Graham Independent School District Pioneer Elementary 2016 ... · Student Achievement Summary Pioneer Elementary School focuses on teaching students and families success strategies

Graham Independent School District

Pioneer Elementary

2016-2017 Campus Improvement PlanAccountability Rating: Met Standard

Approved by GISD School BoardDec. 14, 2016 1 of 28

Mission StatementGraham ISD will focus on the future by empowering students to think creatively and critically while learning in engaging, innovative, and inspiring

environments.

VisionIn order to: Build a Better World…One Student At A Time

We will:

PPrepareIImagineOObserveNNurtureEEncourageEEnvisionRRespect

Where As Pioneer Elementary is a campus in which: Students believe Pioneer is a place to experience new things, all in an environment of acceptance andprotection. Families believe Pioneer is a safe and professional educational environment which recognizes individual strengths, builds social skills, prepareschildren for lifelong learning, welcomes all, and embraces diversities. Pioneer staff believes others revere Pioneer as a valuable, respected, and vital role in

the development of young children. Central office believes Pioneer provides a quality learning opportunity for young children. GISD School Board believesPioneer offers a meaningful and appropriate educational experience for our students. Graham community believes Pioneer is an essential building block in

the educational foundation of the child. The Texas Education Agency believes Pioneer provides a free and appropriate educational opportunity for allchildren to achieve excellence and honor so that No Child is Left Behind. In that, we will be able to… Build a Better World…One Student At A Time.

Pioneer ElementaryGenerated by Plan4Learning.com 2 of 28 Campus #252-901-104

December 7, 2016 7:56 am

Comprehensive Needs Assessment

Demographics

Demographics Summary

Utilizing the 2016-2017 PEIMS data, Pioneer Elementary School has an enrollment of 285.

Pioneer Demographics 2013-2014 2014-2015 2015 - 2016 2016 - 2017

ActualNumber % Actual

Number % ActualNumber % Actual

Number %

PPCD 27 8.26% 22 7.12% 33 12.10% 18 6.32%Pre-K 101 30.89% 80 26.10% 87 31.90% 107 37.54%Kindergarten 199 60.85% 205 66.78% 153 56% 160 56.14%Total Enrollment 327 307 273 285 Low SES 221 71.99% 212 77.70% 195 68.42%ESL 3 0.92% 8 2.61% 11 4% 8 2.81%Bilingual 64 19.57% 60 19.54% 34 12.50% 36 12.63%SPED 55 16.82% 54 17.59% 55 20.10% 43 15.01%Homeless 10 3.06% 15 4.89% 1 0.37% 2 .70%

Attendance:

Year Long Attendance Rate2013-2014 2014 - 2015 2015-2016

93.78 94.23 94.44

The attendance rate for Pioneer Elementary is lower than the district average and a concern for the campus. Pioneer ElementaryGenerated by Plan4Learning.com 3 of 28 Campus #252-901-104


Attendance rates are higher in kindergarten and pre-k this year, the overall average is being impacted by low PPCD attendance rates.

The percentage of students that are qualified as Low SES, Bilingual / ESL, or Special Education continue to be a focus as the top sub populations for thecampus.

Demographics Strengths

The percentage of students being retained in Kindergarten has dropped

Participation within pre-k has increased (tuition option added in 2015-2016, full-day pre-k added 2016-2017)

Demographics Needs

Social and emotional development skills are low within sub populations

Bilingual / ESL success rate over time is low

Special Education population has shown a pattern of growth



Student Achievement

Student Achievement Summary

Pioneer Elementary School focuses on teaching students and families success strategies in school through academics, physical health, and social / emotionalsupport. In both Pre-K and K all students are served through RTI Academics and RTI Behavior; Pre K students receive additional support in Speech andSound Development. Our largest roadblocks are the variety of experiences that our students come to school with and the level of intervention they need atany given time to be socially and emotionally ready to learn. To monitor our effectiveness we have adopted the following measurements within our campus:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Locally Developed Math Assessment Read Well Curriculum (K-2)Circle Progress Monitoring (Pre-K)CLI Engage Data Platform (Pre-K) Speech and Sound Development (Pre-K) RTI Math and ELA (Pre-K and K) Campus Wide Positive Behavior Support SystemPEACE Volunteer Program Specific and Targeted Family Engagement Plan

Student Achievement Strengths

Lower retention rates in K Higher participation in Pre-K Parent and Student Engagement Specialist Implementation of ReadWell in K-2Implementation of Bilingual Curriculum in Pre-K and K Implementation of Dibles in KImplementation of CLI Engage / Circle Progress Monitoring in Pre-k Implementation of Full-Day Pre-K Introduction of RTI in Pre-KImplemenation of EstrellitaContinued growth and development of campus wide positive behavior and support system



Student Achievement Needs

Social and emotional support / training Inconsistency in implementing / teaching Positive Behavior Support System Recognition programs for students and staff to reinforce behavioral and academic goals Training and support for new curriculum in each grade



School Culture and Climate

School Culture and Climate Summary

Pioneer Elementary believes strongly in building support for students, staff, and families to be active within the school and to be supported in the foundationsnecessary to be successful in school. We have a challenge in that we have our students a very short amount of time and a majority of our campus is "new toschool" each year. Due to a constant new population of students and families we are in a constant development and training cycle. In order to address theunique circumstance of the campus we have built in many opportunities and options for school and family engagement.

School Culture and Climate Strengths

Campus Wide Positive Behavior Support (Evaluated by Region 9 ESC as being "strong") PEACE Volunteer ProgramWatch DOGS Volunteer Program PTO Parent Square Family / Community Engagement App. PLC Weekly MeetingsSubject Specific Teacher Planning GroupsCommon Planning Time in Pre-K

School Culture and Climate Needs

There is a constant "re-start" of programs, services, and plans within the campus due to the constant transition and influx of new students. Lack of participation in PTO Gap between programs with feeder school (RTI, PBIS, SST, Volunteers, PTO)



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Pioneer Elementary school staff are 100% highly qualified teachers and staff, as defined by No Child Left Behind and as approved by Graham ISD. Teachersand paraprofessionals participate in ongoing professional learning. During the school year professional learning takes place in planning groups, shout outmeetings, district provided training, Google classroom, planning days, and professional leave days. The professional development topics include:

DIBLESREADWELLCLI ENGAGECIRCLE Progress MonitoringPBISGISD Required TrainingsTechnology TopicsData AnalysisRTI, Interventions, Modifications

According to the 2014-2015 Texas Academic Performance Report, our staff meets the following criteria:

Teacher by years of experience:

Beginning Year Teachers - 26%1-5 Years Experience - 16.7%6-10 Years Experience - 16.7%11-20 Years Experience - 27.8%Over 20 Years Experience - 12.8%

Total Staff:

Teachers - 18Professional Support - 2.3Campus Administration - 1Educational Aides - 17.3



Staff Quality, Recruitment, and Retention Strengths

Many of the staff members have long standing relationships with the families served by the school There are various teacher leaders that have volunteered to lead planning teams in specific grades / subjects

Staff Quality, Recruitment, and Retention Needs

Create and develop a plan to promote internal leadership skills / roles among staff membersProvide specific professional development as data is collected on new curriculum in pre-k and k: Target the training to meet the current needs Provide on-going support and training for the campus PBIS model.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Pioneer Elementary utilize the TEKS, TEKS Resource Management System, ReadWell, Frog Street, CIRCLE, and Estrellita to address the academic needsof the campus. The campus also has a campus generated PBIS model that provides specific lessons, support, and interventions for social, emotional, andbehavioral support.

The following list includes assessments or benchmarks used within the campus programs:

District created benchmarks 1 time per six weeks in kindergarten mathOn-going assessment and student grouping with ReadWell in kindergartenCircle Progress Monitoring in pre-k3 tiers of intervention (academics and behavior) in both pre-k and k. Estrellita (Bilingual Setting Only)

Curriculum, Instruction, and Assessment Strengths

Positive Behavior Support and Interventions is supported with a campus wide model and professional coaching. Improved math scores on district created benchmarks Implementation of new curriculum for ELA and ELL

Curriculum, Instruction, and Assessment Needs

Training for RTI in Pre-K

Continued training and support to implement PBIS campus wide

Continued training to support new curriculum initiatives



Family and Community Involvement

Family and Community Involvement Summary

Pioneer Elementary values family and community involvement is a priority for the campus. As the foundation to a life of learning we feel it is imperative todevelop positive school relationships. In the 2015-2016 school year we have added the position of Parent and Student Engagement Specialist to focusentirely on school engagement. The 2016 - 2017 school year will be a year of building for the program as we extend current campus engagement activitiesand add new opportunities.

Family and Community Involvement Strengths

LArge number of daily visitors to the campus Watch DOGSPEACE Volunteer ProgramParent Square Usage / Involvement PBIS (Tier II and Tier III Family Meetings) Parent / Family Engagement Activities WII Care Meetings SST Meetings

Family and Community Involvement Needs

Carry-Over and Consistency within PTO (Create a bridge between campuses)Increase Volunteer Base Increase Community Involvement Increase Participation with Parent Training Opportunities Provided By the Campus



School Context and Organization

School Context and Organization Summary

The school context and organization is driven by a focus on student learning and high quality teaching with a commitment to keep students at the center ofall actions and decisions. As a result, the school's schedule is designed to ensure time on task for academics. Once academic time is built, rotations, lunchand recess times are set. The master schedule is built each year with input from lead teachers and consideration of the upcoming populations. Time is setaside weekly for the staff to share and learn through face to face PLC and within Google classroom. Committees are established to address context andorganization. Site based decision-making committee meets as an advisory group to the campus principal in the development of the campus developmentplan

Positive Behavior Support System Committee meets to build, implement, analyze, and coach the campus in the implementation of a campus widePBIS planThere is an active PTO to promote family and student engagementThere are subject specific, teacher led planning groups for all gradesThere is a campus wellness committee to promote moral and wellness within the building Throughout the year special advisory committees are created to address current concerns and needs. Examples include: attendance review committee,data based report card review committee, budget review committees

School Context and Organization Strengths

Master Schedule and Calendar that focus of maximizing learning timeAll professional staff members are included in PLC groupsAll teachers and special programs participate in student progress monitoring Interruptions to the instructional day are kept to a minimumStudents and their family report their content with the campus environment and organization

School Context and Organization Needs

Improve on the leadership of individual team members to lead PLC groups and topics among peers



Technology

Technology Summary

Pioneer Elementary has a variety of technology in all classrooms, as well as an interactive center based technology lab that serves all students. Eachclassroom has interactive white boards, projector, document camera, Ipads, and Ipods. The kindergarten classrooms and technology lab all have interactivetables. Campus wide, technology is used to engage students at various levels of the curriculum. Students use technology through guided practice andindependent practice. Through centers and the technology lab students are encouraged to use technology to extend learning.

Technology Strengths

The technology lab was created in the spring of 2016 to meet the needs of young learners. It includes multiple technology based centers that encouragestudents to reinforce skills from the classroom content in a digital setting.

Technology Needs

Develop a scope and sequence for the technology lab that can be used to supplement ELA, Math, Science, and Social Studies Content.



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPBMAS 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) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcSection 504 dataHomeless dataResponse to Intervention (RtI) student achievement data



Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationStudy of best practices



Goals

Goal 1: All students will attain maximum student achievement throughrelevant and rigorous instructional programs.

Performance Objective 1: By May of 2017, all students and each student group will demonstrate mastery at or above the state average for each grade andsubject on the state assessment as well as demonstrate progress as measured by an early reading inventory from the BOY to the EOY for students in K-2 orCircle Progress Monitoring in Pre-K.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Strategy Description Title I Staff Responsiblefor Monitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Oct Dec Feb AprCritical Success Factors

CSF 1

1) Pioneer Elementary will continue to implement curriculum that is alignedwith TEKS and state assessments

2, 9 PrincipalCounselorTeacher

WalkthroughsAssessment Data

Critical Success FactorsCSF 1 CSF 2 CSF 7

2) Pioneer Elementary will provide timely assistance through RTI. PioneerElementary will increase progress monitoring strategies in Pre-K - Kthrough CIRCLE, ReadWell, DIBLES, Unit Assessments

2, 9 PrincipalTeachersCurriculum Lead

WalkthroughsUnit AssessmentsDIBLESCircle Progress MonitoringReadWell Data

Critical Success FactorsCSF 1 CSF 2

3) Integrate support programs for special populations to ensure academicsuccess.

2, 3, 7, 8,9, 10

PrincipalCounselorSpecial PopulationTeachers

ARDSST MeetingsGrade ReportsUnit Assessment Data


4) Pioneer Elementary will conduct weekly focused meetings to ensureconstant attention to academic success for all students.

1, 2, 6, 8 PrincipalLead Teachers

Google Classroom ParticipationStaff Feedback



Critical Success FactorsCSF 1

5) Pioneer Elementary will develop and sustain exemplary programs to meetthe needs of students in special populations: Bilingual, ESL, GT, SPED,Dyslexia.

1, 2, 3, 4,9, 10

PrincipalBilingual / ESLTeachersSPED TeachersGT Teachers

ESL TrainingBilingual Teacher RecruitmentLPAC Training


6) Effective integration of technology into the curriculum through projectbased learning and purposeful centers.

1, 2, 4,10

PrincipalTeachers

Lesson PlansLab Based Learning Scope & SequenceTeacher TrainingWalkthroughsTTESS Goals

Critical Success FactorsCSF 1 CSF 3 CSF 4 CSF 5 CSF 6 CSF 7

7) Campus focus groups will work with campus leadership to develop,coordinate, and implement strategies that provide resources to early learnersand their families including:Positive Behavior Support System, Community Services, ClassroomEngagement Assistance, Parent Support and Training, CommunityInvolvement.

6, 7, 9,10

PrincipalStudent andFamilyEngagementSpecialist

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 6 CSF 7

8) In an effort to promote community wide kindergarten readiness a Pre-Kindergarten coalition with GISD ad community providers will becoordinated to provide professional development to all.

2, 4, 7, 9,10

PrincipalPre-K Teachers

Circle Progress Monitoring Data ReportsDIBLES Data ReportsParticipation in Staff Development


9) DIBLES (K) and Circle Progress Monitoring (Pre-K) will be administered3 times per year: Results will be analyzed and utilized to identifyinstructional targets for individual learners.

7, 8, 9,10

PrincipalTeachers

Data Tracking of Students Receiving Targeted RTIData Reports BOY, MOY, and EOY Circle ProgressMonitoringData Reports BOY, MOY, and EOY DIBLES

= Accomplished = Considerable = Some Progress = No Progress = Discontinue



Goal 2: In Graham ISD 100% of core academic classes will be taught by highly qualified teachers and 100% highly qualifiedstaff will be maintained.

Performance Objective 1: 100% of core academic classes will be taught by highly qualified teachers and 100% of paraprofessionals with instructionalduties will meet NCLB requirements. The LEA will recruit and retain highly qualified teachers.






CSF 3 CSF 7

1) Maintain Centralized, effective and efficient GISD personnel policies,hiring procedures, and protocols.

1, 3 SuperintendentPrincipal

GISD Personnel Manual Update

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7

2) Provide district professional employees with reimbursement stipends fortaking Masters Degree Courses in their area of teaching and shortage areas.

1, 3, 4, 5 SuperintendentAsst. Supt. ofBusiness ProgramsDirector

Enrollment FormsFinal GradesReimbursement Forms


3) Provide "buy-back" of unused local personal leave days as incentive forattendance

2, 5 SuperintendentAsst. Supt. ofBusinessPayroll Dept.

Leave and AbsenceFormsPersonnel Records


4) Maintain effective and efficient GISD personnel policies

2, 3, 5 Superintendent Review TASB PersonnelPolicy


5) Provide pay incentives in the form of stipends for new and returningteachers in acute shortage areas

1, 3, 5 SuperintendentAsst. Supt. ofBusiness

Annual HQT ReportsPrincipalsâ€™ Reports


6) Encourage and promote staff expertise through experiences such as:Mentoring, Faculty Presentations, Participation in Trainings andConferences, Group Planning and Sharing.

3, 4 PrincipalCampus FocusGroupsNew Teachers

Shared goals and outcomes for all staff



7) Participation in job fairs and consult with ESCs in securing highlyqualified teachers

5 Principal Principal Report

Critical Success FactorsCSF 1 CSF 4 CSF 6 CSF 7

8) Promote staff attendance through education staff on campus wideattendance percentages and the impact of staff absenteeism

3 PrincipalAttendance Clerk

PEIMSAESOP Reports


9) Provide planning sessions for teachers that focus on instructional data,student management, intervention, and implementation of new curriculum

8 Principal Meeting NotesTraining Dates


10) LEA ensures 100% of teachers are HQ on high poverty campuses (GLC)

2, 3 AssistantSuperintendent ofCurriculumGLC Principal

HQT Report


11) Provide smaller class sizes in primary grades

3, 9 AssistantSuperintendent ofCurriculumCampusAdministrators

Federal ReportsPEIMSClass Rosters




Goal 3: All students in Graham ISD will be educated in learning environments that are safe, drug free, and conducive tolearning.

Performance Objective 1: By May 2017, the discipline referrals that result in ISS / DAEP assignment will decrease by 5%






CSF 6

1) Utilize School Resource Officer to maintain a safe and effective learningenvironment

1, 10 Principal Campus Emergency Plan


2) Provide staff development on what constitutes dating violence

4 Principals Staff Meeting Notes


3) Conduct learning opportunities for staff / parents that include topics suchas: Home to School Transition, Conflict Resolution, Bullying, Drug,Tobacco, and Alcohol Prevention, Tatteling, Self Discipline, SelfRegulation, Anger Management, Stranger Danger

2, 9, 10 PrincipalCounselorParent and StudentEngagementSpecialist

Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6 CSF 7

4) Utilize a full time position to serve family, student, and communityengagement initiatives campus wide.

1, 6, 7, 9 PrincipalParent & StudentEngagementSpecialistCounselor

Parent Participation LogsVolunteer RecordsParent Square DataFeedback


5) Review and revise Campus Emergency Operations plan to communicatechanges, conduct practice drills, train staff for crises management.

1, 10 PrincipalStaff

Campus Emergency PlanCrises Manager APP.Drill ReportsMeeting Notes


6) Provide a bullying prevention and reporting plan as outlined inBoard Policy FFI (Local)

1, 10 PrincipalCounselor

Bully Reporting Forms




7) Provide a campus model of Positive Behavior Support and Interventionsto assist students in being able to self regulate and be successful in school


PEIMS DataRTI-B Referrals




Goal 4: All students in Graham ISD will graduate from high school.

Performance Objective 1: By May 2017, Graham ISD will achieve a graduation rate of 95%.






CSF 1 CSF 5 CSF 6

1) Collaborate with feeder grades to ensure success of current and futurestudents to: Provide joint staff development, District wide interventionteams, End of year transition information provided to future campus,Transition plan for pre-k students, Headstart Transition, Round-Up

1, 2, 3, 4,7, 10

PrincipalCounselorParent and StudentEngagementSpecialist

Intervention DataCampus ObservationFeedback


2) Provide accelerated instructional opportunities to students, including at-risk students, who are in need of additional remediation to obtain credits tograduate from high school

9 SuperintendentAsst. Supt. ofCurriculumGHS and GLCPrincipals

Graham Learning CenterSchool Within a SchoolSummer SchoolCommunity GED ProgramAfter Hours University


3) Pioneer Elementary will coordinate transitional strategies: Parentnotifications, Transition Visits, Pre-K and Kindergarten Round-Ups, ParentOrientations


Participation in Early RegistrationEvaluation and Survey Feedback


4) Encourage positive attendance habits: Wii Care, recognition of goodattendance, Reward incentive program, School to home communication,Focus on improved staff attendance

1, 10 PrincipalTeacherParent and StudentEngagementSpecialistCounselorAttendance Clerk

PEIMS DataWii Care Data




Goal 5: Parents and Community will be partners in the education of studentsin Graham ISD.

Performance Objective 1: By May 2016, 100% of Graham ISD campuses will participate in activities designated to increase parental involvement.






CSF 5

1) Provide access to GISD Student Handbooks and Student /Parent /TeacherCompacts to all GISD students and parents

6 Superintendent Student Handbook ReceiptsCompact Receipts


2) Campus focus groups will work with the principal,counselor, and parent /student engagement specialist to develop, coordinate, and implement plansthat provide support and resources to early learners and their familiesincluding: Behavior Support, Community Services, Classroom Assistance,Parent Support, Parent Training, Community Involvement, School to HomeCommunication

6, 7, 9,10

PrincipalCounselorFocus GroupsParent and StudentEngagementSpecialist

Office Referral DataParent Involvement Data


3) Participation in special program parent information meetings-ESL/Bilingual-GT

6, 8 CounselorPrincipal

Meeting Agenda & Sing-In SheetsParent Input


4) Increased participation in parent and community volunteer opportunities:Watchdogs, PEACE Volunteer, Parent Square, Campus Events.

6, 8 PrincipalCounselorParent and StudentEngagementSpecialist

Parent Square DataVolunteer LogsMeeting Agenda / Participation LogsEvent Participation




Goal 6: GISD stakeholders will provide oversight to the management ofadministrative, fiscal, and facilities.

Performance Objective 1: GISD Fund balance will sustain at least a balance equal to three-month operating expenses.






CSF 3

1) Participation in campus budget planning process by all campus groups

10 Principal Staff Feedback


2) Ensure GISD Business Office policies and procedures are in place toensure effective and efficient handling of all GISD funds

10 Principal Annual Audit


3) Campus Improvement Meetings focus on administrative, fiscal, facilityoversight to ensure needs assessment and campus goals are met.

10 Principal CIT AgendaSign-In Sheets




Title I

Schoolwide Program Plan

Pioneer Elementary's Campus Improvement Plan (CIP) is developed in accordance with Texas Education Code Title 2, Subtitle C 11.251 Sub-chapter F. The plan meets requirements of Title I Schoolwide Components (Sw#1 - SW#10). Pioneer Elementary members meet in the spring to evaluate theeffectiveness of the current year's plan given new data and after review and update of Needs Assessment. The SBDM finalizes the campus plan andapproves the budget for all resources, the CIP is reviewed and adjusted, as needed, on a daily basis.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

In summary to the Comprehensive Needs Assessment previously documented in this plan, Pioneer Elementary staff must know, understand, and teach allgrade level Texas Essential Knowledge and Skills (TEKS) and the guidelines so that students learn to their maximum potential. Pioneer Elementary staffmust provide opportunities for students to meet the requirements of the TEKS while in Graham. In addition to this, staff must be keenly aware of studentswithin special populations and students that are new to school and may have a special need that has not yet been determined or known until the studentstarted public school.

2: Schoolwide Reform Strategies

Pioneer Elementary's focus on core instruction includes core curriculum and rotations that offer a well rounded school experience. Pioneer's master scheduleis designed to offer an equitable amount of time to all staff and students for labs, rotations, core instruction, interventions, and other campus resources. Inkindergarten the master schedule provides 120 minutes for ELA/SS instruction, 60 minutes of math instruction, 60 minutes of Science instruction, 30minutes of Technology/RTI, 45 minutes of Physical Education, and 60 minutes of recess. In Pre-Kindergarten the master schedule provides 150 minutes ofELAR, 60 minutes of Math / Science and mixed centers, 30 minutes of fine / gross motor lab learning, 60 minutes of recess, and 45 minutes of rest.

In addition to the academic organization the campus has implemented a campus wide PBIS model with 3 tiers of intervention as well as a family and studentengagement specialist that works to ensure success between the students, family, community, and school. Through the family and student engagementmodel parents and students are offered numerous opportunities to participate in school functions and events both during school and outside of school hours.

3: Instruction by highly qualified professional teachers

According to the 2014-2015 Texas Academic Performance Report, our staff meets the following criteria:

Teacher by years of experience:



Beginning Year Teachers - 26%1-5 Years Experience - 16.7%6-10 Years Experience - 16.7%11-20 Years Experience - 27.8%Over 20 Years Experience - 12.8%

Total Staff:

Teachers - 18Professional Support - 2.3Campus Administration - 1Educational Aides - 17.3

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Pioneer Elementary staff will participate in high-quality on-going professional development. Staff meetings are held each week to focus on studentachievement and campus goals of growth, communication, and teacher leadership. Each grade level and kindergarten subjects have teacher leaders that haveteams of peers to help plan and implement the curriculum for each department, these groups meet as determined by the techer leaders.

5: Strategies to attract highly qualified teachers

Pioneer Elementary Staff is well established and has added new staff to implement a growing pre-k program. A majority of the staff have a very lowmobility rate with several teachers spending a majority of their career at Pioneer Elementary. The campus often recruits from the student teachers,substitutes, and local colleges that have had experience working with our campus when job opportunities do open.

6: Strategies to increase parental involvement

Pioneer Elementary values family and community involvement is a priority for the campus. As the foundation to a life of learning we feel it is imperative todevelop positive school relationships. In the 2015-2016 school year we have added the position of Parent and Student Engagement Specialist to focusentirely on school engagement. The 2016 - 2017 school year will be a year of building for the program as we extend current campus engagement activitiesand add new opportunities.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs



Pioneer Elementary will continue to build relationships and ease the transition from head-start, local day care facilities, and private pre-school programsthrough the GISD pre-school coalition. The campus will promote, invite, and recruit within the local community in the spring to encourage early registrationfor students begining pre-k or kindergarten the following school year. A series of parent meetings will be conducted to prepare families for the start ofpublic education as well as ongoing support throughout the first years of school.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Campus committees including administration, interventionist, and classroom teachers were formed to look at curriculum for ELA in k-2, the teachersoverwhelmingly supported the purchase of Read Well to help meet the needs of teaching students to read. The program includes ongoing assessments andplacement for students.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Pioneer Elementary has consistently provided remediation to its students. Our current plan maintains RTI for behavior and academic needs but also includesa new curriculum with ELA (Read Well) that will allow staff to identify and teach student skills before a student drops significantly behind grade levelTEKS. The master schedule offers time within the school day for teachers to work with small groups of students that require additional help. Thetechnology lab has been equipped with materials to help teachers with interventions as well as material for students working above grade level.

10: Coordination and integration of federal, state and local services and programs

All federal, state, and local services and programs will be focused toward all student academic success and well being.



2016-2017 Campus Improvement Committee

Committee Role Name PositionAdministrator Lisa Budarf PrincipalBusiness Representative Sarah Neadorf Virginia's HouseClassroom Teacher Kelly Qualls TeacherClassroom Teacher Elizabeth Rose TeacherCommunity Representative Kelly Riddle FUMC Pre-SchoolDistrict-level Professional Gary Browning Curriculum DirectorNon-classroom Professional Brandi Menard Parent / Student EngagementParaprofessional Chris Castillio SPED Para.Parent Loretta Crispell ParentParent Rachel Lauster ParentParent Brandi Weatherbee Parent



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Graham Independent School District Pioneer Elementary 2016 ... · Student Achievement Summary Pioneer Elementary School focuses on teaching students and families success strategies