagregation.
1
7
1
Utilize the district adopted assessment instruments, classroom observations and anecdotal notes to monitor student performance and identify at- risk students.
3
1
4
Provide teacher training in the Model Classroom Project strategies to increase teacher effectiveness in all grade levels.
Page 884
Title I Instruction by highly qualified professional teachers The details for addressing instruction by highly qualified professional teachers are addressed in the comprehensive needs assesment. Please refer to the CNA.
Page 885
Campus Funding Summary Title I Goal
Objective
Strategy
1
2
6
Resources Needed Mentoring Minds Math Workbook
Account Code
Amount
211-11-6399.00-107-4-30
$2,890.80
Sub-Total
$2,890.80
Rural and Low Income Goal
Objective
Strategy
1
1
9
Resources Needed Novel Units Inc. Literature novel units
Account Code
Amount
270-11-6399.00-107-5-24
$3,980.90
Sub-Total
$3,980.90
St. Comp. Goal
Objective
Strategy
1
1
3
The Writing Academy Curriculum
163-11-6399.00-107-5-30
$5,577.00
1
1
3
Mentoring Minds Writing Workbook
16-11-6399.00-107-5-30
$145.45
1
1
7
Pocket Chart
163-1-6399.00-107-5-30
$199.44
1
1
7
Dice
163-11-6399.00-107-5-30
$99.70
1
1
8
Renaissance Learning Accelerated Reader Program
163-11-6399.00-107-5-30
$4,806.50
1
1
9
Learning A-Z
163-11-6399.00-107-5-30
$934.92
1
1
14
Peoples Education Measuring Up Reading Workbook L4
163-11-6399-107-30
1
2
6
1
5
3
Higher Level Questioning Posters and Response Boards
5
1
6
Catering Services (AISD Food Services)
6
7
2
Mathletics/3 P Learning
163-11-6399.00-107-5-30
$3,360.00
6
7
4
Apple Computer Inc. Apple TV
163-6396-00-107-5-30
$2,519.00
6
7
4
Cables
163-11-6396.00-107-5-30
Schallert Elementary School Generated by Plan4Learning.com
Resources Needed
Page 886
Account Code
Amount
$1,767.68
163-11-6399.00-107-5-30
$680.00
163-11-6399.00-107-4-30
$1,205.77 $243.75
$79.84
Sub-Total
$21,619.05
Grand Total
$28,490.75
December 7, 2015 12:51 pm
Report on Violent or Criminal Incidents Student Disciplinary Action Incident Counts by Reason Code 2014-15 School Year Reason Code
Campus
Campus
Campus
Campus
Campus
Campus
Campus
Campus
Campus
Campus
AHS
WAMS
Dubose Int
Memorial Int
Hillcrest EL
MR Garcia EL
Noonan EL
Saenz EL
Salazar EL
Schallert EL
Description
11
Used, exhibited, possessed firearm
0
0
0
0
0
0
0
0
0
0
12
Used, exhibited possessed illegal knife
0
0
0
0
0
0
0
0
0
0
13
Used, exhibited, possessed illegal club
0
0
0
0
0
0
0
0
0
0
14
Used, exhibited, possessed prohibited weapon
0
0
0
0
0
0
0
0
0
0
16
Arson
0
0
0
0
0
0
0
0
0
0
17
Murder, capital murder, criminal attempt to commit murder/capital murder
0
0
0
0
0
0
0
0
0
0
18
Indecency with a child
0
0
0
0
0
0
0
0
0
0
19
Aggravated kidnapping
0
0
0
0
0
0
0
0
0
0
29
Aggravated assault against school district employee/volunteer
0
0
0
0
0
0
0
0
0
0
30
Aggravated assault against nonemployee/volunteer
0
0
0
0
0
0
0
0
0
0
31
Sexual assault/aggravated sexual assault against school district employee/volunteer
0
0
0
0
0
0
0
0
0
0
32
Sexual assault/aggravated sexual assault against non-employee/volunteer
0
0
0
0
0
0
0
0
0
0
36
Felony controlled substance violation
0
0
0
0
0
0
0
0
0
0
37
Felony alcohol violation
0
0
0
0
0
0
0
0
0
0
46
Aggravated robbery
0
0
0
0
0
0
0
0
0
0
47
Manslaughter
0
0
0
0
0
0
0
0
0
0
48
Criminally negligent homicide
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total Incidents Student Enrollment
1,318
728
402
324
284
197
443
528
289
595
Incident Rate
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Disciplinary Action Reason Codes 11, 12, 13, 14, 16, 17, 18, 19, 29, 30, 31, 32, 36, 37, 46, 47 and 48 are the Codes used by TEA in identifying a "Persistently Dangerous School" under No Child Left Behind.
For information concerning school violence prevention and violence intervention policies that the district is using to protect students, please refer to the District's Student Code of Conduct and School Board Policies (both of which are available on the Distict's webpage and at all campuses and at the District's Central Administrative Offices).
Page 887
Report of 2012-2013 High School Graduates’ Enrollment and Academic Performance in Texas Public Higher Education in FY 2014 Texas statute requires every school district to include, with their performance report, information received under Texas Education Code §51.403(e). This information, provided to districts from the Texas Higher Education Coordinating Board (THECB), reports on student performance in postsecondary institutions during the first year enrolled after graduation from high school. Student performance is measured by the Grade Point Average (GPA) earned by 2012-2013 high school graduates who attended public four-year and two-year higher education in FY 2014. The data is presented alphabetically for each county, school district and high school. The bookmarks can be used to select the first letter of a county. Then the user can scroll down to the desired county, school district and high school. For each student, the grade points and college-level semester credit hours earned by a student in fall 2013, spring 2014, and summer 2014 are added together and averaged to determine the GPA. These GPAs are accumulated in a range of five categories from < 2.0 to > 3.5. If a GPA could not be calculated for some reason, that student is placed in the “Unknown” column. GPA data is only available for students attending public higher education institutions in Texas. If a high school has fewer than five students attending four-year or two-year public higher education institutions, the number of students is shown but no GPA breakout is given. If a student attended both a four-year and a two-year institution in FY 2014, the student’s GPA is shown in the type of institution where the most semester credit hours were earned. The number of students located at Texas independent institutions is presented. Also shown are "not trackable" graduates, those with non-standard ID numbers that cannot be used to match student identifiers at Texas higher education institutions. "Not found" graduates have standard ID numbers but were not located in FY 2014 at Texas higher education institutions. They might have enrolled in higher education outside of Texas. No data is given for high schools with 25 or fewer graduates. Because the statute calls for data on the first year enrolled after graduation, the level of the institution attended by students in this report may not match that given in THECB’s high school to college report at http://www.txhighereddata.org/Interactive/HSCollLink. That report shows where students attended in the fall semester after their high school graduation year. This report attributes students to the level of institution where they earned the most semester credit hours during the whole academic year, not just the fall semester. Please note: In May 2012 the 2006-2007, 2007-2008, and 2008-2009 versions of the Report of High School Graduates’ Enrollment and Academic Performance in Texas Public Higher Education were updated to reflect a minor correction in how the GPA data are distributed across ranges.
Page 888
Texas High School Graduates from FY2013 Enrolled in Texas Public or Independent Higher Education in FY 2014
County
Total Graduates
District
GPA for 1st Year in Public Higher Education in Texas 2.02.53.02.49 2.99 3.49 <2.0 >3.5 Unk
JIM WELLS ALICE ISD
125901001 ALICE H S Four-Year Public University Two-Year Public Colleges Independent Colleges & Universities Not Trackable Not Found Total High School Graduates
62 81 6 3 126 278
21 33
Source: Texas Higher Education Coordinating Board and Texas Education Agency "Not found" graduates have standard ID numbers that were not found in the specified year at Texas higher education institutions. "Not trackable" graduates have non-standard ID numbers that will not find a match at Texas higher education institutions. Includes high schools with more than 25 graduates. If enrolllment in public higher education less than 5, the GPA data is omitted. Page 889
8 11
10 11
11 11
11 10
1 5
Glossary
November 2015
2014–15 Texas Academic Performance Report Accountability Rating: The labels assigned to districts and campuses that designate acceptable and unacceptable performance in the state academic accountability system. Possible ratings are as follows:
Met Standard Met Alternative Standard Improvement Required Not Rated Not Rated: Data Integrity Issues For a detailed explanation of this year’s accountability system, see the 2015 Accountability Manual, available at http://ritter.tea.state.tx.us/perfreport/account/2015/manual/index.html. Accountability Subset: The collection of STAAR assessment results that are used to determine district and campus accountability ratings. Campus-level accountability subset: Campuses are held accountable for only those students enrolled in the campus on both the snapshot date (the last Friday in October) and the testing date. For example, if a student was enrolled at one campus on October 31, 2014* but moved to another campus before the testing date, that student’s performance is not included in the accountability results for either campus, whether or not the campuses are in the same district. District-level accountability subset: A district is held accountable for only those students enrolled in the district on both the snapshot date (the last Friday in October) and the testing date. For example, if a student was enrolled in one district on October 31, 2014* but moved to another district before the testing date, that student’s performance is not included in the accountability results for either district. However, if that student had moved from one campus to another in the same district, his or her performance would have been included in that district’s results, even though it was not included in the results for either campus. This means that district performance results may not match the sum of the campus performance results. *In the case of STAAR End-of-Course exams administered in July 2014, the accountability subset date is for the prior year, October 25, 2013. Advanced Course/Dual-Enrollment Completion: By subject area the percentage of students who complete and receive credit for at least one advanced course. TAPR includes completion percentages for grades 9-12 as well as grades 11-12. Advanced courses include dual-enrollment courses. Dual-enrollment courses are those for which a student can earn both high school and college credit. Decisions about awarding high school credit for college courses is described in Texas Administrative Code §74.25, which states, in part the following:
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(b) To be eligible to enroll and be awarded credit toward state graduation requirements, a student must have the approval of the high school principal or other school official designated by the school district. The course for which credit is awarded must provide advanced academic instruction beyond, or in greater depth than, the essential knowledge and skills for the equivalent high school course.
Appendix B lists all courses identified as advanced, with the exception of courses designated only as dual-enrollment. Dual-enrollment courses are not shown because they vary from campus to campus and could include a large proportion of all high school courses. Course completion information is reported by districts through the Public Education Information Management System (PEIMS) after the close of the school year. For example, the values, expressed as percentages for grades 11–12, are calculated as follows: number of students in grades 11–12 who received credit for at least one advanced or dual enrollment course in 2013–14 number of students in grades 11–12 who completed at least one course in 2013–14
This indicator was used in awarding distinction designations to high schools in 2015. For a detailed explanation of distinction designations, see Chapter 5 of the 2015 Accountability Manual. (Source of data: PEIMS, June 2014, June 2013) Advanced Placement Examinations: Please see AP/IB Results. Annual Dropout Rate: The percentage of students who drop out of school during one school year. Annual dropout rates are shown for districts and campuses that serve grades 7– 8 and/or 9–12. State law prohibits including a student who meets any of the following criteria from campus and district annual dropout rate calculations:
Is ordered by a court to attend a high school equivalency certificate program but has not earned a high school equivalency certificate
Was previously reported to the state as a dropout
Was in attendance but who is not in membership for purposes of average daily attendance (i.e., students for whom school districts are not receiving state Foundation School Program [FSP] funds)
Was initially enrolled in a school in the United States in any grade 7 through 12 as an unschooled refugee or asylee as defined by TEC §39.027(a-1)
Is in the district exclusively as a function of having been detained at a county detention facility but is otherwise not a student of the district in which the facility is located
Is incarcerated in a state jail or federal penitentiary as an adult or as a person certified to stand trial as an adult
Texas Education Agency | Assessment and Accountability | Performance Reporting
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November 2015
2014–15 TAPR Glossary Two annual dropout rate indicators are shown:
(1) Annual Dropout Rate (Gr 7–8). This includes only grades 7 and 8. It is calculated as follows: number of dropouts in grades 7 and 8 during the 2013–14 school year number of students in grades 7 and 8 who were in attendance at any time during the 2013–14 school year
(2) Annual Dropout Rate (Gr 9–12). This includes grades 9 through 12. It is calculated as follows: number of dropouts in grades 9 through 12 during the 2013–14 school year number of students in grades 9–12 who were in attendance at any time during the 2013–14 school year
Both annual rates appear on campus, district, region, and state TAPRs. However, the state and region annual dropout rates that are reported on district and campus TAPRs are calculated without the exclusions explained above. Note that with all annual dropout rate calculations, a cumulative count of students is used in the denominator. This method for calculating the dropout rate neutralizes the effect of mobility by including in the denominator every student ever reported in attendance at the district or campus throughout the school year, regardless of length of stay. For a more complete description of dropout rates and exclusions, see the Secondary School Completion and Dropouts in Texas Public Schools, 2013–14 reports, available on the TEA website at http://tea.texas.gov/acctres/dropcomp_index.html For detailed information on data sources, see Appendix K in the 2015 Accountability Manual. See also Dropout and Leaver Record. (Source of data: PEIMS, Aug. 2013 and June 2015) Annual Graduates: The count of students who graduate from a district or campus in a school year regardless of cohort. This measure is separate from, and may include different students than, the longitudinal graduation rates. (Source of data: PEIMS, Aug. 2013 and June 2015 AP/IB Results: The percentage of students who have taken the College Board’s Advanced Placement (AP) examinations and/or the International Baccalaureate’s (IB) Diploma Program examinations. High school students may take one or more of these examinations, ideally upon completion of AP or IB courses, and may receive advanced placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced placement for scores of 3, 4, or 5 on AP examinations and scores of 4, 5, 6, or 7 on IB examinations. Requirements vary by college and by subject tested. The following two values are calculated for this indicator: (1) Tested. The percentage of students in grades 11 and 12 taking at least one AP or IB examination number of students in grade 11 and 12 who took at least one AP or IB examination number of grade 11 and 12 students
Texas Education Agency | Assessment and Accountability | Performance Reporting
892
November 2015
2014–15 TAPR Glossary
(2) Examinees >= Criterion. The percentage of examinees with at least one AP or IB score at or above the criterion score (3 on AP or 4 on IB) number of examinees in grade 11 and 12 with at least one score at or above criterion number of examinees in grade 11 and 12 taking at least one AP or IB examination
This indicator was used in determining the 2015 Postsecondary Readiness Distinction Designation for campuses and districts. For a detailed explanation of distinction designations, see Chapter 5 of the 2015 Accountability Manual. (Sources of data: The College Board, Aug. 2014, Jan. 2014; The International Baccalaureate Organization, Aug. 2014, Aug. 2013; and PEIMS, Oct. 2014, Oct. 2013) At-Risk: The count and percentage of students identified as being at risk of dropping out of school based on PEIMS 110 records. At-risk identification is based upon on state-defined criteria (TEC §29.081). The percentage of at-risk students is calculated as the sum of the students coded as at risk of dropping out of school divided by the total number of students in membership: number of students coded as at risk total number of students
Counts of at-risk students are shown in the Profile section of the campus, district, region, and state reports. State law defines a student as being at risk of dropping out of school if he or she is under 26 years of age and
was not advanced from one grade level to the next for one or more school years;
is in grades 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;
did not perform satisfactorily on an assessment instrument administered to the student under TEC Subchapter B, Chapter 39, and has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;
is in prekindergarten, kindergarten, or grades 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
is pregnant or is a parent;
has been placed in an alternative education program in accordance with TEC §37.006 during the preceding or current school year;
has been expelled in accordance with TEC §37.007 during the preceding or current school year;
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is currently on parole, probation, deferred prosecution, or other conditional release;
was previously reported through PEIMS to have dropped out of school;
is a student of limited English proficiency, as defined by TEC §29.052;
is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;
is homeless, as defined by 42 U.S.C., §11302, and its subsequent amendments; or
resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.
(Source of data: PEIMS, Oct. 2014) Attendance Rate: The percentage of days students were present in 2013–14. Attendance rates reported in the TAPR are based on student attendance for the entire school year. Only students in grades 1–12 are included in the calculation. Attendance is calculated as follows: total number of days students were present in 2013–14 total number of days students were in membership in 2013–14
Attendance rates are shown for 2013–14 and 2012–13. This indicator was used in awarding distinction designations in 2015. For a detailed explanation of distinction designations, see Chapter 5 of the 2015 Accountability Manual. (Source of data: PEIMS, June 2014, June 2013) Auxiliary Staff (District Profile only): The count of full-time equivalent (FTE) staff reported in PEIMS employment and payroll records who are not reported in the PEIMS 090 Staff Responsibilities record. The auxiliary staff are expressed as a percentage of total staff. For auxiliary staff, the FTE is the value of the percent of day worked. (Source of data: PEIMS, Oct. 2014) Average Actual Salaries (regular duties only): For each of the four categories, the total salary for that category divided by the total FTE count for that category. Only payment for regular duties is included in the total salary; supplemental payments for extra duties (e.g., coaching, band and orchestra assignments, club sponsorships) are not included. See Appendix A for lists of the PEIMS role IDs included in each category.
Teachers. Teachers, special duty teachers, and substitute teachers. Substitute teachers are people who are either temporarily hired to replace a teacher who has quit, died, or been terminated or hired permanently on an as-needed basis.
Campus Administration. Principals, assistant principals, and other administrators reported with a specific school ID.
Texas Education Agency | Assessment and Accountability | Performance Reporting
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November 2015
Central Administration. Superintendents, presidents, chief executive officers, chief administrative officers, business managers, athletic directors, and other administrators reported with a central office ID and not a specific school ID.
Professional Support. Therapists, nurses, librarians, counselors, and other campus professional personnel.
An employee who works half time and a reported actual salary of $30,000 has a full-time equivalent salary of $60,000. All average salaries are expressed in full-time equivalent form by dividing the sum of the actual salaries earned by the total FTE count. (Source of data: PEIMS, Oct. 2014) Average Teacher Salary by Years of Experience (regular duties only): Total pay for all teachers in each category divided by the total teacher FTE count for that category. The total actual salary amount is pay for regular duties only and does not include supplemental pay. For teachers who also have non-teaching roles, only the portion of time and pay dedicated to classroom responsibilities is factored into the average teacher salary calculation. (Source of data: PEIMS, Oct. 2014) Average Years’ Experience of Teachers: The average number of completed years of professional experience, regardless of district. Weighted (1 for a full-time teacher, .75 for a three-quarter-time teacher, and .5 for a half-time teacher) averages are calculated by multiplying each teacher’s FTE coefficient by his or her years of experience. These amounts are summed for all teachers and divided by the sum of all teachers’ FTE coefficients. (Source of data: PEIMS, Oct. 2014) Average Years’ Experience of Teachers with District: The average number of years employed in the district whether or not there has been any interruption in service. Weighted averages are calculated by multiplying each teacher’s FTE coefficient by his or her years of experience in the district. These amounts are summed for all teachers and divided by the sum of all teacher’s coefficients. Bilingual Education/English as a Second Language Reports: The performance for selected indicators disaggregated by bilingual and English as a second language (ESL) instructional models. The TAPR shows the statutorily-required performance indicators disaggregated by eleven columns for students identified as limited English proficient (LEP) in the current school year. For definitions of the BE/ESL instructional programs, see the PEIMS Data Standards, available at http://tea.texas.gov/index4.aspx?id=25769817517. Campus Number: A unique nine-digit number assigned to every Texas public school. It consists of the county number (assigned alphabetically from 001 to 254), followed by the district number (9_ _ is used primarily for regular districts, 8_ _ for charter operators), and ending with the campus number (generally 00_ for high schools, 04_ for middle schools, and 1_ _ for elementary schools).
Texas Education Agency | Assessment and Accountability | Performance Reporting
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November 2015
Class Size Averages by Grade and Subject: The average class size for elementary classes (by grade) and for secondary classes (by subject) for selected subjects. Districts report class sizes through the PEIMS 090 (Staff Responsibility) record. Each 090 record is unique by campus ID, staff ID, service ID, and class ID number. The methodology for averaging class size differs depending on whether the class is elementary or secondary due to differences in reporting practices for these two types of teacher schedules. For secondary classes, each unique combination of teacher and class time is counted as a class. Averages are determined by summing the number of students served (in a given subject at the campus) and dividing by the calculated count of classes. For elementary classes, the number of records reported for each grade is considered. A teacher teaching all subjects to the same group of fourth graders all day will have only one record indicating the total number of fourth grade students served. However, an elementary teacher who teaches a single subject to five different sections of fourth graders each day will have five separate records reported, each with a unique count of students served. For example, one 4th grade science teacher teaches five science classes each day with 18, 20, 19, 21, and 22 students in each class. The total of 100 students divided by the five classes produces an average class size of 20 students for that teacher. All of the following rules apply to the average class sizes:
Classes identified as serving regular, compensatory/remedial, gifted and talented, career and technical, and honors students are included in the calculation.
Subjects in the areas of English language arts (ELA), mathematics, science, social studies, languages other than English, computer science, and career and technical education are included in the calculation, as are self-contained classrooms.
Classes where the number of students served is reported to be zero are not included.
Service codes with the "SR" prefix are not included.
Teacher roles coded as “teacher” and/or “substitute teacher” are included.
Only class settings coded as "regular class" are included.
Missing partial FTE counts are not included.
Elementary classes in which the number of students exceeds 100 are not included.
Mixed grade-level class averages are not included.
(Source of data: PEIMS, Oct. 2014) College Admissions Tests: Please see SAT/ACT Results. College-Ready Graduates: The percentage of graduates that meet or exceed the collegeready criteria on the TAKS exit-level test, the SAT test, or the ACT test. The criteria for each are as follows:
Texas Education Agency | Assessment and Accountability | Performance Reporting
896
November 2015
2014–15 TAPR Glossary Subject ELA Math
Exit-level TAKS >= 2200 scale score on ELA test AND a “3” or higher on essay >= 2200 scale score on mathematics test
OR OR
SAT >=500 on Critical Reading AND >=1070 Total >=500 on Math AND >=1070 Total
OR OR
ACT >= 19 on English AND >= 23 Composite >= 19 on Math AND >= 23 Composite
This indicator calculates three values: (1) Eng Lang Arts. The percentage of graduates who scored at or above the criterion scores on the TAKS, SAT, or ACT English language arts tests. number of graduates who scored at or above the college-ready criterion for ELA number of graduates (2013–14) with ELA results to evaluate
(2) Mathematics. The percentage of graduates who scored at or above the criterion score on the TAKS, SAT, or ACT mathematics tests. number of graduates who scored at or above the college-ready criterion for mathematics number of graduates (2013–14) with mathematics results to evaluate
(3) Both Subjects. The percentage of graduates who scored at or above the criterion score on both the TAKS, SAT, or ACT ELA and mathematics tests. number of graduates who scored at or above the college-ready criteria on both ELA & mathematics number of graduates (2013–14) with results in both subjects to evaluate
Performance is shown for the class of 2014 and 2013. Note that this indicator does not include performance on TAKS-Modified nor TAKS-Alternate. (Sources of data: TEA Student Assessment Division, The College Board, Aug. 2014, Aug. 2015, ACT, Inc. Oct. 2014, Oct. 2013; and PEIMS, Oct. 2014, Oct. 2013) College and Career Ready Graduates: The number of 2013–14 annual graduates demonstrate that they are prepared for postsecondary success in one of three ways:
Meeting the TSI criteria in both ELA/reading and mathematics, as described above for College-Ready Graduates.
Completing and earning credit for at least two advanced/dual-credit courses in the 2012–13 or 2013–14 school year
Enrolling in a coherent sequence of CTE courses as part of a four-year plan of study to take two or more CTE courses for three or more credits
(Sources of data: CAF, College Board, and ACT) Completion Rate: Please see Longitudinal Rates. Criterion Score: The scores on SAT and ACT college admissions tests, AP and IB tests, and College-Ready Graduates indicator. For the college admissions tests, the criterion scores are
Texas Education Agency | Assessment and Accountability | Performance Reporting
897
2014–15 TAPR Glossary
November 2015
at least 24 on the ACT (composite) and at least 1110 on the SAT (critical reading and mathematics combined). For AP and IB tests, the criterion scores are at least 3 on AP tests, and at least 4 on IB tests. For College-Ready Graduates criterion scores, see College-Ready Graduates. Please note that each college and university establishes its own score criteria for admitting and granting advanced placement or credit to individual students. See also SAT/ACT Results and AP/IB Results. CTE Coherent Sequence Graduate: The percentage of graduates enrolled in a career and technical education (CTE) coherent sequence of courses as part of a four-year plan of study. Number of graduates who were enrolled in a CTE-coherent sequence of courses as part of a four-year plan of study to take two or more CTE courses for three or more credits (from PEIMS 400, 101 [summer]) Number of 2013–14 annual graduates (from PEIMS 203)
Data Quality (District Profile only): The percentage of errors made by the district in two key data submissions: the PID Error rate in PEIMS Student Data and the percentage of Underreported Students in PEIMS Student Leaver Data. (1) PID Error Rate. The Person Identification Database (PID) system ensures that each time information is collected for a student, the identifying information matches other data collections for that student. This allows student data to be linked across time or data to be matched across years. For example, enrollment records, which are collected in October, can be linked to attendance records, which are collected in June. It also helps maintain student confidentiality by assigning an ID that protects the student’s identifying information. When submitting data, each district has the ability to run PID Discrepancy Reports that show any PID errors and correct those errors before its submission is finalized. The PID error rate has declined significantly over the years, but any error has a detrimental effect on the calculation of longitudinal measures, such as the four-year dropout rate and the high school graduation rate. The TAPRs show the PID error rate in PEIMS Student Data collected in Submission 1 (October 2014). The rate is calculated as follows: number of student PID errors found in finalized PEIMS submission 1 (fall 2014) number of student records in finalized PEIMS submission 1 (fall 2014)
(2) Percent of Underreported Students. Underreported students are 7th–12th graders who were enrolled at any time during the prior year, who are not accounted for through district records or TEA processing in the current year, and for whom the district did not submit a leaver record. A district is required to submit a leaver record for any student served in grades 7–12 the previous year unless the student received a GED certificate by August 31, is a previous Texas public school graduate, moved to and enrolled in another Texas public school district, or returned to the district by the end
Texas Education Agency | Assessment and Accountability | Performance Reporting
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November 2015
2014–15 TAPR Glossary
of the school start window. (For 2014–15, the end of the school-start window was September 26, 2014.) (For a more complete definition of leavers, see Leaver Records.) The rate is calculated as follows: number of underreported students number of students in grades 7–12 who were served in the district in the 2013–14 school year
Distinction Designations: Recognitions for districts and campuses for outstanding achievement in the following academic areas:
Academic Achievement in English Language Arts/Reading (campus only) Academic Achievement in Mathematics (campus only) Academic Achievement in Science (campus only) Academic Achievement in Social Studies (campus only) Top 25 Percent: Student Progress (campus only) Top 25 Percent: Closing Performance Gaps (campus only) Postsecondary Readiness (district and campus) Only those districts and campuses that receive a Met Standard rating are eligible for distinction designations. Charter districts and alternative education campuses evaluated by alternative education accountability (AEA) provisions are not eligible for distinction designations. See Chapter 5 in the 2015 Accountability Manual for more information. Distinguished Achievement Program: Please see RHSP/DAP Graduates. Dropout: A student who was enrolled in public school in grade 7–12 during the previous year, did not return to public school in current year, was not expelled, and did not graduate, receive a high school equivalency certificate, continue school outside the public school system, begin college, or die. Dropout counts are obtained from PEIMS records. For more information, see Annual Dropout Rate. (Source of data: PEIMS, Oct. 2014) Dropout Rate: Please see Annual Dropout Rate. Economically Disadvantaged: The count and percentage of students eligible for free or reduced-price lunch or eligible for other public assistance. number of students eligible for free or reduced-price lunch or other public assistance total number of students
See also Total Students. (Source of data: PEIMS, Oct. 2014, Oct. 2013; and TEA Student Assessment Division)
Texas Education Agency | Assessment and Accountability | Performance Reporting
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2014–15 TAPR Glossary
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Educational Aides: The count and percentage of paraprofessional staff who are reported with a role of 033 (Educational Aide) or 036 (Certified Interpreter). The FTE counts of educational aides are expressed as a percentage of the total staff FTEs. See Appendix A for all PEIMS Role IDs. (Source of data: PEIMS, Oct. 2014) English Language Learners (ELLs): The count and percentage of students whose primary language is other than English and who are in the process of acquiring English. Inclusion and exclusion of ELL performance varies by indicator:
ELL performance of students who are in their first year in U.S. schools is excluded
from all STAAR indicators. Exclusion of other ELL performance varies, depending on the indicator. For detailed information on the inclusion and exclusion of ELL performance, see Appendix I in the 2015 Accountability Manual.
ELL performance is included in all other non-STAAR indicators, regardless of years in U.S. schools. Not all students identified as ELLs receive bilingual or English as a second language instruction. In the Profile section of the reports, the percentage of ELLs is calculated by dividing the number of ELLs by the total number of students in the district or campus. (Source of data: PEIMS, Oct. 2014) Enrollment: Please see Total Students. Ethnic Distribution: The number and percentage of students and staff who are identified as belonging to one of the following groups: African American, Hispanic, White, American Indian, Asian, Pacific Islander, and Two or More Races. (Source of data: PEIMS, Oct. 2014, Oct. 2013; The College Board; ACT Inc.; The International Baccalaureate Organization; and TEA Student Assessment Division) Expenditure Information: Information available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/. FTE: Full-Time Equivalent. Fund Balance Information: Information is available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/. Graduates: The count and percentage of students who graduate at some time during the school year. It includes summer graduates and is reported by districts in the fall of the following school year. It includes all students in grade 12 who graduated, as well as graduates from other grades. Students served by special education who graduate are included in the totals. Counts of students graduating under the following graduation types in 2013–14 are also shown:
Minimum High School Program Recommended High School Program
Texas Education Agency | Assessment and Accountability | Performance Reporting
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2014–15 TAPR Glossary
November 2015
Distinguished Achievement Program Foundation High School Plan See also College-Ready Graduates, Longitudinal Rate, and RHSP/DAP Graduates. (Source of data: PEIMS, Oct. 2014) Graduates Enrolled in Texas Institution of Higher Education: The percentage of students who enroll and begin instruction at an institution of higher education in Texas for the school year following high school graduation. The rate is determined as follows: number of graduates during the 2012–13 school year who attended a public or independent college or university in Texas in the 2013–14 academic year number of graduates during the 2012–13 school year
Students not Included: Students who enrolled in any non-public career schools or outof- state colleges or universities Students Included: Students who attend public community colleges in Texas (Source of data: Texas Higher Education Coordinating Board) Graduates in TX IHE Completing One Year Without Remediation: The percentage of students who enrolled and began instruction at an institution of higher education in Texas for the school year following high school graduation and who did not require a developmental education course, based on meeting the Texas Success Initiative. Texas Success Initiative requirements apply only to students attending Texas public institutions. The rate is determined as follows: number of graduates during the 2012–13 school year who enrolled in a public college or university in Texas for the school year following the year they graduated and met the Texas Success Initiative requirement in all subject areas (reading, writing, and mathematics) number of graduates during the 2012–13 school year who enrolled in a public college or university in Texas for the school year following the year they graduated
Students Not Included: Students who enrolled in independent colleges or universities in Texas, out-of-state colleges or universities, or any non-public career school Students Included: Students who attended Texas public two- or four-year institutions of higher education. Additional reports showing students enrolled in Texas public colleges and universities are available on the THECB site at http://www.txhighereddata.org/generatelinks.cfm?Section=HS2Col. For more information on the data used in this indicator, contact the Texas Higher Education Coordinating Board at (512) 427-6153. (Source of data: Texas Higher Education Coordinating Board, Fall 2015) Graduation Rate: Please see Longitudinal Rates.
Texas Education Agency | Assessment and Accountability | Performance Reporting
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Instructional Expenditure Ratio (2013–14): This information is available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/. Instructional Staff Percent (District Profile only): The percentage of the district's FTEs whose job function was to provide classroom instruction directly to students during the 2014–15 school year. The instructional staff percent is a district-level measure and is calculated as follows: total number of hours for district staff who were reported under expenditure object codes 6112, 6119, and 6129, and function codes 11, 12, 13, and 31 total number of hours worked by all district employees
Contact the Division of Financial Compliance at (512) 463-9095 for further details about this measure. (Source of data: PEIMS, Oct. 2014) International Baccalaureate (IB): See AP/IB Results. Leaver Record: The PEIMS record that reports the status of prior year grade 7–12 students who are no longer enrolled at a Texas public school. Districts are required to submit a leaver record for each student who graduated, enrolled in school in another state, returned to his or her home country, died, or dropped out. This information is sent to TEA in Submission 1 of the annual PEIMS data collection. See Data Quality. (Source of data: PEIMS, Oct. 2014; Secondary School Completion and Dropouts in Texas Public Schools, 2013–14, Texas Education Agency) LEP (Limited English Proficient): Please see English Language Learner. Longitudinal Rates: The status of a group (cohort) of students after four years in high school (4-Year Longitudinal Rate), after five years in high school (5-Year Extended Longitudinal Rate), or after six years in high school (6-Year Extended Longitudinal Rate). For the 4-Year Longitudinal Rate, the cohort consists of students who first attended ninth grade in 2010–11. They are followed through their expected graduation with the class of 2014. For the 5-Year Extended Longitudinal Rate, the cohort consists of students who first attended ninth grade in 2009–10. They are followed for five years and included if they graduated within a year after their expected graduation with the class of 2013. For the 6-Year Extended Longitudinal Rate, the cohort consists of students who first attended ninth grade in 2008–09. They are followed for six years, and included if they graduated within two years after their expected graduation with the class of 2012. Additional Information on Cohorts:
A student transfers into a campus, district, or state cohort when he or she moves into the cohort from another high school in Texas, from another district in Texas, or from out of state.
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2014–15 TAPR Glossary
A student transfers out of a campus or district cohort when he or she moves to
another public high school in Texas or moves to another district in Texas. Note that these students are transferred into the cohort of the receiving high school or district. There are also students who move out of state or out of the country and students who transfer to private schools or who are home-schooled. These types of transfer students cannot be tracked and are not included in longitudinal rate calculations.
A student does not change cohorts if he or she repeats or skips a grade. A student
who begins with the 2010–11 ninth-grade cohort remains with that cohort. A student who started the ninth grade in 2010–11 but takes 5 years to graduate (i.e., graduates in May 2015) is still part of the 2014 cohort; he or she is not switched to the 2015 cohort. This student would be considered a continuing student and counted as part of the Continued HS number for the class of 2014. This is true as well for the five-year and six-year extended longitudinal cohorts.
There are four student outcomes used in computing each longitudinal rate: 4-Year Longitudinal Rate (1) Graduated: The percentage who received their high school diploma on time (in four years) or earlier—by August 31, 2014 for the 2010–11 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 number of students in the 2010–11 cohort*
(2) Received GED: For the 2010–11 cohort, the percentage who received a General Educational Development (GED) certificate by August 31, 2014. It is calculated as follows: number of students from the cohort who received a GED by August 31, 2014 number of students in the 2010–11 cohort*
(3) Continued High School: The percent of the 2010–11 cohort still enrolled as students in the fall of the 2014–15 school year. It is calculated as follows: number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2010–11 cohort*
(4) Dropped Out: The percent of the 2010–11 cohort who dropped out and did not return by the fall of the 2014–15 school year. It is calculated as follows: number of students from the cohort who dropped out before fall of the 2014–15 school year number of students in the 2010–11 cohort*
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2014–15 TAPR Glossary
(5) Graduates & GED: The percentage of graduates and GED recipients in the 2010–11 cohort. It is calculated as follows: number of students from the 2010–11 cohort who received a high school diploma by August 31, 2014 plus number of students from the cohort who received a GED by August 31, 2014 number of students in the 2010–11 cohort*
(6) Graduates, GED & Cont: The percentage of graduates, GED recipients, and continuers in the 2010–11 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 plus number of students from the cohort who received a GED by August 31, 2014 plus number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2010–11 cohort*
5-Year Extended Longitudinal Rate (1) Graduated: The percentage who received their high school diploma by August 31, 2014, for the 2009–10 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 number of students in the 2009–10 cohort*
(2) Received GED: For the 2009–10 cohort, the percentage who received a GED certificate by August 31, 2014. It is calculated as follows: number of students from the cohort who received a GED by August 31, 2014 number of students in the 2009–10 cohort*
(3) Continued High School: The percent of the 2009–10 cohort still enrolled as students in the fall of the 2014–15 school year. It is calculated as follows: number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2009–10 cohort*
(4) Dropped Out: The percent of the 2009–10 cohort who dropped out and did not return by the fall of the 2014–15 school year. It is calculated as follows: number of students from the cohort who dropped out before fall of the 2014–15 school year number of students in the 2009–10 cohort*
(5) Graduates & GED: The percentage of graduates and GED recipients in the 2009–10 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 plus number of students from the cohort who received a GED by August 31, 2014 number of students in the 2009–10 cohort*
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(6) Graduates, GED & Cont: The percentage of graduates, GED recipients, and continuers in the 2009–10 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 plus number of students from the cohort who received a GED by August 31, 2014 plus number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2009–10 cohort*
Six-year Extended Longitudinal Rate (1) Graduated: The percentage who received their high school diploma by August 31, 2014, for the 2008–09 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 number of students in the 2008–09 cohort*
(2) Received GED: For the 2008–09 cohort, the percentage who received a GED certificate by August 31, 2014. It is calculated as follows: number of students from the cohort who received a GED by August 31, 2014 number of students in the 2008–09 cohort*
(3) Continued High School: The percent of the 2008–09 cohort still enrolled as students in the fall of the 2014–15 school year. It is calculated as follows: number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2008–09 cohort*
(4) Dropped Out: The percent of the 2008–09 cohort who dropped out and did not return by the fall of the 2014–15 school year. It is calculated as follows: number of students from the cohort who dropped out before fall of the 2014–15 school year number of students in the 2008–09 cohort*
(5) Graduates & GED. The percentage of graduates and GED recipients in the 2008–09 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 plus number of students from the cohort who received a GED by August 31, 2014 number of students in the 2008–09 cohort*
(6) Graduates, GED & Cont. The percentage of graduates, GED recipients, and continuers in the 2008–09 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 plus number of students from the cohort who received a GED by August 31, 2014 plus number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2008–09 cohort*
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The cohort in the denominator of the formulas shown above includes those students who graduated, continued in school, received a GED, or dropped out. It does not include data errors or leavers with the leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, 87, 88, 89 or 90. See Annual Dropout Rate for a list of all the exclusions mandated by state statute for districts and campuses.
The graduation, continuation, GED recipient, and dropout rates sum to 100% (some totals may not equal exactly 100% due to rounding). Students served through special education who graduate with an individualized education program (IEP) are included as graduates. Additional Information about Federal Graduation Rates In addition to the detailed breakdown of the four-, five- and six-year longitudinal rates, the district and campus TAPRs show federal graduation rates for the following: (1) 4-Year Federal Graduation Rate. Cohort of students who first attended ninth grade in 2010–11. They are followed through their expected graduation with the class of 2014. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 number of students in the 2010–11 cohort **
(2) 5-Year Extended Federal Graduation Rate. Cohort of students who first attended ninth grade in 2009–10. They are followed for five years to see if they graduated within a year after their expected graduation with the class of 2013. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2014 number of students in the 2009–10 cohort**
** The cohort in the denominator above includes those students who graduated, continued in school, received a GED, or dropped out. It does not include data errors or leavers with leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, 87, or 90. Students with leaver codes 88 and 89 are included in the federal rates.
A student in a Texas Juvenile Justice Department facility or residential treatment facility served by a Texas public school district is excluded from district and campus graduation rates calculated for federal accountability purposes. Students served by special education who graduate with an individualized education program (IEP) are included as graduates. For further information on these rates, see the report Secondary School Completion and Dropouts in Texas Public Schools, 2013–14. (Sources: PEIMS, Oct. 2014, June 2014, Oct. 2013, June 2013, Oct. 2012, June 2012, Oct. 2011, June 2011, Oct. 2010, June 2010, Oct. 2008, June 2009, and General Educational Development Information File)
Texas Education Agency | Assessment and Accountability | Performance Reporting
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Mobility (Campus Profile only): The count and percentage of students who are mobile based on prior-year attendance. A student is considered to be mobile if he or she has been in membership at the school for less than 83% of the school year (i.e., has missed six or more weeks). number of mobile students in 2013–14 number of students who were in membership at any time during the 2013–14 school year
This rate is calculated at the campus level. The mobility rate shown under the “district” column is based on the count of mobile students identified at the campus level. The district mobility rate reflects school-to-school mobility within the same district or from outside the district. (Source of data: PEIMS, June 2014) n/a: This indicates that data are not available or are not applicable. Non-Educationally Disadvantaged: Those students not eligible to participate in free or reduced-price lunch or to receive any other public assistance. This is the complementary count and percentage to Economically Disadvantaged. Number of Students per Teacher: The total number of students divided by the total teacher FTE count. (Source of data: PEIMS, Oct. 2014) Paired Schools: Two campuses that are combined virtually for the purpose of assigning accountability ratings. All campuses serving grade prekindergarten (PK) through 12 must receive an accountability rating. A campuses that does not serve grade levels at which STAAR is administered is paired with another campus in the same district for accountability purposes. For example, Travis Primary (K–2) feeds students into Navarro Elementary (3–5). The district pairs these two campuses for accountability purposes. This means that the performance index outcome of Navarro Elementary is also used for rating Travis Primary. See Chapter 6 in the 2015 Accountability Manual. Professional Staff: The full-time equivalent (FTE) count of teachers, professional support staff, campus administrators, and, on the district profile, central office administrators. Staff are grouped according to roles as reported in PEIMS . Each type of professional staff is shown as a percentage of the total staff FTE. See also Appendix A. (Source of data: PEIMS, Oct. 2014) Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR): The percentage of students in grades 4–8 who failed the STAAR (including STAAR Alternate or STAAR Modified) in the prior year but passed the corresponding assessment in the current year. For 2015, the reported values for ELA/reading and mathematics are calculated as follows: number of matched students who failed in 2014 but passed in 2015 number of matched students who failed in 2014
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For 2015, students in grades 4–8 included in these measures are those who
took the spring 2015 STAAR, STAAR A or STAAR Alternate 2 in ELA/reading. This indicator does not include grade 3 test takers because that is the first STAAR test, nor does it include grade 4-8 mathematics due to lack of passing standards;
are part of the 2015 accountability subset; can be matched to the spring 2014 STAAR administration—anywhere in the state— to find their prior year score for ELA/reading; and
failed the 2014 STAAR administration of ELA/reading. (Source of data: TEA Student Assessment Division) Recommended High School Program: Please see RHSP/DAP Graduates. Retention Rates by Grade: The percentage of students in Texas public schools who enrolled in fall 2014 in the same grade in which they were reported for the last six-week period of the prior school year (2013–14). It is calculated as follows: the number of students enrolled in the same grade from one school year to the next the number of students enrolled from one school year who return the next year or who graduate
Special education retention rates are calculated and reported separately because local retention practices differ for students served by special education. The TAPR shows retention rates for only grades K–8. Retention rates for all grades can be found in Grade-Level Retention in Texas Public Schools, 2013–14, available from TEA. (Source of data: PEIMS, Oct. 2014, June 2014) Revenue Information: Please see the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/. RHSP/DAP Graduates (annual and longitudinal): RHSP/DAP Graduates (Longitudinal Rate). The percentage of graduates who, after four years, satisfied the course requirements for the Texas State Board of Education Recommended High School Program or Distinguished Achievement Program. The number of graduates (longitudinal and annual) excludes FHSP graduates. It is calculated as follows: number of graduates from the 2010–11 cohort reported with graduation codes for Recommended High School Program or Distinguished Achievement Program number of graduates in the 2010–11 cohort
RHSP/DAP Graduates (Annual Rate). The percentage of graduates in 2014 who satisfied the course requirements for the Texas State Board of Education Recommended High School Program or Distinguished Achievement Program. The number of graduates (longitudinal and annual) excludes FHSP graduates. It is calculated as follows:
Texas Education Agency | Assessment and Accountability | Performance Reporting
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number of graduates reported with graduation codes for Recommended High School Program or Distinguished Achievement Program number of graduates in 2014
RHSP graduates are students with graduation type codes of 15, 19, 22, 25 or 28; DAP graduates are students with graduation type codes of 17, 20, 23, 26 or 29. See the PEIMS Data Standards for more information. Results are shown for the class of 2014 and the class of 2013. See also Graduates. (Source of data: PEIMS, Oct. 2014, Oct. 2013) SAT/ACT Results: Participation and performance of graduating seniors from all Texas public schools on the College Board’s SAT and ACT, Inc.’s ACT Assessment. Only one record is sent per student. If a student takes an ACT and/or SAT test more than once, the agency receives the record for the most recent examination taken. Four values are calculated for this indicator: (1) Tested: The percentage of graduates who took either college admissions test: number of graduates who took either the SAT or the ACT number of graduates
(2) At/Above Criterion: The percentage of examinees who scored at or above the criterion score on either test (1110 on the SAT critical reading and mathematics sections combined, or 24 on the ACT composite): number of examinees who scored at or above criterion number of examinees
(3) Average SAT Score: The average score for the SAT critical reading, writing, and mathematics combined. The maximum score is 2400. It is calculated as follows: sum of total scores (critical reading + writing + mathematics) of all students who took the SAT number of students who took the SAT
(4) Average ACT Score: The average score for the ACT composite. The maximum score is 36. It is calculated as follows: sum of total composite scores of all students who took the ACT number of students who took the ACT
See also Criterion Score. (Sources: The College Board, Aug. 2014, Jan. 2014; ACT, Inc. (ACT) Oct. 2014, Oct. 2013; and PEIMS, Oct. 2014, Oct. 2013) School Type: A specific label given to a campus for the purposes of determining its index targets. How it is labeled—elementary, middle, elementary/secondary, or high—is determined by the grades served by the campus as reported in the fall PEIMS enrollment
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snapshot. For more information about school types and how they are used in accountability, see Chapter 2 of the 2015 Accountability Manual. Special Education: The population of students served by special education programs. Assessment decisions for students in special education programs are made by their admission, review, and dismissal (ARD) committees. In the 2014–15 school year, a student in special education may have been administered the STAAR, STAAR A, or STAAR Alternate 2. Results from STAAR A and STAAR Alternate 2 assessments were excluded from 2015 accountability and are excluded from STAAR performance and participation rates shown on the TAPRs. Other indicators that include the performance of students served by special education are advanced course/dual enrollment, attendance rate, annual dropout rates, college-ready graduates, longitudinal rates, and RHSP/DAP rates. Information that would allow the separation of performance of students in special education on college admissions tests and on Advanced Placement and International Baccalaureate examinations is not available. Note that in the Profile section of the report, retention rates for students receiving special education services are shown separately. See STAAR Special Education Assessments and STAAR Participation. (Source: PEIMS, Oct. 2014, Oct. 2013, and TEA Student Assessment Division) Special Education Determination Status: The 2014–15 TAPR provides the 2015–16 special education integrated intervention stage/determination status for each district on the cover page of the report. This label represents an integrated determination status based on an evaluation of each district’s Performance-Based Monitoring Analysis (PBMAS) indicators in the special education program area as well as State Performance Plan (SPP) compliance indicators 9, 10, 11, 12, and 13; data integrity; uncorrected noncompliance; and audit findings. Districts receive one of the following special education determination statuses:
Meets Requirements Needs Assistance Needs Intervention Needs Substantial Intervention
For more information, see the special education intervention guidance and resources documents at the following link: http://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Prog ram_Monitoring_and_Interventions/Special_Education_Intervention_Guidance_and_Resour ces/. Additional resources include the PBMAS Manual and the State Performance Plan at the following links: http://tea.texas.gov/pbm/PBMASManuals.aspx http://tea.texas.gov/Reports_and_Data/Data_Submission/State_Performance_Plan/State_Perf ormance_Plan_and_Annual_Performance_Report_and_Requirements/
Texas Education Agency | Assessment and Accountability | Performance Reporting
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Special Symbols: Characters used to indicate certain, specific circumstances. The 2014–15 TAPR uses special symbols in the following circumstances:
An asterisk (*) is used to mask small numbers to comply with the federal Family Educational Rights and Privacy Act (FERPA).
A hyphen (-) indicates that no students were in this classification. n/a indicates that the data are not available or not applicable. A question mark (?) indicates data that are statistically improbable or were reported outside of a reasonable range.
For more information, see the Explanation of Masking at http://ritter.tea.state.tx.us/perfreport/tapr/2015/masking.html STAAR (State of Texas Assessments of Academic Readiness): A comprehensive testing program for public school students in grades 3–8 or high school courses with end-ofcourse (EOC) assessments. The STAAR program is designed to measure to what extent a student has learned, understood, and is able to apply the concepts and skills expected at each grade level or after competing each course for which an EOC assessment exists. Each STAAR test is linked directly to the Texas Essential Knowledge and Skills (TEKS). The TEKS contain the state-mandated curriculum for Texas public school students. For more information on the TEKS, see the Texas Essential Knowledge and Skills website at http://tea.texas.gov/curriculum/teks/ For 2015 state accountability, the results of grades 3–8 mathematics assessments, as well as those of STAAR A and STAAR Alternate 2, are excluded. Because a direct comparison of 2015 and 2014 data is not possible due to these exclusions, only 2015 STAAR data is provided. The performance section of the TAPR shows STAAR performance in different ways:
By Grade and Subject: o o o o o o
Grade 3 – reading Grade 4 – reading and writing Grade 5 – reading (1st and 2nd administration cumulative*) and science Grade 6 – reading Grade 7 – reading and writing Grade 8 – reading (1st and 2nd administration cumulative), science, and social studies
By End-of-Course (EOC) Subject: o o o o o
English I English II Algebra I U.S. History Biology
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Summed Across Grades:
o STAAR Percentage at Phase-in Satisfactory Standard or Above (All Grades). The accountability indicator used to determine the scores for Indices 1 and 3. The first measure under this indicator, All Subjects, combines all subjects and all grades. o STAAR Percentage at Postsecondary Readiness Standard. The percentage of students who are determined to be sufficiently prepared for postsecondary success by achieving the Final Level II performance standard on two or more assessments. The measure Two or More Subjects includes the performance of 1) students who took only one assessment and scored at the post-secondary level or better and 2) students who scored at the post-secondary level or better on two or more assessments. A student who took more than one assessment and scored at the post-secondary level on only one of them is not included in the count of postsecondary-ready students. This measure was part of determining the score for Index 4. o STAAR Percentage at Advanced Standard. The percentage of tests that met or exceeded the Advanced Level III performance standard. This indicator was part of determining the score for Index 3. o STAAR Percentage Met or Exceeded Progress. The percentage of tests that met or exceeded the STAAR or ELL progress measure expectations. See Chapter 4 of the 2015 Accountability Manual for more information. This indicator was used in determining the score for Index 2. o STAAR Percentage Exceeded Progress. The percentage of tests that exceeded the progress measure expectations. This indicator was used in determining the score for Index 2.
Other Important Information
The Texas English Language Learner Progress Measure. Often referred to simply as the
ELL progress measure, it provides year-to-year performance expectations on the State of Texas Assessments of Academic Readiness (STAAR®) content-area assessments for ELL students. The progress measure is based on a student’s level of English language proficiency and the amount of time he or she has attended school in the United States. Year-to-year performance expectations for the STAAR contentarea tests identify ELL progress as meeting or exceeding an individual year-to-year expectation plan. An ELL’s plan is determined by the number of years the student has been enrolled in U.S. schools and the student’s Texas English Language Proficiency Assessment System (TELPAS) composite proficiency level. For detailed information regarding inclusion and exclusion of ELL performance, see Appendix I in the 2015 Accountability Manual.
Substitute Assessments. Certain, specific assessments that students may take in place of an EOC assessment. Performance on the substitute assessments is used in calculating Index 1 and Index 4. For more information, see the Texas Administrative Code, §101.4002, at http://ritter.tea.state.tx.us/rules/tac/chapter101/ch101dd.html.
Special Education. Performance includes only the STAAR. For 2015, STAAR A, and STAAR Alternate 2 assessments are excluded.
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Spanish STAAR. All STAAR tests in grades 3, 4, and 5 are available in both English and
Spanish. The TAPR performance shown includes performance on the Spanish STAAR tests.
Rounding of STAAR results. STAAR performance shown on the TAPR is rounded to
whole numbers. For example, 49.877% is rounded to 50%; 49.4999% is rounded to 49%; and 59.5% is rounded to 60%.
Masking. STAAR performance rates are masked when necessary to comply with FERPA. For more information see the Explanation of Masking at http://ritter.tea.state.tx.us/perfreport/tapr/2015/masking.html
See STAAR Participation and Student Success Initiative. (Source of data: TEA Student Assessment Division) STAAR Participation: The percentage of students who were administered a STAAR assessment. Includes STAAR, TELPAS, and STAAR-L. The details on the participation categories are as follows:
Test Participant: answer documents with a score code S or substitute assessments
with a score code of O. o Included in Acct: scored answer documents used in determining the district or campus accountability rating, including substitute assessments with a score code of O. o Not included in Acct: answer documents counted as participants, but not used in determining the district or campus accountability rating: o Mobile: answer documents were excluded because the students enrolled in the district or campus after the fall PEIMS submission dates (October 31, 2014, or October 25, 2013 for summer 2014 EOCs). o Other Exclusions. The following answer documents were excluded from the rating determination: Answer documents for students who were tested only on the TELPAS or TELPAS plus STAAR tests with score codes of A or O. Answer documents of students who are either an ELL who has been is school in the U.S. for less than two years or an asylee, refugee, or SIFE student who has been in school in the U.S. for less than six years. Answer documents of students who have been in the U.S. for two to four years, took the STAAR in English, and for whom an ELL progress measure was not calculated.
Not Tested: answer documents with score codes A or O o Absent : answer documents with a score code A o Other: answer documents with score codes O, except for substitute assessments.
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The common participation denominator is the sum of these five categories: Included in Acct, Mobile, Other Exclusions, Absent, and Other. Note that STAAR Participation Rate is rounded to whole numbers. For example, 94.49% is rounded to 94%. Small values may show as zero: 0.4% is rounded to 0%, and 0.6% is rounded to 1%. (Source of data: TEA Student Assessment Division) Staff Exclusions: The counts of individuals who serve public school students but are not included in the FTE totals for any of the other employee statistics. There are two types of these entries: individuals participating in a shared services arrangement and individuals on contract with the district to provide instructional services. Shared Services Arrangement (SSA) Staff are staff who work in schools located in districts other than their employing district, or whose assigned organization (in PEIMS) shows a code of 751, indicating that they are employed by the fiscal agent of an SSA. Only the portion of a person’s total FTE amount associated with the school in another district (or with the 751 organization code) is counted as SSA. SSA staff are grouped into three categories: Professional Staff (which includes teachers, administrators, and professional support); Educational Aides; and Auxiliary Staff. Note that SSA Auxiliary Staff are identified by the type of fund from which they are paid. Contracted Instructional Staff (District and Campus Profiles) refers to counts of instructors for whom the district has entered into a contractual agreement with some outside organization. Through the contract, the outside organization has committed to supplying instructional staff for the district. They are never employees of the reporting school district. (Source of data: PEIMS, Oct. 2014) Student Enrollment by Program: The count and percentage of students served in programs and/or courses for special education, career and technical education, bilingual/ESL education, or gifted and talented education. The percentages do not sum to 100 because students may participate in more than one of these programs. (Source of data: PEIMS, Oct. 2014) Student Success Initiative (SSI): Grade-advancement requirements enacted by the 76th Legislature in 1999 in which students must demonstrate proficiency on the mathematics and reading assessments at grades 5 and 8. Because the commissioner of education waived the SSI requirement for mathematics in 2015, there is no SSI information for mathematics in the 2014–15 TAPR. For 2015, the TAPR shows the following for each SSI grade: (1) Students Meeting Phase-in 1 Level II Standard on First STAAR Administration: The percentage of students who met Phase-in 1 Level II Standard during the first administration. It is calculated as follows: number of students who met Phase-in 1 Level II in the first administration number of students tested in the first administration
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November 2015
(2) Students Requiring Accelerated Instruction: The percentage of students who did not pass the first administration of the STAAR. It is calculated as follows: number of students who did not meet the standard in the first administration number of students in the first administration
(3) STAAR Cumulative Met Standard: The cumulative (and unduplicated) percentage of students who took and passed the tests in the first and second administrations combined. It is calculated as follows: number of students who passed the test in either of the first two administrations cumulative number of students who took the test in either of the first two administrations
(4) STAAR Failers Promoted by Grade Placement Committee (GPC): The percentage of students who failed all attempts to pass but were promoted to the next grade by their GPC. It is calculated as follows: number of students promoted by their GPC cumulative number of students who failed all administrations
(5) STAAR Met Standard (Failed in Previous Year):
Promoted to Grade 6 or 9: The percentage of students who passed the STAAR in 2015 who were promoted to grade 6 or 9. Using grade 5 reading as an example, the calculation is as follows:
number of students promoted by their GPC who passed grade 6 STAAR reading in 2015 number of students who were promoted by their GPC and took grade 6 STAAR reading in 2015
Retained in Grade 5 or 8: The percentage of students who passed the STAAR in 2015 who were retained in grade 5 or 8. Using grade 5 reading as an example, the calculation is as follows: number of students retained who passed grade 5 STAAR reading in 2015 number of students retained and took grade 5 STAAR reading in 2015
For more information, see TEA’s Student Assessment Division SSI site at http://tea.texas.gov/student.assessment/ssi/ (Source of data: TEA Student Assessment Division) Students by Grade: The count of students in each grade divided by the total number of students. (Source of data: PEIMS, Oct. 2014) Students with Disciplinary Placements: The count and percentage of students placed in alternative education programs under Chapter 37 of the Texas Education Code (Discipline; Law and Order). Districts report the disciplinary actions taken toward students who are removed from the classroom for at least one day. Although students can have multiple removals throughout the year, this measure counts students only once and includes only
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2014–15 TAPR Glossary
November 2015
those whose removal results in a placement in a disciplinary alternative education program or juvenile justice alternative education program. It is calculated as follows: number of students with one or more disciplinary placements number of students who were in attendance at any time during the school year
For 2014–15, the following 19 action codes on the PEIMS 425 record are included as disciplinary placements: 02, 03, 04, 07, 08, 10, 12, 13, 14, 15, 51, 52, 53, 54, 55, 57, 59, 60, and 61. (Source of data: PEIMS, June 2014) TAKS (Texas Assessment of Knowledge and Skills): Assessments designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills at each tested grade level. The performance of the class of 2015 students on the exitlevel TAKS was used in determining performance on the College-Ready Graduates and College and Career Ready Graduates indicator. Tax Information: This information is available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/ Teachers by Ethnicity and Sex: The counts of teacher FTEs by ethnic group and by sex. Counts are also expressed as a percentage of the total teacher FTEs. (Source of data: PEIMS, Oct. 2014) Teachers by Highest Degree Held: The distribution of degrees held by teachers in the district. The FTE counts of teachers with no degree, a bachelor’s degree, a master’s degree, or a doctorate are expressed as a percentage of the total teacher FTEs. (Source of data: PEIMS, Oct. 2014) Teachers by Program (population served): The FTE count of teachers categorized by the type of student populations served: regular, special, compensatory, career and technical, bilingual/ESL, gifted and talented education students, and other populations. Teacher FTE values are allocated across population types for teachers who serve multiple population types. Percentages are expressed as a percent of total teacher FTEs. (Source of data: PEIMS, Oct. 2014) Teachers by Years of Experience (District Profile only): The FTE count of teachers by total years of experience for the individual, not necessarily years of experience in the reporting district or campus. Teacher counts within each range of experience are expressed as a percentage of total teacher FTEs. A beginning teacher is a teacher reported with zero years of experience. (Source of data: PEIMS, Oct. 2014) Total Staff: The total count of staff which includes professional staff (teachers, professional support, administrators), educational aides, and (on the district profile) auxiliary staff. Minority staff is the sum of the FTE counts for all non-white staff groups (African American, Hispanic, American Indian, Asian, Pacific Islander, and Two or More Races). The minority staff FTE count is expressed as a percent of the total staff FTE. (Source of data: PEIMS, Oct. 2014)
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2014–15 TAPR Glossary
November 2015
Total Students: The total number of public school students who were reported in membership on October 31, 2014, at any grade from early childhood education through grade 12. Membership differs from enrollment because it does not include those students who are served in the district for less than two hours per day. For example, the count of Total Students excludes students who attend a nonpublic school but receive some services, such as speech therapy—for less than two hours per day—from their local public school district. (Source of data: PEIMS, Oct. 2014) Turnover Rate for Teachers (District Profile only): The percentage of teachers from the fall of 2013–14 who were not employed in the district in the fall of 2014–15. It is calculated as the total FTE count of teachers from the fall of 2013–14 who were not employed in the district in the fall of 2014–15, divided by the total teacher FTE count for the fall of 2013–14. Staff who remained employed in the district but not as teachers also count toward teacher turnover. (Source of data: PEIMS, Oct. 2014, Oct. 2013)
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Who to Call Information about the calculation of all Texas Academic Performance Report (TAPR) data elements is provided in this Glossary. If, after reading the Glossary you have questions about the calculation of TAPR indicators, contact Performance Reporting at (512) 463-9704. Questions related to programs and policies for the following subjects should be directed to the contacts listed below.
Subject
Contact
Number
Accountability Ratings (methodology) Performance Reporting .................................................(512) 463-9704 Advanced Courses Curriculum .......................................................................(512) 463-9581 Charter Schools Charter Schools ..............................................................(512) 463-9575 College Admissions Tests: SAT College Board..................................................................(512) 721-1800 ACT ACT Regional Office......................................................(512) 320-1850 Copies of TAPR reports ............http://ritter.tea.state.tx.us/perfreport/tapr/2014/index.html DAEP (Disciplinary Alternative Education Program) Discipline, Law, and Order...........................................(512) 463-9286 Distinguished Achievement Program Curriculum .......................................................................(512) 463-9581 Distinction Designations Performance Reporting .................................................(512) 463-9704 Dropouts Accountability Research................................................(512) 475-3523 English Language Learners Testing Issues Student Assessment .......................................................(512) 463-9536 Other Issues Curriculum (Bilingual Education Program Unit)......(512) 463-9581 Financial Standard Reports State Funding ...................................................................(512) 463-9238 General Inquiry General Inquiries ............................................................(512) 463-9290 Graduates Accountability Research................................................(512) 475-3523 Graduates Enrolled in Texas IHE Texas Higher Education Coordinating Board..........(512) 427-6101 JJAEP (Juvenile Justice Alternative Education Program) Discipline, Law, and Order...........................................(512) 463-9286 Federal Accountability Federal and State Education Policy.............................(512) 463-9414 PBM Special Education Monitoring Results Status Program Monitoring and Interventions .....................(512) 463-5226 PEIMS (TSDS PEIMS) PEIMS HelpLine ...............................................................(512) 463-9229 Recommended High School Program Curriculum .......................................................................(512) 463-9581 Retention Policy Curriculum .......................................................................(512) 463-9581 School Finance State Funding ...................................................................(512) 463-9238 School Governance School Governance ........................................................(512) 463-9623 School Report Card Performance Reporting .................................................(512) 463-9704 Special Education Testing Issues Student Assessment .......................................................(512) 463-9536 Other Issues Special Education ............................................................(512) 463-9414 STAAR (all assessments) Student Assessment .......................................................(512) 463-9536 STAAR Testing Contractor Pearson..............................................................................(800) 328-5999 Austin Operational Center ..........................................(512) 989-5300 Statutory (Legal) Issues Legal Services...................................................................(512) 463-9720 TELPAS Student Assessment .......................................................(512) 463-9536 TAIS Texas Accountability Intervention System ...............(512) 463-9414 Information on the Internet: http://tea.texas.gov/perfreport/
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PEIMS Role Identifications
Appendix A
(In Alphabetical Order by Label) CENTRAL ADMINISTRATORS 027 ..............................................................................Superintendent/CAO/CEO/President CAMPUS ADMINISTRATORS 003 ..............................................................................Assistant Principal EITHER CENTRAL OR CAMPUS ADMINISTRATORS* 004 ..............................................................................Assistant/Associate/Deputy Superintendent 012 ..............................................................................Instructional Officer 020 ..............................................................................Principal 028 ..............................................................................Teacher Supervisor 040 ..............................................................................Athletic Director 043 ..............................................................................Business Manager 044 ..............................................................................Tax Assessor and/or Collector 045 ..............................................................................Director - Personnel/Human Resources 055 ..............................................................................Registrar 060 ..............................................................................Executive Director 061 ..............................................................................Asst/Assoc/Deputy Exec Director 062 ..............................................................................Component/Department Director 063 ..............................................................................Coordinator/Manager/Supervisor PROFESSIONAL SUPPORT STAFF 002 .............................................................................Art Therapist 005 .............................................................................Psychological Associate 006 ..............................................................................Audiologist 007 ..............................................................................Corrective Therapist 008 ..............................................................................Counselor 011 .............................................................................Educational Diagnostician 013 ..............................................................................Librarian 015 ..............................................................................Music Therapist 016 ..............................................................................Occupational Therapist 017 ..............................................................................Certified Orientation & Mobility Specialist 018 ..............................................................................Physical Therapist 019 .............................................................................Physician 021 ..............................................................................Recreational Therapist 022 ..............................................................................School Nurse 023 ..............................................................................LSSP/Psychologist 024 ..............................................................................Social Worker 026 ..............................................................................Speech Therapist/Speech-Lang Pathologist 030 ..............................................................................Visiting Teacher 032 ..............................................................................Work-Based Learning Site Coordinator 041 ..............................................................................Teacher Facilitator 042 ..............................................................................Teacher Appraiser 054 ..............................................................................Department Head 056 ..............................................................................Athletic Trainer 058 ..............................................................................Other Campus Professional Personnel 064 ..............................................................................Specialist/Consultant 065 ..............................................................................Field Service Agent 079 ..............................................................................Other ESC Professional Personnel 080 ..............................................................................Other Non-Campus Professional Personnel TEACHERS 087 ..............................................................................Teacher 047 ..............................................................................Substitute Teacher EDUCATIONAL AIDES 033 ..............................................................................Educational Aide 036 ..............................................................................Certified Interpreter AUXILIARY STAFF Employment record, but no responsibility records. * Administrators reported with these roles are categorized as central office or campus, depending on the organization ID reported for them.
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Appendix B
Advanced Academic Courses 2014-15 Texas Academic Performance Reports English Language Arts 03221100 03221200 03221500 03221600 03221800 03231000 03231902 03240400 03240800 03241100 03241200 A3220100 A3220200 I3220300 I3220400
Research/Technical Writing Creative Writing Literary Genres Humanities (First Time Taken) Independent Study In English (First Time Taken) Independent Study In Journalism (First Time Taken) Advanced Broadcast Journalism III Oral Interpretation III Debate III Public Speaking III Independent Study In Speech (First Time Taken) English Language and Composition English Literature and Composition IB English III IB English IV
Mathematics 03101100 03102500 03102501 A3100101 A3100102 A3100200 I3100100 I3100200 I3100300 I3100400
Pre Calculus Independent Study In Mathematics (1st Time Taken) Independent Study In Mathematics (Second Time Taken) Calculus AB Calculus BC AP Statistics IB Mathematical Studies, Standard Level IB Mathematics, Standard Level IB Mathematics, Higher Level IB Further Mathematics, Standard Level
Technology Applications 03580200 03580300 A3580100 I3580200 I3580300 I3580400
• • • •
Computer Science I Computer Science II Computer Science A IB Computer Science I, Standard Level IB Computer Science II ,Higher Level IB Information Technology In A Global Society SL
All courses shown were for the 2013–14 school year. An “A” prefix indicates a College Board Advanced Placement course. An “I” prefix indicates an International Baccalaureate course. Dual Enrollment courses are not specifically shown on this list.
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Appendix B (cont.)
Fine Arts 03150400 03150800 03151200 03151600 03152000 03152400 03250400 03251000 03251200 03502300 03502400 03502500 03502600 03502700 03502800 03502900 03503100 03503200 03503500 03830400 A3150200 A3500100 A3500300 A3500400 A3500500 I3250200 I3250300 I3250500 I3600100 I3600200 I3600300 I3750200 I3750300 I3830200
• • • •
Music IV Band Music IV Orchestra Music IV Choir Music IV Jazz Band Music IV Instrumental Ensemble Music IV Vocal Ensemble Theatre Arts IV Theatre Production IV Technical Theatre IV Art IV Drawing Art IV Painting Art IV Printmaking Art IV Fibers Art IV Ceramics Art IV Sculpture Art IV Jewelry Art IV Photography Art IV Graphic Design Art IV Electronic Media Dance IV Music Theory History Of Art Art/Drawing Art/Two-Dimensional Design Portfolio Art/Three-Dimensional Design Portfolio IB Music SL IB Music HL IB Theatre/Film - HL IB Art/Design HL IB Art/Design SL-A IB Art Design SL-B IB Theatre Arts SL IB Theatre Arts HL IB Dance - HL
All courses shown were for the 2012-13 school year. An “A” prefix indicates a College Board Advanced Placement course. An “I” prefix indicates an International Baccalaureate course. Dual Enrollment courses are not specifically shown on this list.
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Appendix B (cont.)
Science A3010200 A3020000 A3040000 A3050001 A3050002 I3010200 I3020000 I3030001 I3030002 I3040001 I3050001
AP Biology AP Environmental Science AP Chemistry AP Physics B AP Physics C IB Biology IB Environmental Systems and Societies IB Design Technology SL IB Design Technology HL IB Chemistry I IB Physics I
Social Studies/History 03310301 03380001 A3310100 A3310200 A3330100 A3330200 A3340100 A3340200 A3350100 A3360100 A3370100 I3301100 I3301200 I3301300 I3301400 I3301500 I3302100 I3302200 I3303100 I3303200 I3303300 I3303400 I3304100
• • • •
Economics Advanced Studies (First Time Taken) Social Studies Advanced Studies (First Time Taken) AP Microeconomics AP Macroeconomics United States Government and Politics Comparative Government and Politics AP United States History AP European History AP Psychology AP Human Geography AP World History IB History IB History: Africa IB History: Americas IB History: East and Southeast Asia IB History: Europe IB Geography, Standard Level IB Geography, Higher Level IB Economics, Standard Level IB Economics, Higher Level IB Business and Management I IB Business and Management II IB Psychology, Standard Level
All courses shown were for the 2012-13 school year. An “A” prefix indicates a College Board Advanced Placement course. An “I” prefix indicates an International Baccalaureate course. Dual Enrollment courses are not specifically shown on this list.
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Social Studies/History (cont.) I3304200 I3366010
IB Psychology, Higher Level IB Philosophy
Advanced Languages (Modern or Classical) 03110400 03110500 03110600 03110700 03120400 03120500 03120600 03120700 03400400 03400500 03400600 03400700 03410400 03410500 03410600 03410700 03420400 03420500 03420600 03420700 03430400 03430500 03430600 03430700 03440400 03440440 03440500 03440550 03440600 03440660 03440700 03440770 03450400 03450500 03450600 03450700 03460400 03460500 03460600
• • • •
Arabic IV Arabic V Arabic VI Arabic VII Japanese IV Japanese V Japanese VI Japanese VII Italian IV Italian V Italian VI Italian VII French IV French V French VI French VII German IV German V German VI German VII Latin IV Latin V Latin VI Latin VII Spanish IV Spanish For Spanish Speakers IV Spanish V Spanish For Spanish Speakers V Spanish VI Spanish For Spanish Speakers VI Spanish VII Spanish For Spanish Speakers VII Russian IV Russian V Russian VI Russian VII Czech IV Czech V Czech VI
All courses shown were for the 2012-13 school year. An “A” prefix indicates a College Board Advanced Placement course. An “I” prefix indicates an International Baccalaureate course. Dual Enrollment courses are not specifically shown on this list.
Texas Education Agency | Assessment and Accountability | Performance Reporting
Appendix B (cont.)
Advanced Languages (cont.) 03460700 03470400 03470500 03470600 03470700 03480400 03480500 03480600 03480700 03490400 03490500 03490600 03490700 03510400 03510500 03510600 03510700 03520400 03520500 03520600 03520700 03980400 03980500 03980600 03980700 03996000 03996100 03996200 03996300 A3120400 A3410100 A3420100 A3430100 A3440100 A3440200 A3490400 I3110400 I3110500 I3120400 I3120500 I3410400 I3410500 I3420400
• • • •
Czech VII Portuguese IV Portuguese V Portuguese VI Portuguese VII Hebrew IV Hebrew V Hebrew VI Hebrew VII Chinese IV Chinese V Chinese VI Chinese VII Vietnamese IV Vietnamese V Vietnamese VI Vietnamese VII Hindi IV Hindi V Hindi VI Hindi VII American Sign Language IV American Sign Language V American Sign Language VI American Sign Language VII Other Foreign Languages Level IV Other Foreign Languages Level V Other Foreign Languages Level VI Other Foreign Languages Level VII Japanese French German Latin Spanish Spanish Chinese IB Arabic IV IB Arabic V IB Japanese IV IB Japanese V IB French IV IB French V IB German IV
All courses shown were for the 2012-13 school year. An “A” prefix indicates a College Board Advanced Placement course. An “I” prefix indicates an International Baccalaureate course. Dual Enrollment courses are not specifically shown on this list.
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Appendix B (cont.)
Advanced Languages (cont.) I3420500 I3430400 I3430500 I3440400 I3440500 I3440600 I3440700 I3450400 I3450500 I3480400 I3480500 I3490400 I3490500 I3490600 I3490700 I3520400 I3520500 I3663600 I3663700 I3996000 I3996100
IB German V IB Latin IV IB Latin V IB Spanish IV IB Spanish V IB Spanish VI IB Spanish VII IB Russian IV IB Russian V IB Hebrew IV IB Hebrew V IB Chinese IV IB Chinese V IB Chinese VI IB Chinese VII IB Hindi IV IB Hindi V IB Other VI IB Other VII IB Other IV IB Other V
Other I3000100 I3305100 I3366100 N1290317 N1290318
• • • •
IB Theory Of Knowledge IB World Religions A IB World Religions B GT Independent Study Mentorship III GT Independent Study Mentorship IV
All courses shown were for the 2012-13 school year. An “A” prefix indicates a College Board Advanced Placement course. An “I” prefix indicates an International Baccalaureate course. Dual Enrollment courses are not specifically shown on this list.
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Appendix B (cont.)
