GREGORY PORTLAND INDEPENDENT SCHOOL DISTRICT …p2cdn1static.sharpschool.com/UserFiles/Servers...Camille Cook Fidencio Lopez Rita Evans ... The students in the public education system

GREGORY‐PORTLAND INDEPENDENT SCHOOL DISTRICT

EAST CLIFF ELEMENTARY

Campus Improvement Plan

2013‐2014

Mission Statement

The mission of East Cliff Elementary is to provide a comprehensive, innovative educational program preparing individuals to be successful, responsible citizens.

Slogan / Motto

“Today’s Challenge is Tomorrow’s Achievement”

District Mission Statement In partnership with our community, families, students, and staff, the Gregory‐Portland Independent School District

provides excellent educational programs in a safe environment enabling all students the opportunities to fulfill their potential now and in the future.

Equal Educational Opportunity ________________________________ It is the policy of the Gregory‐Portland Independent School District not to discriminate on the basis of race, color, religion, national origin, sex, or handicap in its programs and services.

Campus Improvement Plan EAST CLIFF ELEMENTARY

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EAST CLIFF ELEMENTARY Site‐Based Decision Making Committee

Alma Linda Muñoz, Chairperson

Parent Members Business Members Community Members

Camille Cook Fidencio Lopez Rita Evans

Elected Members Appointed Members Mcvay Shanna Kinder Teacher Marquez Sonia Nurse

McKinney Elaine 1st Grade Teacher Musich Sharon Counselor

Garcia Tori 2nd Grade Teacher

Barnett David 3rd Grade Teacher

Barnes Barbara 4th Grade Teacher

Krebs Vicki Special Populations

Duran Stephanie Paraprofessionals


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By 2013‐2014, all students will reach high standards at a minimum proficiency or better in reading/language arts and mathematics.

Performance indicator: The percentage of students, in the aggregate and for each subgroup (disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged), who are at or above the proficient level in reading on the State’s assessment.

Performance indicator: The percentage of students in the aggregate and in each subgroup (disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged), who are at or above the proficient level in mathematics on the State’s assessment.

Performance indicator: The percentage of Title I schools that make adequate yearly progress.

All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

By 2005‐06, all students will be taught by highly qualified Principals/Teachers. [Section 9101(23) of ESEA] [Section 1111(h)(1)(C)(viii)]

Performance indicator: The percentage of classes being taught by “highly qualified” Principals/Teachers in the aggregate and in “high‐poverty” schools (top quartile of schools ranked by low‐income population).

Performance indicator: The percentage of Principals/Teachers receiving high‐quality professional development. [Section 9101(34)]

Performance indicator: The percentage of paraprofessionals (excluding those whose sole duties are translators and parental involvement assistants) who are qualified. [Section 1119(c) and (d)]

All students will graduate from high school.

Performance indicator: The percentage of students who graduate from high school, with a regular diploma disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged

calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data All students will be educated in learning environments that are safe, drug free, and conducive to learning.

Performance indicator: The number of persistently dangerous schools, as defined by the State.

FEDERAL NO CHILD LEFT BEHIND OBJECTIVES


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Mission, Goals, and Objectives for Texas Public Education Mission of Texas Public Education [Texas Education Code, §4.001(a)] The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and educational opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family and that parental involvement in the school is essential for the maximum educational achievement of a child.

Public Education Academic Goals [Texas Education Code, §4.002] To serve as a foundation for a well‐balanced and appropriate education:

GOAL 1: The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language. GOAL 2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL 3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL 4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

Public Education Career and Technology Education Goals [Texas Education Code, §29.181] Each public school student shall master the basic skills and knowledge necessary for: (1) managing the dual roles of family member and wage earner; and (2) gaining entry‐level employment in a high‐skill, high‐wage job or continuing the student's education at the postsecondary level.

Public Education Objectives [Texas Education Code, §4.001(b)] The objectives of public education are:

OBJECTIVE 1: Parents will be full partners with educators in the education of their children. OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential. OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. OBJECTIVE 4: A well‐balanced and appropriate curriculum will be provided to all students. OBJECTIVE 5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can

understand and productively function in a free enterprise society. OBJECTIVE 6: Qualified and highly effective personnel will be recruited, developed, and retained. OBJECTIVE 7: The state's students will demonstrate exemplary performance in comparison to national and international standards. OBJECTIVE 8: School campuses will maintain a safe and disciplined environment conducive to student learning. OBJECTIVE 9: Educators will keep abreast of the development of creative and innovative techniques in instruction and administration using those techniques as appropriate to

improve student learning. OBJECTIVE 10: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

STATE OF TEXAS OBJECTIVES


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Priority 1: Continued improvement in student performance for all students, with special attention to further closing of the achievement gap between student groups.

The board noted the district’s ongoing success in raising student achievement but reiterated the board and administration’s belief that ongoing improvement in student achievement is the fundamental mission of the district and will always be a priority. There was general consensus that despite progress, the district must continue to work on reducing the gap in performance between economically disadvantaged students and students who are not economically disadvantaged. This issue has become critically important over the past two years, and the number of students in the district classified as economically disadvantaged has increased.

Given the transitions in the state accountability system and the statewide testing program, reliable state‐provided measures of student progress will not be available in the next two years. This fact makes developing specific goals and targets in this area difficult. However, the board and superintendent agreed on some interim measures to monitor, as well as some specific efforts the board expects to see.

Board expectations for the coming two years: Monitor the raw scores of students on the STAAR exam and compare them to statewide averages. The goal for Gregory‐Portland ISD is for raw scores to be

above the state average in the areas reported. Using raw scores, determine the extent to which a performance gap continues to exist between economically disadvantaged students and other student

groups. To the extent that the gap in raw scores suggests a need: Develop additional intervention options for assisting economically disadvantaged students. Develop a plan to enhance staff capability to serve economically disadvantaged students. This can include additional staff development or direct

interventions with staff. But the overall goal is to ensure that staff has both the proper mind‐set and the proper tools to provide the instruction and support needed by these students.

Continue monitoring student scores on the SAT and ACT tests. The board recognizes that, given the high percentage of economically disadvantaged students in Gregory‐Portland ISD, a higher participation rate in taking the tests may, in the short run, lead to a lower mean score in the district. The board would eventually like to see increases in both the participation rates and the mean scores on these two tests.

As standards for achieving “distinction” in the new accountability system are developed and announced, begin to develop plans for achieving distinction in fine arts and the other areas for which distinction is awarded.

Continue to keep the community informed about the transition to the STAAR program and about student progress in Gregory‐Portland ISD during the transition to stable measures based on STAAR.

In presenting the proposed budgets for 2012‐13 and 2013‐14, demonstrate a budgetary commitment to maintaining the momentum of current initiatives for academic improvement, despite increasingly tight finances.

Priority 2: Securing finances for additional facilities and upgraded facilities to accommodate student growth and to meet the changing instructional and support needs of Gregory‐Portland ISD students. The board and superintendent all recognize the need for an additional elementary school, new athletic facilities, and critical upgrades to existing facilities. A bond issue will be required to secure financing for these needed improvements. The timing of the bond election and the specifics of the proposed bond issue remain under discussion, but the steps needed to follow through on these issues are a matter of agreement among the members of the board and with the superintendent.

GPISD BOARD PRIORITIES 2012‐14


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Board expectations for the coming two years: The district will prepare for an election to issue bonds to meet district infrastructure needs. The superintendent will:

Develop options for the board to consider regarding both the specifics of the bond issue and the timing of a bond election. Develop a communications plan that will explain the bond request to the community in advance of the election In advance of the election, develop contingency plans anticipating both the success of the bond election and its failure, to be implemented upon the

outcome of the election. Priority 3: Enhanced technology infrastructure in the district and advanced use of digital technologies for instructional innovation.

The board acknowledged that much had been done in the past two years to address this priority. At the same time, they noted the need both to make sure the district follows through on the plans that have been developed and to continue to modify the plan as needs change in a rapidly developing technology environment. Board expectations for the coming two years: Implement the plan for technology infrastructure and use as developed. Continue to incorporate innovations into the plan as needs change and as new technologies become available.

Priority 4: Continued development of and enhancements to the secondary instructional program, leading to improved post‐secondary readiness for all students and greater awareness among students and parents of post‐secondary options. Again, the board acknowledged the significant efforts that had been made over the past two years in this area. At the same time, they noted the ongoing importance of this issue with the growing number of economically disadvantaged students in the district and the rapid developments in oil and gas drilling in the area. The latter development both affords properly prepared Gregory‐Portland graduates with opportunities for high‐paying and promising careers in the area upon graduation and at the same time offers economically disadvantaged students an enticement to leave school before graduation for lucrative but less promising worker positions. The board and superintendent discussed the need to ensure that both parents and students understand the long‐term financial value of getting a degree. They also discussed the opportunity the district has to continue to review and revise its Career and Technology Education (CTE) program so that it emphasizes courses and skills that will be especially beneficial to graduates in the energy‐related industries that have become so active in the area. The board decided to retain this priority statement from last year, although with a change in emphasis in the specific expectations for the coming two years. Board expectations for the coming two years: Enhance CTE offerings to provide graduates skills that will be especially beneficial in energy‐related industries. Develop a communications program directed at both parents and students to raise awareness about curriculum options in the district, about post‐

secondary education options, and about the long‐term career benefits to students who stay in school to receive a diploma. The program might include a career night for parents and students, similar to area college nights.

Consider expanding services and support to CTE students to include assisting them in the transition from school to the job market and providing support in how to locate and apply for positions.


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Priority 1: Continue to make improvement in student performance for all students, with special attention to further closing of the achievement gap between student

groups. Monitor raw scores of students on the STAAR exams and compare them to statewide averages and demonstrate aggregate performance above the state

average in the areas reported. Determine the extent to which a performance gap continues to exist between economically disadvantaged students and other student groups in order to:

Develop additional intervention options for assisting economically disadvantaged students. Develop and monitor implementation of a plan to enhance staff capability to serve economically disadvantaged students so staff has both the proper

mind‐set and the proper tools to provide the instruction and support needed by these students. Monitor student scores on the SAT and ACT tests in order to increase mean scores and foster student participation. Develop plans for achieving distinction in fine arts and the other areas for which distinction is awarded. Keep the community informed about the transition to STAAR and about student progress in Gregory‐Portland ISD during the transition to stable measures

based on STAAR. Demonstrate in the budgets for 2012‐13 and 2013‐14, a budgetary commitment to maintaining the momentum of current initiatives for academic

improvement, despite increasingly tight finances. Priority 2: Secure finances for additional facilities and to upgrade facilities to accommodate student growth and to meet the changing instructional and support needs

of students in Gregory‐Portland ISD. Prepare for an election to issue bonds to meet district infrastructure needs by taking the following steps:

Develop options for the board to consider regarding both the specifics of the bond issue and the timing of a bond election. Develop a communications plan that will explain the bond request to the community in advance of the election In advance of the election, develop contingency plans anticipating both the success of the bond election and its failure, to be implemented upon the

outcome of the election. Priority 3: Enhance technology infrastructure in the district and ensure advanced use of digital technologies for instructional innovation.

Implement the District Technology Plan and expand technology infrastructure as necessary. Continue to incorporate innovations into the plan as needs change and as new technologies become available.

Priority 4: Continue to develop and enhance the secondary instructional program, leading to improved post‐secondary readiness for all students and greater awareness among students and parents of post‐secondary options. Enhance CTE offerings to provide graduates skills that will be beneficial especially in energy‐related industries. Develop a communications program directed at both parents and students to raise awareness about curriculum options in the district, about post‐

secondary education options, and about the long‐term career benefits for students who stay in school to receive a diploma. Provide a career night for parents and students, similar to area college nights. Expand services and support to CTE students to assist them in transition from school to the job market and provide support in how to locate and apply for

positions

GPISD SUPERINTENDENT GOALS 2012‐2014


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Members of the District Site-Based Decision-Making Committee revised the District Improvement Plan based on a variety of documents and data. To provide a

focus for the decisions made, members reviewed the Federal No Child Left Behind Objectives, the Mission, Goals and Objectives for Texas Public Education from

the Texas Education Code, the Priorities adopted by the District Board of Trustees, and the Superintendent’s Goals. The needs assessment is also based on data

from the 2013 State Accountability reports, including Texas Assessment of Knowledge and Skills (TAKS) performance, State of Texas Assessments of Academic

Readiness (STAAR) performance, attendance rates, dropout rates, high school completion rates, and SAT/ACT data. Other sources utilized in the comprehensive

needs assessment were the Performance-Based Monitoring Analysis System (PBMAS) report, parental involvement records, safe and drug-free schools data,

federal program guidelines and evaluations, ARI/AMI evaluation data, and district policies. In addition, for general education and for special programs, the data

were disaggregated for all student groups served by the district, including categories of ethnicity, socioeconomic status, gender, and all population groups served

by special programs. Students’ strengths and weaknesses were identified by disaggregating TAKS, STAAR and TELPAS data. Gregory-Portland ISD includes

four Title I schoolwide campuses based on 40% or more economically disadvantaged students: S.F. Austin (63.7%), T.M. Clark (57.0%), W.C. Andrews (55.4%),

and Gregory-Portland Intermediate School (46.6%).

The needs assessment also consisted of identifying needs for all subject areas, grade levels, and special programs. Needs were identified in the six areas of

decision-making (planning, curriculum/instruction, staffing, staff development, school organization, budgeting) and through the Effective Schools Correlates

(Instructional Focus, High Expectations, School Climate, and Parental Involvement).

The 2012-2013 District and Campus Improvement Plans (Plans) were reviewed and revised based on the achievement of specific goals and objectives. As a result,

the 2013-2014 plans include all identified priority needs. Plans were further revised due to two factors. First, TEA is continuing to revise the newly introduced

accountability system for 2013-2014. Second, the State is still transitioning into the more rigorous statewide testing program called the State of Texas

Assessments of Academic Readiness (STAAR) which replaces TAKS, including revisions to grade levels and subjects tested as called for in House Bill 5.

NEEDS ASSESSMENT


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State Accountability Results 2012-2013 East Cliff Elementary (EC) and State Results % at Phase-In Level II or Above

Student Performance

Content Area All Students African-American Hispanic White Special

Education Economically Disadvantaged

Limited English Proficient

EC State EC State EC State EC State EC State EC State EC State All Subjects 89 77 * 68 82 72 93 86 70 55 76 69 * 53 Reading 90 80 * 72 81 74 96 89 88 60 77 72 * 52 Mathematics 90 79 * 68 87 76 91 88 63 57 77 72 * 62 Writing 85 63 * 53 * 56 91 74 * 41 71 53 * 40 Average Daily Attendance as Reported in PEIMS

Average Daily Attendance by Campus Entity ADA % 2009-2010 ADA % 2010-2011 ADA % 2011-2012 ADA % 2012-2013

SF Austin 95.83% 95.14% 96.03% 95.89% TM Clark 96.01% 95.89% 96.09% 95.91% East Cliff 96.63% 96.69% 96.92% 96.73% WC Andrews 96.07% 96.25% 96.60% 96.35% G-P Intermediate 95.93% 96.38% 96.24% 96.12% G-P Junior High 96.44% 96.72% 96.79% 95.47% G-P High School 94.81% 95.18% 94.87% 94.12% G-PISD 95.75% 95.91% 95.96% 95.42%


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GPISD Student Demographics (as of Fall PEIMS)

Student Group Percentage in Population by Year

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

At-Risk 42.1% 41.2% 42.5% 43.8% 40.6% Limited English Proficient 2.2% 2.5% 2.2% 2.1% 2.2% Special Education 10.1% 9.7% 9.7% 9.5% 9.3% Gifted and Talented 7.6% 7.5% 7.3% 7.5% 7.2% Career and Technology 19.0% 16.4% 17.2% 13.8% 12.0% Economically Disadvantaged 36.7% 39.7% 43.7% 43.3% 41.2% GPISD Dropout Rate Dropout calculations are based on students enrolled in school year 2011-2012. Gregory-Portland Junior High reported 1 dropout in the year 2012.

Annual Dropout Rate (Grades 9-12) 2011-2012 Descriptor All Students African Amer Hispanic White Asian 2 or More Special Ed ELL

% Dropout 2.3% 4.5% 3.4% 1.1% 0.0% 2.8% 7.1% 8.3.% # Dropout 34 1 25 7 0 1 10 1 # Students 1457 22 737 634 15 36 140 12


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GPISD Graduation Rate Graduation for the Class of 2012 is based on students entering as freshmen in 2008-2009 and either completing high school with a diploma, or continuing to pursue their diploma into their fifth year. The breakdown of graduation status for the class of 2012 is as follows:

4-Year Graduation Rate: Class of 2012 Descriptor All Students African Amer Hispanic White Asian 2 or More Special Ed ELL % Graduated 90.7% 87.5% 89.4% 91.1% 100.0% 100.0% 79.2% * # Graduated 283 7 126 133 5 8 19 *

Total in Class 312 8 141 146 5 8 24 * 5-Year Graduation Rate: Extended Class of 2011

Descriptor All Students African Amer Hispanic White Asian 2 or More Special Ed ELL % Graduated 91.2% * 89.0% 93.3% * 100.0% 75.8% * # Graduated 301 * 137 152 * 6 25 *

Total in Class 330 * 154 163 * 6 33 * GPISD Diploma Plans Annual RHSP/DAP Graduates 2011-2012 The breakdown of graduation status for the class of 2012 is as follows:

Annual RHSO/DAP Graduates Descriptor All Students African Amer Hispanic White Asian 2 or More Special Ed ELL

% RHSP/DAP 94.1% 100.0% 89.8% 97.8% 100.0% 100.0% * * # RHSP/DAP 272 7 114 134 5 8 * * # Graduates 289 7 127 137 5 8 * *


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GPISD Drug/Alcohol/Tobacco Offenses (as reported on PEIMS 425)

PEIMS 425 – Reportable Action Codes – drug and alcohol related

Action Code Number of Incidents 2009-2010

Number of Incidents 2010-2011

Number of incidents 2011-2012

Number of incidents 2012-2013

04 – Possession of a controlled substance 29 50 32 27

05 – Possession of an alcoholic beverage * 4 7 3

33 – Cigarette or tobacco product 11 11 15 1


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Reading / English Language Arts The charts below indicate the percentage of students mastering each Reporting Category at 70% 2012-2013 Reading State Assessment of Academic Readiness (STAAR) Primary Administration East Cliff All Tests Scored: Grades 3-4 Description Grade 3 Grade 4

1 The student will demonstrate an ability to understand a variety of written texts across reading genres. 84% 81%

2 The student will demonstrate an ability to understand and analyze literary texts. 75% 70%

3 The student will demonstrate an ability to understand and analyze informational texts. 76% 75% Mathematics The charts below indicate the percentage of students mastering each Reporting Category at 70% 2012-2013 Math State Assessment of Academic Readiness (STAAR) East Cliff All Tests Scored: Grades 3-4 Description Grade 3 Grade 4

1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. 79% 75%

2 The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. 76% 69%

3 The student will demonstrate an understanding of geometry and spatial reasoning. 79% 80% 4 The student will demonstrate an understanding of the concepts and uses of measurement. 82% 82% 5 The student will demonstrate an understanding of probability and statistics. 80% 67%


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Writing The charts below indicate the percentage of students mastering each Reporting Category at 70% 2012-2013 Writing State Assessment of Academic Readiness (STAAR) East Cliff All Tests Scored: Grade 4

Description Grade 4

1 The student will demonstrate an ability to compose a variety of written texts with a clear, central idea; coherent organization; sufficient development; and effective use of language conventions. 53%

2 The student will demonstrate an ability to revise a variety of written texts. 68%

3 The student will demonstrate an ability to edit a variety of written texts. 74%


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GPISD District Goals________________________________________________________________________________

GOAL 1: All students in the Gregory‐Portland Independent School District will demonstrate exemplary academic performance and contribute positively to a global society.

GOAL 2: Parents, community members, and educators at GPISD will be active partners in the education of our students.

GOAL 3: GPISD will have a safe, orderly environment that promotes successful student learning.


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Goal 1. All students in the Gregory‐Portland Independent School District will demonstrate exemplary academic performance and will contribute positively to a global society by achieving the following standards:

STRATEGIES PERSON(S) RESPONSIBLE

RESOURCES FORMATIVE EVALUATIONS

TIMELINES

Objective 1.1 Ensure that in all content areas there is no performance gap between subgroups of students (ethnicity, gender, socioeconomic status).

1.1.1 Use research‐based strategies to meet the diverse needs of students. ‐ Leveled Literacy Intervention Kits – K‐3 ‐ Integrate Balanced Literacy‐K‐2 ‐ Comprehension Toolkits ‐ Collaborative Reading‐3‐4 ‐ Reading Academies ‐ Reading Renaissance web‐ based ‐ Write Source ‐ Motivation Reading

Curriculum DirectorPrincipal Classroom Teachers

TEKS Resource System

Lesson PlansPrincipal Walk‐throughs Report Cards Curriculum‐Based Assessments (CBAs)

WeeklyDaily Nine weeks

1.1.2 Develop individualized intervention plans focusing on skills deficiencies with the help of the student and the parent.

PrincipalClassroom Teachers Counselor Students Parents

TEKS Resource SystemCumulative test results CBAs,TPRI,State Assessment,District’s Kinder Assessment

Intervention PlansCBA ,TPRI, State Assessment results, District’s Kinder Assessment Cumulative Test results

Nine Weeks

1.1.3

Incorporate small group instruction which emphasizes differentiated instruction.

Classroom TeachersInstructional Aide

TEKS Resource System Lesson Plans Daily


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TIMELINES

1.1.4 Provide staff development training using DMAC and Lead4ward training to improve instruction and student performance.

Principal Classroom teachers Counselor

DMAC Lead4ward Training

DMAC ReportsSign In Sheets of Training

August 21, 2013

1.1.5 Target low Economically Disadvantaged students in order to make faster progress in closing the performance gap between higher performance student groups, while continuing overall student progress by providing individual & small group instruction.

PrincipalClassroom Teacher Counselor

ECO Student list Tutorials Intervention Plan

Tutorial listState Assessment Results Benchmark Results

August 2013 – May 2014


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TIMELINES

Objective 1.2 Ensure that all students and each student group are prepared for the rigors of the STAAR tests in Reading/Writing/English Language Arts (ELA) for grades 3 – 12.

1.2.1 Administer the reading / writing formative evaluation in order to identify weaknesses in State Assessment (new students to the district in Sept. and the others in the Spring).

CounselorPrincipal Classroom Teachers

Formative evaluationCounselor

Student results/DMAC Sept. 16‐20, 2013April 2‐3, 2014 April 24, 2014

1.2.2 Analyze Balanced Literacy Data Notebooks and Student Writing Notebooks.

Principal

TEKS Resource SystemBalanced Literacy Data Notebooks

Balanced Literacy Data Checklist

Jan. 6‐10, 2014April 14‐17, 2014

1.2.3 Increase our Level III: Advanced Academic Performance Reading and Writing by working on objectives not mastered.

PrincipalClassroom Teachers

TEKS Resource System State Assessment Objectives

State Assessment results April 2‐3, 2014April 24, 2014

1.2.4 Incorporate K‐2 Balanced Literacy and grades 3‐4 Collaborative Reading training and support.

PrincipalClassroom Teachers Elementary curriculum Director

Balanced Literacy Data Notebooks

Balanced Literacy Data Checklist

Every nine weeks

1.2.5 Identify students that failed State Assessment in reading using classroom screening instruments and mock testing.


Principal’s State Assessment Group Performance Summaries State Assessment Objectives CBAs

State AssessmentCBAs Mock test

Aug. 16, 2013Weekly Dec. 5, 2013 – writing March 18, 2014 – reading

1.2.6 Focus on “Still Developing” Objectives on TPRI and develop Intervention Plans, using M class.

Kinder, 1st, 2nd Grade Classroom Teachers

TPRI sub‐grouping chartsGuided Reading Lesson Plans TPRI Intervention Guide/Mapping

TPRI results Sept. 2013Jan. 2014 May 2014

1.2.7 Continued improvement in student performance, maintaining a Level III: Advanced Academic Performance status for our campus and further continue closing the achievement gap between all student groups.


DMACBenchmark/Cum. Tests/Running Records

State Assessment results April 2‐3, 2014April 24, 2014


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TIMELINES

1.2.8 Integrate the district curriculum andBalanced Literacy framework.

Classroom Teachers

TEKS Resource System/ Balanced Literacy Lesson Plans

Lesson Plans

Daily

1.2.9 Implement Benchmark Kits/Comprehension Toolkits K‐4/Motivation Writing/ Motivation Reading/Leveled Literacy Intervention Kits.

Classroom TeachersSp. Ed. Teachers

TEKS Resource System Benchmark kits & Comprehension Toolkits Leveled Literacy Intervention Kits Motivation Reading Motivation Writing

Student Data Placement results Lesson Plans Scope & Sequence TEKS Resource System

Daily

1.2.10 Implement co‐teaching in Reading & Language Arts in grades K‐4.

Classroom TeachersSp. Ed. Teachers

TEKS Resource System IEPs

Lesson Plans / IEPs

Daily

1.2.11 Implement inclusion model in grades K‐4. Sp. Ed. Instructional Aide TEKS Resource System IEPs

Lesson Plans for Instructional Aide

Daily

1.2.12 Analyze weekly cumulative tests and /or Unit tests that are administered in grades 2, 3 & 4 using DMAC and/or Principal’s Running Records.

Principal2nd, 3rd & 4th Grade Classroom Teachers

Webccat/Eduphoria CBAs Teacher‐made cumulative tests

Grade BookPrincipal’s Running Records DMAC

Weekly

1.2.13 Incorporate Reading Renaissance web based in the classroom, lab, and home.

Classroom Teachers Accelerated Reader testsAR Library Books

Reading Renaissance report Weekly

1.2.14 Afford students the opportunity to read.

Classroom Teachers Library books Webccat/Eduphoria Novels Magazines Technical Reading Informational Text Genre Study

Lesson PlansReading Renaissance Reports

Weekly

1.2.15 Implement Interactive / Shared Writing and Writer’s Workshop in Grades K‐2.

Classroom Teachers Writer’s Workshop Student folder

Balanced LiteracyData Checklist

Daily

1.2.16 Implement Writer’s Notebook / Reading Response and Dialogue Journal in Grades 3 & 4.

Classroom Teachers Collaborative Data Notebook Student Writing Notebook

Data notebook Checklist Daily


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TIMELINES

1.2.17 Assess 2 writing samples for 1st, 2nd,3rd & 4th

Grades by writing personal narrative and expository writing.

Principal Classroom Teachers

Writing samples (personal narrative and expository writing) Scaffold Format) 26 line STAAR Essay Paper

Student’s Weekly home folder

Jan. 2014‐May 2014

1.2.18 Administer nine‐week Language Arts curriculum based assessment.

PrincipalClassroom Teachers District Assessment Coordinator

CBAs CBA results Each Nine Weeks

1.2.19 Provide tutorials. Grades 2, 3, and 4 Teachers

Targeted student data on strength and weaknesses

Tutorial Sign‐in Sheets Weekly

1.2.20 Implement and reinforce the high frequencyword list for each grade level.

Classrooms Word list Word list Assessment August 26, 2013‐May 16, 2014

1.2.21 Plan instruction according to Readiness, Supporting and Process Standards by utilizing the cognitive complexity of the TEKS verbs.


TEKS Readiness StandardsTEKS Supporting Standards TEKS Process Standards Reading Blueprint Overview Bloom’s Taxonomy

TEKS Resource System Lesson Plans

August 26, 2013‐May 16, 2014

1.2.22 Plan and implement rigorous instruction and learning by developing individual thinking skills and thinking processes through the use of Bloom’s Taxonomy and the Costa’s Levels of Thinking and Questioning.


Bloom’s Taxonomy and Revised Bloom’s, Costa’s Levels of Thinking and Questioning for all Subjects, and Sentence Stems for Deeper Comprehension Teacher’s Rigor Folder

Teacher’s Rigor Folders August 26, 2013May 16, 2014

1.2.23 Analyze instruction and materials for rigor. PrincipalClassroom Teachers

Instructional materialsTeacher’s Rigor Folder

Teacher’s Rigor FolderLesson Plans

November 8, 2013January 27, 2014 May 23, 2014


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TIMELINES

Objective 1.3 Ensure that all students and each student group are prepared for the rigors of the STAAR tests in Math for grades 3 –12.

1.3.1 Implement inclusion in Math in Grades 1‐4.

Classroom TeachersSp.Ed. Teachers

TEKS Resource System IEPs

Lesson PlansIEPs

Daily

1.3.2 Administer the Math formative evaluation in order to identify weaknesses on the State Assessment (new students in the Fall and the others in the Spring).

CounselorPrincipal Classroom Teachers

Release State Assessment testTEKS Resource System Instructional Focus Vertical Alignment Document

Student results Sept. 16‐20, 2013Feb. 26, 2014 April 23, 2014

1.3.3 Implement Problem Solving Steps and test‐taking strategies (GPISD Problem Solving Process).

Classroom Teachers GPISD Problem Solving Process Strategies

Lesson Plans Sept. 3, 2013‐May 16, 2014

1.3.4 Implement a prescriptive academic remediation plan for Math after data analysis is completed. (DMAC & TMSDS‐Texas Mathematics and Science Diagnostic System) Focus on measurement & probability.


CBA results State Assessment results Cumulative test results IXL Math Software TTM

Student Intervention Plans Report Cards

End of Nine‐Weeks

1.3.5 Use more Math manipulatives each week. Classroom Teachers Math Manipulatives Lesson Plane Sept. 3, 2013‐May 16, 2014 1.3.6 Administer cumulative tests on skills already

taught and learned. Test CoordinatorPrincipal Classroom Teachers

Cumulative tests CBAs

Cumulative test running records CBA results

Weekly

1.3.7 Implement TEXTEAMS, TEKS ResourceSystem, and “Show Me Three” ways, problems or unit strategies, Motivation Math, and Torch (4th grade only).

Classroom Teachers TEXTEAM Strategies Lead4Ward –“Show Me Three” ways, problems or unit strategies

Lesson Plans Daily

1.3.8 Continue to implement “Math is No Obstacle” Club. Start 1st Week of October.

Classroom Teachers Prizes / Food ‐ $1,200.00Math is No Obstacle Minute tests

Announcements about student participation

Oct. 2013‐May 2014 weekly


22



TIMELINES

1.3.9 Increase the Level III:Advanced AcademicPerformance in Math by working on target objectives.


TEKS Resource System TEXTEAM GPISD Problem Solving Strategies State Assessment Objective Analysis Motivation Math

State Assessment results

April 23, 2014

1.3.10 Implement the Math curriculum byconcentrating on readiness, supporting & processing standards.

Classroom Teachers TEKS Resource System TEKS Readiness Standards Supporting Standards, Process Standards Motivation Math

Lesson Plans online Daily

1.3.11 Provide tutorials. Grades 2, 3, and 4 Teachers

Targeted student data on strengths and weaknesses

Tutorial Sign‐in Sheets

Weekly

1.3.12 Implement web‐based Math In A Flash, TTMand IXL in the classroom, labs, and home.

Grades 1‐4 Teachers Math In A Flash (Grade 2‐3)Think Through Math IXL

Student Reports Daily

1.3.13 Implement guided math / small group instruction to help with closing the gap between economically & non‐economically disadvantaged.

Classroom TeachersSp.Ed. Teacher Instructional Aide

Targeted Math Skills Lesson PlansIntervention Plans for At‐risk Students

Weekly

1.3.14 Plan and implement rigorous instruction and learning by developing individual thinking skills and processes through the use of Bloom’s Taxonomy and the Costa’s Levels of Thinking and Questioning.


Bloom’s Taxonomy and Revised Bloom’s, Costa’s Levels of Questioning for all Subjects, and Sentence Stems for Math Teacher’s Rigor Folder

Teacher’s Rigor Folders Lesson Plans

August 26, 2013May 16, 2014

1.3.15 Implement daily Spiral review of previously taught TEKS.

Classroom teachers K‐2 Drops In The Bucket Review‐http://www.frog.com 3‐4 Count Down to Math ‐ Lone Star‐ http://mathwarm‐ups.com

Lesson Plans

Daily


23



TIMELINES

1.3.16 Continued improvement in student performance, maintaining a Level III: Advanced Academic Performance status for our campus and further continue closing the achievement gap between all student groups.


DMACBenchmark/Cum Test/Running Records


April 22, 2014

1.3.17 Implement the Dana Center Activities to help strengthen the Math Achievement of our students.


Mathematic Standards in the classroom K‐4 Dana Center Activities


Sept. 2013 – May 2014

1.3.18 Analyze instruction and materials for rigor. Principal Classroom Teachers

Instructional materialsTeacher’s Rigor Folder

Teacher’s Rigor Folder Lesson Plans

November 8, 2013January 31, 2014 May 23, 2014

Objective 1.4 Ensure that all students and each student group are prepared for the rigors of the STAAR tests in Science for grades 3 ‐12.

1.4.1 Use Science curriculum daily for 30 minutes, Torch (4th grade only).

Classroom Teachers TEKS Resource System Motivation Science (Grade 3‐4)

Lesson Plans online Daily

1.4.2 Implement STEMSCOPE Science activities. Classroom Teachers STEMSCOPE Activities STEMSCOPE Lesson Plans Daily1.4.3 Apply Scientific Method. Classroom Teachers Scientific Method Process Lesson Plans Daily1.4.4 Take part in Science formative evaluation /

CBAs. PrincipalTest Coordinator Classroom Teachers

CBAs‐1st, 2nd, 3rd & 4th CBA results At end of each semester

1.4.5 Plan and take field trips. PrincipalClassroom Teachers P.T.O

Field Trips‐$5,000.00 Invoices to Lexington, Aquarium, Rockport Beach, Science & History Museum, and Ag in Classroom

Oct. 23, 2013‐Ag in Classroom‐4th gr. Nov. 22, 2013‐Lexington‐3rd gr. February 28, 2014‐4th gr.‐San Antonio May 14, 2014‐Early Scholars Academy at London ISD‐Kinder May 16, 2014‐Rockport Beach‐1st gr. Dec. 13, 2013‐Science & History Museum‐2nd gr.

1.4.6 Implement hands‐on experiments and experiences.

Classroom Teachers Hands‐on experiment activities

Lesson Plans Aug. 26, 2013‐May 29, 2014


24



TIMELINES

1.4.7 Implement Reading Across the Curriculum.Grades 2, 3, and 4.

Classroom Teachers First Read in Science Lesson Plans Nov. 2013‐May 2014

1.4.8 Enhance Science curriculum through guest speakers and cooperative initiatives with local private and public entities.


Community & State Entities Planning Calendar Annually

1.4.9

Participate in District Wide Science Fair. PrincipalClassroom Teacher Birdie Saathoff

District Meeting Agendas & Minutes

Science Fair Winners Annually

1.4.10 Participate in monthly elementary science planning meeting to align curriculum, instruction and resources.

PrincipalBirdie Saathoff Curriculum Director

Agenda & Minutes Lesson Plans Monthly

1.4.11 Enhance Science Curriculum through Distance Learning.

Science Teachers Distance Learning Lab Lesson Plans Sept. 2013 – May 2014



Bloom’s Taxonomy and Revised Bloom’s, Costa’s Levels of Thinking and Questioning for all Subjects Sentence, and Stems for Science Teacher’s Rigor Folder Motivation Science for grades 3 and 4

Teacher’s Rigor Folders Lesson Plans

August 26, 2013May 16, 2014


25

Objective 1.5 Ensure that all students and each student group are prepared for the rigors of the STAAR tests in Social Studies for grades 3 –12.

1.5.1 Use Social Studies curriculum daily for 30 minutes, Torch (4th grade only).

Classroom Teachers TEKS Resource System


1.5.2 Plan and take field trips. PrincipalClassroom Teachers

Field Trip $5,000.00 Field Trip Request form & Invoice for Ag in Classroom & San Antonio Trip

10‐23‐2013‐Ag in Classroom‐4th gr. February 28, 2014‐San Antonio, Tx.‐4th gr.

1.5.3 Read literature to enhance TEKS (ex: Legend of the Bluebonnet – Native Americans and Susanna of the Alamo – Texas Revolution).

Classroom Teachers Novels Lesson PlansCBAs

Aug. 26, 2013‐May 29, 2014

1.5.4 Use graphic organizers to ensure understanding.

Classroom Teachers Graphic Organizer‐G0Project

Lesson Plans

Aug. 26, 2013‐May 29, 2014

1.5.5 Write summaries for each nine weeks. Classroom TeachersGrades ‐3‐4

Student Interactive Spirals

Teacher developed

Aug. 26, 2013‐May 29, 2013



Bloom’s Taxonomy and Revised Bloom’s, Costa’s Levels of Thinking and Questioning for all Subjects, and Sentence Stems for Social Studies Teacher’s Rigor Folder

Teacher’s Rigor FoldersLesson Plans

August 26, 2013May 16, 2014


26



TIMELINES

Objective 1.6 Increase student attendance for all students and each student group from 96.73% to 97% or better.

1.6.1

Publicize the GPISD attendance policy in handbook.

Principal Classroom Teachers Attendance Clerk

Student‐Parent HandbookDaily Attendance Report

Student‐Parent Handbook signature page

Aug. 26, 2013

1.6.2 Conduct Award Assemblies and provide incentives for Perfect/Outstanding Attendance each semester ‐ certificates ‐ 10 consecutive days of perfect attendance for ice cream, pickle, or popcorn

‐ 25 consecutive days for pizza.

Classroom Teachers Attendance Clerk

Daily Attendance ReportIncentives $300.00

List of classes with Perfect Attendance

End of each semester

1.6.3 Implement School Messenger for daily attendance.

School Messenger School Messenger Daily Attendance Report

Daily list of students absent

Daily

1.6.4 Send parent letters at 4, 7 days of student absences.

Attendance Clerk District Attendance Letters Copy of parent letters 4 & 7 days of student absences

1.6.5 Call Attendance Hearing Meetings and if necessary file with court system.

PrincipalJudge Diaz Attendance Clerk Nurse Classroom Teachers

District Attendance Letters / Minutes

Copy of minutes of attendance hearing meeting

End of each Nine Weeks

1.6.6 Target students in “at‐risk” situation in order to improve attendance.

PrincipalAttendance Clerk Classroom Teachers

PEIMS At‐Risk List PEIMS At‐Risk List End of each Nine Weeks

1.6.7 Acknowledge students that have shown improved attendance.

Classroom Teachers Attendance Report List of Students February 3, 2013 ‐May 27, 2014

1.6.8 Recognize students with Perfect / Outstanding Attendance throughout the year which will be eligible for a special recognition.

Principal Attendance Clerk

Attendance Report $800.00

List of Perfect & Outstanding Attendance Reports

May 27, 2014


27



TIMELINES

Objective 1.7 Ensure a high school student completion rate of 95% or better.

1.7.1 Support the high school student completion rate through the following: Implement the District Guidance Plan by

providing information to students and parents regarding the following: ‐ Higher education admissions and financial aid. ‐ The TEXAS grant program. ‐ Teach for Texas grant program. ‐ The need for students to make informed curriculum choices to be prepared for success beyond high school. ‐ Sources of information on higher education admissions and financial aid.

Curriculum DirectorPrincipal Counselor

Project WisdomDistrict Guidance Plan Parent and student meetings Brochures Guest speakers College & University Information

Counselor’s logCounselor‐Teacher Lesson Plans Meeting Agendas

DailyWeekly As scheduled

1.7.2 Continue to provide inclusion classes for student success.

PrincipalClassroom Teachers Special Education Teacher

Lesson Plans Report Cards Daily

1.7.3 Provide proactive counseling sessions on organization skills, goal setting, and career education.

PrincipalCounselor

Counselor’s Lesson Plans Counselor’s log and lesson plans

Weekly as scheduled

1.7.4 Invite guest speakers to speak to our students about careers, different occupations, and continuing higher education.

PrincipalCounselor Classroom Teachers

Lesson Plans Invitations

AgendasSign‐In Sheets

Fall 2013

1.7.5 Reduce the percentage of students failing in grades Kinder, 1st, and 2nd.


Light’s Retention Scale Report Cards Daily


28



TIMELINES

Objective 1.8 Maintain a dropout rate of 1.6% or less in grades 7 – 8.

1.8.1 Support the dropout rate through the following: Provide motivational activities such as

musical performances by each grade level, Science Fair, Spelling Bee, Career Day, and “Share with Mrs. Muñoz” to help encourage students to stay in school.

Classroom Teachers

Science Fair & Spelling Bee informational material Brochure about musicals

Spelling Bee participation list Science Fair participation list Career Day agenda & Sign‐in sheet “Share with Muñoz” certificates

As scheduled

1.8.2 Provide Project Wisdom messages on goal setting during the morning announcements.

Counselor

Project Wisdom

Lesson Plans

Daily

1.8.3 Identify and serve homeless students. PrincipalCounselor

Homeless Report

Homeless Report Daily

1.8.4 Hold Focused Intervention Team (FIT) meetings twice a month.


FIT Core Team Manual FIT reports, agenda, & Sign‐in sheets Report Cards

Monthly

1.8.5 Reduce the percentage of students failing in grades Kinder, 1st, and 2nd.


Light’s Retention Scale Report Cards Daily

1.8.6 Continue the Perfect & Outstanding Attendance recognition.

PrincipalCounselor Classroom Teachers PEIMS Clerk

Certificates Incentives Perfect Attendance bulletin board

Report of Perfect & Outstanding students

Each Nine Weeks


29



TIMELINES

Objective 1.9 Increase the percentage of students scoring at or above the SAT/ACT criterion to 50% or better.

1.9.1 Support the percent of students scoring at or above the SAT / ACT criteria through the following: Increase the number of students

applying for the Duke Talent Search‐4th graders.

CounselorParents

Duke Talent Search parent letter

Duke Talent Congratulatory list

May 27, 2014

1.9.2 Increase the Level III: Advanced Academic Performance level percentage in all State Assessment areas.


Lesson Plans Higher Order Thinking activities

Level III: Advanced Academic Performance Level results

Daily

1.9.3 Continue implementation of G/T inclusion program.

Classroom Teachers G/T activities Lesson Plans

G/T parent, student, & teacher evaluations

Daily

1.9.4 Provide tutoring sessions that target specific weaknesses.

Classroom Teachers Lesson Plans GP Tutorial Documentation form

As scheduled

1.9.5 Provide College Day activities to motivate students to think about higher educational opportunities.

Classroom TeachersCounselor

www.College for allTexans.com/

Lesson Plan November 18‐22, 2013


30



TIMELINES

Objective 1.10 Ensure that in all content areas there is no performance gap between At‐Risk students and non At‐Risk students.

1.10.1 Provide the extended day program (tutorials for 2‐4 grades) targeting needed concepts.

Classroom Teachers SCE funds = $2,253.00

School District Tutorial Forms

Oct. 1, 2013‐April 17, 2014

1.10.2 Implement Learner‐Centered Instruction through Research Based Best Practices Methodology.

Classroom Teachers TEKS Resource System


1.10.3 Implement web‐based Math in a Flash, Think Through Math and IXL.

Classroom Teachers Math in a Flash TTM, IXL


1.10.4 Implement Balanced Literacy / Collaborative Reading (Guided Reading Group) K‐1‐2‐3‐4.

Classroom Teachers Guided Reading Level Readers Leveled Literacy Intervention Kits

Guided Reading Lesson Plans

Aug. 26, 2013‐May 16, 2014

1.10.5 Implement Reading Academies Strategies, Leveled Intervention Kit & TPRI targeted skills.

Classroom Teachers Reading AcademyStrategies Leveled Literacy Intervention Kits TPRI Intervention Guides

TPRI resultsState Assessment results

Sept.9, 2013‐May 16, 2014

1.10.6 Use Reading Renaissance web‐based program.

Classroom Teachers AR books AR tests

Reading Renaissance Student Logs / Reading Reports

Sept.3, 2013‐May 16, 2014

1.10.7 Implement Guided Math Instruction (GPISD Problem Solving Process) and Dana Center Activities.

Classroom Teachers GPISD Problem Solving Process and Dana Center Activities


1.10.8 Utilize instructional aide in regular classroom for grades 3‐4.

Instructional Aide FTEs =.34 x 3 = 1.02$24,266.00

Lesson PlansInstructional Aide Schedule

Sept.3, 2013‐May 16, 2014

1.10.9 Monitor student attendance. Attendance Clerk Attendance Report Attendance Parent Letters

Daily

1.10.10 Utilize volunteers during the school day in computer labs and library.

VolunteersPrincipal

Target individual student skills

Volunteer Sign‐In sheets Sept. 9, 2013‐May 16, 2014

1.10.11 Provide Summer School Academy (K‐4). PrincipalClassroom Teachers

Summer School Forms Report CardsState Assessment results

June‐July 2014


31



TIMELINES

1.10.12 Provide ample opportunities for these students to participate in different activities: B.I.G. Award Share with Muñoz Art Contest B.E.S.T. Club Choir Club Talent Show Spelling Bee Accelerated Reader Math is No Obstacle Character Education Science Fair PALS Recorder Group UIL Running Club

PrincipalClassroom Teachers Counselor P. T.O.

Certificates Incentives $500.00

List of participants for each event

Sept. 9, 2013‐May 16, 2014

1.10.13 Incorporate small‐group instruction which emphasizes differentiated instruction.

Classroom Teachers

Differentiated Lesson Plans

Lesson PlansIntervention Plans

Sept. 9, 2013‐May 16, 2014

1.10.14 Implement Focused Intervention Team (FIT) in developing options for students prior to referring for Special Education evaluation.

FIT TeamPrincipal Classroom Teachers Counselor

FIT Process Flow Chart / Referral Forms RTI/FIT Software

Agenda / Data on number of referrals to FIT

Monthly

1.10.15 Conference with each At‐Risk student about academics and social skills.


State Assessment resultsCurriculum Running Records

Conferencing Log Monthly

1.10.16 Implement Waterford Software with At‐Risk students.

CounselorClassroom Teacher Computer Lab Aides

Waterford Software Student Reports Daily


32



TIMELINES

Objective 1.11 Recruit, attract, and retain highly qualified staff.

1.11.1 Require new‐hires to become English as a Second Language (ESL) endorsed and Gifted/Talented (G/T) certified.

Assistant SuperintendentPrincipal

Personnel records ESL EndorsementsG/T certified

June 2014‐Aug. 2014

1.11.2 Provide opportunity to continue staff development, attend workshops and conferences.

Assistant SuperintendentPrincipal

ESC InvoicesPurchase Orders ESL & G/T Certificates

Aug. 2013‐May 2014

1.11.3 Provide supplemental materials and resources to reinforce curriculum.

PrincipalCurriculum Director

Supplemental materials & resources

InvoicePurchase Orders

Sept. 2013‐March 2014

1.11.4 Provide faculty and staff incentives and motivational activities.

Principal PTO

Incentives $1,000.00 Faculty AgendaFaculty Bulletins

Sept. 2013‐March 2014

1.11.5 Recognize staff before the School Board for outstanding achievement / accomplishments / perfect attendance.

Business ManagerSchool Board Superintendent

Staff Attendance ReportStaff Outstanding Performance Report

List of teachers / staff being recognized at beginning of year assembly & at School Board meeting

Aug. 2013‐May 2014

Objective 1.12 Maintain the percentage of teachers receiving high‐quality professional development on each campus at 100%.

1.12.1 Ensure that 100% of teachers attend high‐quality staff development.


Staff Development Survey Agendas & Certificates Lesson Plans

Aug. 15, 2013‐May 16, 2014

1.12.2 Provide staff development for teachers teaching students in the lower quartile.


ESC Agendas & Certificates Lesson Plans

Aug. 15, 2013‐May 16, 2014

1.12.3 Provide new teachers with updated training on research‐based models.


ESC Agendas & Certificates Lesson Plans

Aug. 15, 2013‐May 16, 2014

1.12.4 Encourage teachers receiving training to share ideas, strategies, etc. with campus.


ESC Agendas & Certificates Lesson Plans Faculty Meeting

Aug. 15, 2013‐May 16, 2014

1.12.5 Ensure that district training is reflected during PDAS observations, walk‐throughs and daily teaching activities.


PDAS Instrument Walk‐through Balanced Literacy Checklist

Teachers’ Cumulative Personnel Files

Aug. 26, 2013‐May 16, 2014


33



TIMELINES

Objective 1.13 Implement the District Technology Plan.

1.13.1 Ensure that the District Technology Plan is approved by the board.

Curriculum DirectorTechnology Director

Board approval date District Technology Plan Aug. 2013‐May 2014

1.13.2 Ensure 100% completion on the STAR Reading Enterprise.

Compass Lab Managers STAR software STAR Reports Sept. 3‐6, 2013Oct. 21‐25, 2013 Jan. 13‐17, 2014 March 24‐28, 2014 May 12‐16, 2014

1.13.3 Implement a yearly Campus Technology Plan.


Campus Technology Plan East Cliff Elementary Technology Plan

Aug. 21, 2013

1.13.4 Incorporate Web based TechKnowledge Software.

Classroom TeachersCompass Lab Managers

I Station, TTM, IXL and TechKnowledge software, Waterford

End‐of‐Year Reports Weekly

1.13.5 Incorporate Reading Renaissance / Math In A Flash/TTM/IXL/I Station web based in Labs, classrooms, and home.

Classroom TeachersCompass Lab Managers

Accelerated Reader (AR),Math In a Flash, IXL, Istation and TTM Web based ‐$9113.50.

Weekly Reading/MathReports

Aug. 2013‐May 2014

1.13.6 Ensure 100% completion on the Teacher STAR Chart Report.


STAR Chart Survey Star Chart Report Oct. 1‐4, 2013

1.13.7 Integrate technology in the classroom(i.e. SmartBoards, Document Cameras, Projectors, Distance Learning, United Streaming) by using increased & advanced technology in instructional delivery.

Classroom Teachers Automic Learning, SmartBoards, Projectors, Distance Learning


1.13.8 Utilize Palm Pilots or Lap Tops for TPRI K‐4 Teachers Palm Pilots or Lap Tops TPRI Sept. 2013‐May 2014 1.13.9 Provide instructional opportunities to

make available digital technologies (ipods/music, wii – playstation Distance learning – all teachers).

K‐4 Teachers IpodsWii distance learning labs

Lesson Plans Sept. 2013‐May 2014


34



TIMELINES

1.13.10 Provide technology staff development for training, planning & integration. Implement all aspects of technology during faculty meetings.


‐ Document camera‐ Power Points ‐ Responders ‐ Smartboards ‐ Distance Learning ‐ Webmaster/New Pages

Faculty agenda August 2013 – May 2014

1.13.11 Implement Smart Board Lessons PrincipalTeachers Andrew Guerra

Smart Board

InvoiceClassroom Lesson Plan

Oct. 2013 – May 2014

1.13.12 Update Campus and Teacher Webmaster/WebPages Monthly.

PrincipalKelly Zipprian Teachers

GPISDWebsite ‐ WebPages

Monthly Reports August 2013‐May 2014

1.13.13 Full Implementation of our E Readers (Simple Touch Nooks).

PrincipalStephanie Duran Barnes Noble Teachers

E Readers

Invoice Classroom Lesson Plans

August 2013‐May 2014

1.13.14 Utilize the Elementary Technology Facilitator to complete a minimum of 6 technology projects in 3rd and 4th grades.

Kari Mires4th Grade Teachers Compass Lab Managers

Technology TEKS Applications

Technology Facilitator’s Lesson Plans Student Technology Projects

Sept. 2013 – May 2014


35



TIMELINES

Objective 1.14 Ensure that in all content areas there is no performance gap between Special Programs students and non Special Programs students.

1.14.1 Address identified needs in the Special Education program such as: Expose students to grade level TEKS

with the purchase of lower level, high interest Reading material to meet IEP goals so students can stay in general education.

Implement Balanced Literacy through the use of Comprehension Tool Kits and the Leveled Literacy Intervention Kits

Build Reading stamina by increasing exposure to phonics and fluency.

Special Programs DirectorSpecial Ed. Coordinator Special Ed. Teachers

IDEA‐B Federal Sp.Ed. funds = $ 3360.00 FTEs = 2.0 Guided Reading Comprehension Tool Kits Texas Treasure; Approaching level Component Leveled Literacy Intervention Kits

Report CardsIEPs Running Records Modeling Skills/Assessments

Aug. 2013‐May 2014

1.14.2 Ensure that all students with disabilities under IDEA meet Federal guidelines.

Special Ed. TeachersSpecial Ed. Coordinator Principal

IDEA IEPs Aug. 2013‐May 2014

1.14.3 Analyze formative evaluations and State Assessment results.

Special Ed. TeachersClassroom Teachers Special Ed. Coordinator

IEPState Assessment

State Assessment results TPRI results

Aug. 2013‐May 2014

1.14.4 Identify students’ personal talents and strengths to increase time spent in mainstream settings.

Special Ed. Teachers Survey Report CardsSurvey results

Aug. 2013‐May 2014

1.14.5 Implement a spectrum of services to include individual resources, co‐teaching and inclusion in Reading & Math in grades K‐4 and Content Mastery for Reading, Math, Science, Social Studies.

Special Ed. Teachers Special Ed. Instructional Aide Classroom Teachers

IEPsCo‐teaching strategies Balanced Literacy strategies

Lesson PlansIEPs

Daily


36



TIMELINES

1.14.6 Implement Positive Behavioral Support System.

Special Ed. TeachersClassroom Teachers

School‐wide Plan IEP’s Daily

1.14.7 Implement documentation of IEP in lesson plans.

Special Ed. TeachersClassroom Teachers

IEP’s IEP’s Weekly

1.14.8 Continue training regarding Autism. Special Ed. TeachersClassroom Teachers Instructional Aides

Conferences ESC II

Certificates Aug. 2013‐May 2014

1.14.9 Implement a sensory lab. Special Ed. TeachersClassroom Teachers Instructional Aides

Sensory equipment‐$300.00

Sign In Sheet Sept. 2013‐May 2014

1.14.10 Improve services for Dyslexic students by: Providing TPRI intervention instruction

and Leveled Literacy Intervention Strategies for Grade K‐3 students with weaknesses.

Continuing with Lexia software during instructional day.

Implement Great Leaps Program for fluency.

Implementing Neuhaus dyslexia Program.

Increase parent communication with mastery check progress reports.

Increasing parent training orientation/ opportunities to twice a year.

Implement monitoring criteria for students dismissed from program.

Dyslexic TeacherClassroom Teachers

Lexia software TPRI Sub‐grouping Chart Great Leap Resources Waterford Software Leveled Literacy Intervention Kit

Progress Reports August. 26, 2013‐May 16, 2014


37



TIMELINES

1.14.11 Address identified needs in the G/T program such as: Integrate challenging learning

experiences that emphasize content in the four core academic areas using Bloom’s Taxonomy, Independent Studies, Deductive Reasoning, and Creative Problem Solving through inclusion (heterogeneous).

Develop and implement a Higher Order Thinking Skills (H.O.T.S.) Learner Center for independent studies.

Provide 6‐hour annual G/T update online training to all teachers on differentiate instruction and AIMS problem solving.

Conduct G/T student led conferences with parents and teachers.

Group G/T students at each grade level for (homogeneous) higher order thinking curriculum and instruction.

Investigate participation in The Texas Performance Standard Project.

Classroom Teachers HOTS Learner CentersBloom’s/Costa’s Level of Thinking and Questioning Conference Agenda G/T Funds = $1,169.00 Texas Treasures, Beyond level Component Texas Performance Standards Project

Student PortfoliosSign‐In sheets Evaluation sheets

Aug. 27, 2012‐May 17, 2014


38



TIMELINES

1.14.12 Address identified needs in the ESL program such as: Analyze TELPAS‐Reading results. Continue training every teacher in ESL. Train ESL teachers in TELPAS and ELPS

Training to assist in closing the gap in student achievement.

Focus on skill deficiencies in both LEP and non‐LEP groups and incorporate the following components into the instructional program: * Cultural * Experiential * Cognitive, Linguistic, and Affective domains

Use research‐based strategies to meet the diverse needs of students. * Sheltered Instruction strategies

Provide parents with “Step into English” parent resource booklet.

Implement Rosetta Stone. Implement Linguistic Instruction Aligned

ELPS. Hold bi‐yearly progress monitoring

meetings with Federal Director.

PrincipalClassroom Teachers Counselor Dr. Faught

TELPAS Region 2 ESC ESL Funds= $1,278.00 “Step into English” parent resource booklet Rosetta Stone software Texas Treasures, ESL Component ELPS Academy Resource Supplement

TELPAS Reading ESC Certificates

Aug. 26, 2013‐May 16, 2014


39



TIMELINES

Objective 1.15 Ensure that all students participate in coordinated school health activities and regularly participate in moderate physical activity.

1.15.1 Provide an environment that fosters safe and enjoyable fitness activities.

PrincipalPE Teacher

Local Funds Discipline Logs Nine Weeks

1.15.2 Emphasize moderate to vigorous physical activity regularly in physical education classes to promote healthy students.

PrincipalPE Teacher

P.E. TEKS Lesson PlansFitnessgram Data

Weekly

1.15.3 Incorporate physical activity into the curriculum where appropriate to ensure integration with other subject areas.

PrincipalsTeachers

P. E. TEKS Lesson Plans Weekly

1.15.4 Provide encouragement to parents to support their children’s participation, to be active role models, and include physical activity in family events.

PrincipalsTeachers

Open House Parent‐Student Newsletter

NewslettersSign‐in sheets

Annually

1.15.5 Incorporate nutrition and health education into the curriculum to encourage life long healthy choices.

Principals Teachers

P. E. TEKS Lesson Plans Nine Weeks

1.15.6 Provide counseling services on every campus to ensure the student’s needs are being met.

Counselor Local Funds Counselor’s logs Monthly

1.15.7 Provide parents with a list of mental health services available in the community to address student’s needs.

Counselor Local Funds Counselor’s logs Annually

1.15.8 Implement Student Health Office Visit form. Teachers

Nurse

Health Office Visit form Nurse monthly report Daily

1.15.9 Extend enjoyable fitness activity to after‐school hours with run/walk club.

PE TeacherTeachers

Local Funds Club Guidelines Weekly

1.15.10 Investigating the opportunity to have a competitive speed stacking teams with other Elementary Campuses

PE Teacher

Local Funds Club Guidelines To be determined


40

Goal 2. Parents, community members, and educators at Gregory‐Portland Independent School District will be active partners

in the education of our students. STRATEGIES PERSON(S)

RESPONSIBLE RESOURCES FORMATIVE

EVALUATIONS TIMELINES

Objective 2.1 Increase parent and community volunteers on campus from 1,498 in 2012‐2013 to 1,528 in 2013‐2014.

2.1.1 Provide opportunities for parent and community involvement through the following:

Site‐Based Decision Making Safe and Drug‐Free Schools and

Communities Committee Red Ribbon Week Activities Kinder Round‐Up evening in the Spring Meet the Teacher Night for Kinder ‐4th

Grade Organize P.T.O. activities with Music

programs Host different family events such as

Grandparents’ Day / Fall Festival Host Fall and Spring Open Houses with

Book Fair Parent Nights Hold parent conferences with Kinder

and 1st Grade parents Implement Career Day for 4th Grade Hold GT Parent Conferences for Grades

K‐4.


Invitations Announcements

FlyersAgendas & Sign‐In Sheets Calendar of Events

Aug. 2013‐May 2014

2.1.2 Celebrate National Volunteer Recognition Week

PrincipalTeachers

Invitation for Breakfast Sign In Sheet April 16, 2014


41



TIMELINES

Objective 2.2 Promote use of Family Access to parents and students who are new to the District. 2.2.1 Improve communication about Skyward

through the following: Inform parents about Skyward services

via newsletters, Student‐Parent Handbook, memorandums, P.T.O. and Webpages.

Hold parent conferences. Hold “Meet the Teacher” night. Implement On Line registration through

Skyward

PrincipalKelly Zipprian PEIMS Clerk Classroom Teachers Staff

Family Access Student‐Parent Monthly Newsletter Student‐Parent Handbook and Code of Conduct On Line Registration Webpages

Family Access ReportCopies of monthly newsletters and handbook

Aug. 26, 2013‐May 29, 2014


42



TIMELINES

Objective 2.3 Increase attendance at School‐Parent functions from 3,482 in 2012‐13 to 3,551 in 2013‐14 (2% increase). 2.3.1 Increase parent membership and

attendance in PTO providing classroom incentives.

PrincipalPTO

Membership Form Membership Report Aug. 26‐Sept 13, 2013

2.3.2 Hold Fall & Spring Open Houses. Principal

InvitationMarquee Newspaper Calling system

Sign‐In sheets

Sept. 10, 2013March 4, 2014

2.3.3 Implement “Meet the Teacher Night” in all grade levels.


InvitationMarquee

Sign‐In sheets Aug. 22, 2013

2.3.4 Provide opportunity for parents that speak other than English to hold conference in native language.


Invitation Sign‐In sheets Aug. 2013‐May 2014

2.3.5 Implement Elementary Family Math Night. Curriculum DirectorPrincipal Teachers Volunteers

InvitationMarquee Math Activities Parent‐Student Newsletter Website

Sign‐In‐Sheets Oct. 21, 2013 and Oct. 24, 2014

2.3.6 Continue with STAAR Informational Nights for Parents.

Principal Teachers Assessment Director

Emily Lorenz Sign‐In‐Sheets January 2014

Objective 2.4 Improve communication with all stakeholders. 2.4.1 Maintain an active and robust /

campus/teacher websites to ensure communication of information.

PrincipalClassroom Teachers Kelly Zipprian

Website

Monitor all teachers Websites

Aug. 26, 2013‐May 16, 2014

2.4.2 Provide materials in an understandable format in the parents’ primary language.

Principal Translator software Copy of all materials Monthly

2.4.3 Develop and distribute district brochures. Superintendent District brochures Copy of brochure Monthly


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TIMELINES

2.4.4 Develop and distribute a monthly Student‐Parent newsletter.

Principal Student‐Parent Newsletter

Copy of monthly newsletter/School Webpage

Monthly

2.4.5 Hold parent conferences. Classroom Teachers Conference notices Conference minutes Aug. 26, 2012‐May 16, 2014

2.4.6 Hold Open House in the Fall & Spring. Classroom Teachers Open House flyers Sign‐In Sheets Sept. 10, 2013 & March 4, 2014

2.4.7 Develop and distribute a yearly contact list with telephone # to support parents that speak a language other than English.


Campus Contact List Log of Parents’ Requests Aug. 2013‐May 2014

2.4.8 Provide appropriate training for Sharp School Software to all staff.

PrincipalTeachers

Sharp School Resources Updated WebsiteSign In Sheet for training sessions



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Goal 3. Provide a safe, orderly environment that promotes successful student learning.



TIMELINES

Objective 3.1 Decrease discipline referrals from 144 in 2012‐13 to 99 in 2013‐14.

3.1.1 Recognize and reward positive behavior.

PrincipalClassroom Teachers Instructional Aides

PEIMS 425 Report Good Citizenship Reward Incentives

Good Citizenship drawing results and announcements

Weekly

3.1.2 Support strategies derived from the Texas Behavior Support Initiative (TBSI).

Classroom Teachers

TBSI materials # of discipline referrals Daily

3.1.3 Implement a School‐wide Discipline Plan. Classroom Teachers School‐wide Discipline Plan

# of discipline referrals Aug. 6, 2013‐May 6, 2014

3.1.4 Send staff members to Nonviolent Crisis Intervention (CPI) Training.

Classroom TeachersInstructional Aides

CPI Training CPI Certificate Sept. 2013‐May 2014

3.1.5 Implement RTI / FIT Process to monitor and make recommendations for behavior interventions.

FIT TeamClassroom Teachers

FIT FormsRTI Forms

Intervention Plans Sept. 2013‐May 2014

3.1.6 Participate in both training and technical assistance for the Texas Behavior Support Initiative Implementation School‐wide Positive Behavior Support Project.

SAILBOAT TeamESC2 Classroom Teachers

ESC2 CertificatesESC2 Observation Results Student & Teacher Survey Results

Sept. 2013‐May 2014

3.1.7 Monitor Weekly Discipline Reports PrincipalPEIMS Discipline Data

Weekly Discipline Report Discipline Reports Sept. 2013‐May 2014

3.1.8 Implement Crisis Management Response Teams (SAILBOAT – “Success At Implementing Long‐term Behavior Outcomes And Traditions”)

SAILBOAT TeamClassroom Teachers

Intervention Encyclopedia SAILBOAT Response Log Sept. 2013‐May 2014

3.1.9 Develop and Implement School wide Reward Recognition system (Caught you Being Good Announcements and Reward) (How Full Is Your Bucket?)

PrincipalClassroom Teacher Instructional Aides

School wide Reward Recognition/ Incentive Systems

Announcement Reward Sept. 2013‐May 2014


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TIMELINES

Objective 3.2 Decrease tobacco, alcohol, and other drug (TAOD) offenses.

3.2.1 Provide an alcohol, drug, and tobacco education program through the following: Drug‐free Week / Red Ribbon Week

activities B.E.S.T. Club for Grades 3 & 4 Participate in School Health Advisory

Council Presentations‐Drugs & Gun Safety

PrincipalCounselor Classroom Teachers Instructional Aides SRO

PEIMS 425 Report Drug‐Free curriculum & materials Kelly Bear You Can Choose Drug‐Free videos Region II ESC

Counselor’s Lesson Plans Teachers’ Lesson Plans Sign In Sheets for Best Club Memo to parents about Red Ribbon Week

Oct. 28‐Nov. 1, 2013Sept. 4, 2013 Oct. 28, 2013 Nov. 6, 2013 Dec. 6, 2013 Oct. 23, 2013 Feb. 12, 2014 April 9, 2014 May 7, 2014

Objective 3.3 Decrease incidents of violence ( knife, weapon, arson, assault on employees, assault, gang violence, fighting).

3.3.1 Utilize the School Resource officer to intervene in incidents of violence.

SRO OfficerPrincipal

SRO Officer Referrals

Peims 425 Report As needed

3.3.2 Utilize SRO Officer, other staff, and assemblies to provide prevention activities regarding bullying and harassment.

Principal SRO Officer

Assembly Schedule Annually


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TIMELINES

Objective 3.4 Implement the District dating violence policy.

3.4.1 Inform students and parents (when appropriate) about the District Dating Violence Policy.

Principal GPISD Violence PolicyPolicy FFH (Local)

Copy of policy Aug. 26, 2013



TIMELINES

Objective 3.5 Implement the District’s Multihazard Emergency Operations Plan.

3.5.1 Develop and Implement the Multihazard Emergency Operation Plan with the following components: Conflict resolution / Project Wisdom Violence prevention Suicide prevention How to Handle Bullying / Teasing Prejudice Bomb threats Fire drills / disaster drills / Shelter‐in‐

Place drills / Lock‐down drills/Intruders Use of Defibrillators Health/Pandemic Emergencies Initiate district notification school

messenger in case of emergency. CPR and AED Training

PrincipalCounselor Classroom Teachers Nurse

PEIMS 425 Report Kelly Bear I Care Cat You Can Choose Different & the Same The Book of Virtues

Teacher feedback # of related referrals Crisis drills / Role Plays Comprehension checks Counselor Lesson Plans Observations Counselor’s Log


3.5.2 Prepare for Fire Marshall Inspections.

PrincipalTeachers Custodians

Fire Department Inspection Reprot August & September 2013


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TIMELINES

Objective 3.6 Implement the District Discipline Management Plan.

3.6.1

Implement the District’s Code of ConductPlan.

PrincipalCounselor Classroom Teachers TBSI Core Team

Student‐Parent Handbooks & Code of Conduct

PEIMS 425 ReportCampus Discipline Reports




TIMELINES

Objective 3.7 Implement the District Freedom from Bullying Policy.

3.7.1 Implement a tracking system for bullying/discrimination.

PrincipalCounselor Classroom Teacher District Office TBSI Core Team

Tracking System Reports PEIMS 425 ReportBullying Tracking System Report


3.7.2 Present bullying presentation to staff during staff development.

PrincipalCounselor Classroom Teacher TBSI Core Team

PrincipalCounselor Bullying Policies Videos Flow Chart

District’s Bullying Report August 19, 2013

3.7.3 Present bullying presentation to students. PrincipalCounselor Classroom Teacher SRO Officer TBSI Core Team

Michelle Quade Bullying Handouts/Activities

Campus Discipline Report October 10, 2013


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TIMELINES

Objective 3.8 Develop and Implement the District Allergy Management Plan.

3.8.1 Provide awareness training (i.e., allergies related to food) to food service, campus, and transportation staff.

Food ServicesDirector Nurses Director of Operations

District Policy Meeting agendasSign‐In sheets

Annually

3.8.2 Provide emergency response training to food service, campus, and transportation staff regarding food allergies.

Food ServicesDirector Nurses Director of Operations

District Policy Meeting agendasSign‐In sheets

Annually


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GREGORY PORTLAND INDEPENDENT SCHOOL DISTRICT …p2cdn1static.sharpschool.com/UserFiles/Servers...Camille Cook Fidencio Lopez Rita Evans ... The students in the public education system