JAMES E. MITCHELL ELEMENTARY

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Georgetown Independent School District Strategic Plan

JAMES E. MITCHELL ELEMENTARY

Campus Action Plan2010-2011

MOTTOT.E.A.M. Mitchell - Together Everyone Achieves More

Be World Class!

Rob Dyer, Principal Sherri Maruska, Assistant Principal Cynthia Williams, Counselor

Adopted September 2010

http://www.go2pdf.com

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GISD Board of Trustees

Mr. Brad Smith, PresidentMr. Greg Eady, Vice PresidentMr. Mark Bobinger, Secretary

Mr. Mike HewlettMrs. Sheila CarterMr. Scott Alarcon

Mr. Arthur DelaCruz

Superintendent

Mr. Joe Dan Lee


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CIP Leadership TeamMitchell Elementary Campus Improvement Academic Team Membership

Instructional CommitteeChairspersons

Other campus-level professional staffand district-level professional staff

Parent Representatives Business Representatives Community Representatives

Foundations: Janet LeMoine Robert Dyer, Principal Stephanie Abbott Marcy Urban Homes and Land George Wagner – Sun City/PIEFoundations: Jolene Messersmith Sherri Maruska, Assistant Principal Shane Boff Georgetown Hlth. Matt Bertling: Bertling ATA Lisa Dyer, BGC – Brown & GrahamScience: Kristina Lane Cynde Williams, Counselor Jonathan Holland – Riverside CenterScience: Zoila Cardenas Marcie Lindsey, Technology FacilitatorSocial Studies: Jan Ritter Sylvia Culler, Campus Instuctional Coord.LA: Beth Messineo Ralph Campos, District LevelLA: Jeanine Wilson Abbie Baker, District LevelMath: Candice MillsMath: Kelly RichardsCIP Coordinator: Marcie Lindsey


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2008-2010 Mitchell Elementary Performance Targets

IndicatorStudentGroups

2006% Met

Standard

2007% Met

Standard

Gainsfrom2006

2008% Met

Standard

Gainsfrom2007

Rating byCategory

2009Target

2009% Met

Standard

Gainsfrom2008

Rating byCategory

2010Target

2010% Met

Standard

Gainsfrom2009

Ratingby

Category

1 Reading/ELAAll Students 93 91 -2 93 2 Exemplary ü

=á90 91 -2 Exemplary 90

2* Reading/ELAAfr American 89 92 3 86 -6 Recognized 88.0 86 --- Recognized 90

3 Reading/ELAHispanic 89 87 -2 89 2 Recognized 89.5 87 -2 Recognized 90

4 Reading/ELAWhite 97 95 -2 98 3 Exemplary ü

=á90 98 --- Exemplary 90

5 Reading/ELAEcon Disadv 90 87 -3 89 2 Recognized 89.5 88 -1 Recognized 90

6 WritingAll Students 94 89 -5 95 6 Recognized ü

=á90 88 -7 Recognized 90

7* WritingAfr American 50 >99 --- --- --- --- 90.0 --- --- --- 90

8 WritingHispanic 96 89 -7 95 6 Exemplary ü

=á90 86 -9 Recognized 90

9 WritingWhite 96 89 -7 95 6 Exemplary ü

=á90 96 +1 Exemplary 90

10 WritingEcon Disadv 91 82 -9 92 10 Exemplary ü


11 Social StudiesAll Students NA NA NA NA NA NA NA NA NA NA NA

12 Social StudiesAfr American NA NA NA NA NA NA NA NA NA NA NA


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IndicatorStudentGroups

2006% Met

Standard

2007% Met

Standard

Gainsfrom2006

2008% Met

Standard

Gainsfrom2007

Rating byCategory

2009Target

2009% Met

Standard

Gainsfrom2008

Rating byCategory

2010Target

2010% Met

Standard

Gainsfrom2009

Ratingby

Category

13 Social StudiesHispanic NA NA NA NA NA NA NA NA NA NA NA

14 Social StudiesWhite NA NA NA NA NA NA NA NA NA NA NA

15 Social StudiesEcon Disadv NA NA NA NA NA NA NA NA NA NA NA

16 MathematicsAll Students 91 93 2 90 -3 Exemplary ü


17* MathematicsAfr American 94 >99 --- 79 --- Recognized 84.5 81 +2 Recognized 90

18 MathematicsHispanic 86 89 3 86 -3 Recognized 88.0 80 -6 Recognized 90

19 MathematicsWhite 96 96 0 96 0 Exemplary ü


20 MathematicsEcon Disadv 86 90 4 83 -7 Recognized 86.5 81 -2 Recognized 90

21 ScienceAll Students 82 82 0 92 10 Exemplary ü

=á90 96 +4 Exemplary 90

22* ScienceAfr American >99 --- --- >99 --- Exemplary ü

=á90 >99 --- Exemplary 90

23 ScienceHispanic 67 67 0 84 17 Recognized 87.0 90 +3 Exemplary 90

24 ScienceWhite 97 96 -1 99 3 Exemplary ü


25 ScienceEcon Disadv 74 69 -5 86 17 Recognized 88.0 89 +1 Recognized 90


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All TAKS results are shown at the Panel Recommended student passing standard for 2006-2008 so that accurate comparisons may be made.

The Percent Met Standard for 2006 and 2007 have been recalculated to include TAKS-Inclusive (which is the equivalent of TAKS-Accommodated) so that accurate comparisons may bemade.

The TAKS-Inclusive and TAKS (Accommodated) tests included for accountability purposes include Gr. 5 Science, Gr. 8 Science & Social Studies, and Gr. 11 ELA, Math, Science, &Social Studies.

* Does not meet minimum size requirements to be included in accountability subset

--- = Not reported to protect student confidentiality


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SummaryJames E. Mitchell Elementary, Georgetown ISD’s tenth Elementary campus, is located in Southeast Georgetown ISD. Our school was named forlong time Georgetown resident, entrepreneur and GISD supporter, Jim Mitchell. Mr. Mitchell and his family were instrumental in the creation ofand continued providing support for a number of Georgetown programs including Georgetown’s Partner’s In Education, PIE Mentoring, andExtended School Enrichment. The Mitchell family is also longtime supporters of Rotary, as well as various community organizations. Mrs.Mitchell and her children, Janet and Jim take an active role in and continue to support Mitchell Elementary.

Mitchell Elementary, a TEA Recognized School, is located in Southeast Georgetown ISD, servicing students located from a diverse area includingseveral lower to lower median income developments, several modular home neighborhoods, two RV parks that provide semi-permanent housing,an upper-middle class neighborhood, and some rural farm or acreage homesteads. Instruction is provided at grades Pre K- 5 for students inRegular Ed, Bilingual Ed and Special Ed programs. Mitchell opened its doors in August of 2008 with 625 students. Our enrollment at the end of2008-2009 was 642 students. Mitchell’s enrollment in 2009-2010 was 652. This past year the GISD school board approved eight additionalclassrooms to accommodate the increase in student population based on various programs at Mitchell. The new classrooms were completed andoccupied at the beginning of school in August 2010 with a school wide enrollment of 690 students.

Mitchell’s population at the beginning of the 2010 school year is 51% Hispanic, 3% African American, 44% White, and 2% American Indian.Just over 31% of our students participate in the Bilingual/ESL program at Mitchell. The Gifted and Talented program is composed of 7% of ourstudents while our Special Education program serves 8% of our students. Approximately 52% of our students are classified as being At-Risk andour attendance rate at the end of the prior year was 95%. Mitchell has a school-wide Title I program with 67% of the students qualifying for freeand reduced price lunch.

We have the following instructional programs to serve our students: Bilingual (English/Spanish), English as a Second Language (ESL), GeneralEducation, Content Mastery, Resource, Speech and Occupational Therapy, Adaptive PE, Title 1 Intervention services, Gifted and Talented,Extended School Enrichment, School wide Counseling and guidance, Individual Counseling, 504, Dyslexia, Benevolent Projects, Pals/Mentors,Intervention services, Free tutoring for K-5, UIL, Honor Choir and Connection Clubs.

All instructional staff members at Mitchell are highly qualified according to the No Child Left Behind Act. The majority of our instructionalassistants is currently certified teachers, or are working to complete their certification. All staff members are committed to remaining a TEAExemplary School. Of the 75 staff members we have 56 certified teachers, 62 %have more than five years of instructional experience in theclassroom. 27% have their ESL certification, 21% have their GT training and 9% have their GT certification and 12% have Special Educationcertification.


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Mitchell’s World Class faculty and staff have an excellent working relationship with our parents and our community partners. We focus ondeveloping lifelong citizens utilizing resources from our business rich community through real world hands on experiences such as our mentoringprograms and connection clubs. Our parents are involved through many facets including: PTA, volunteers, family nights, festivals, fun runs, theWatch D.O.G.S. program, family dining events, formal programs such as Awards ceremonies and the musical productions, as well as countlessother activities.

MissionWe, at Mitchell, are committed to providing our children a World Class Quality Education in a safe and nurturing environment in collaborationwith their families and the community to achieve an exceptional educational, physical, and social experience.

Motto

T.E.A.M. Mitchell - Together Everyone Achieves More - Be World Class!

Goals and Direction

Our GOALS are aligned with the Georgetown ISD goals.

• We are committed to empowering our students to become life-long learners and productive citizens in a dynamic, global society, byproviding quality learning experiences that develop the knowledge, skills, abilities and attitudes for continued success.

• We will break the cycles of poverty and disenfranchisement by creating unique experiences and opportunities that exemplify success andengage students and their families.

• Mitchell Elementary students will demonstrate increased academic performance through the design and delivery of a challenging,comprehensive, technology rich curriculum that is aligned with the TEKS as well as the local, state and national assessments.

• The Mitchell Elementary “highly qualified” professional staff will continually strive to be Master Teachers in every classroom throughparticipating in “best practices” staff development in order to provide the most effective curriculum and instruction to all students in everyclassroom at every grade level.


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The Vision of Mitchell Elementary is to be a model of World Class Educational Quality and ExceptionalExperiences for our Students and Community

• WE are World Class!

• WE are World Class Educators & Students!• WE are World Class Role Models• We are World Class Mentors• WE are World Class Parents/Daughters/Sons/Grandparents/Grandchildren/Aunts/Uncles/Nieces/Nephews• WE are World Class Colleagues and Friends

• WE exhibit World Class customer service• WE embrace World Class service to Students & Parents• WE encourage World Class decision making, problem solving & social competencies• WE enhance World Class instruction• WE exude World Class professionalism• WE empower World Class leadership, ideals and ideas in our students and in our selves (we think big)• WE exalt those who make a difference• WE emulate others who ‘go the extra degree’ and who are World Class themselves• We excel in providing World Class interventions and enrichment• WE are a World Class School that provides educational quality and exceptional experiences for our students and

community.


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GEORGETOWN ISD’S MISSION STATEMENTFollowing a rich tradition of community involvement, the mission of GISD is to empowerstudents to become life-long learners and productive citizens in a dynamic, global society,by providing quality learning experiences that develop the knowledge, skills, abilities, andattitudes for continued success.

GISD GOALS FOUR AREAS OF FOCUS

1. Exemplary Performance2. Prepared Graduates3. Quality Staff4. Quality Learning Environments &

Facilities5. Positive Perceptions, Relationships

and Collaboration6. Fiscal Accountability &

Responsibility7. Organizational & Operational

Effectiveness

1. Communications2. Curriculum Review3. Policy Review4. Budget Review


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Title I School Wide Components(Addressed throughout Campus Plan)

1. Comprehensive Needs Assessment2. Reform Strategies3. Instruction by Highly Qualified Teachers4. High-Quality Professional Development5. Strategies to Attract Highly Qualified Teachers6. Strategies to Increase Professional Involvement7. Transition8. Teacher Decision Making9. Effective and Timely Assistance to Students10. Coordination and Integration


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MITCHELL ELEMENTARYNEEDS ASSESSMENT SUMMARY 2010

The Mitchell Elementary 2010 Campus Action Plan is evolving as a part of our comprehensive needs assessment and data collectionprocess. We formulated questions and revised our needs assessment as part of the Title I application process. Prior year TAKS data,current benchmark and checkpoint data, attendance data, discipline data, and specifically staff, parent and student input were utilized.The prior years of TAKS data well represent the results of our specific targeted campus improvement plans. Our plan targets areas ofimprovement for this school year based on our students’ needs identified from these entities as well as addresses some of the preliminaryneeds in our immediate future. Our plan contains immediate as well as certain long range strategic goals.

We have created a school community that is dedicated to creating, sustaining and enriching a safe, nurturing, positive, collaborative andchallenging learning environment that promotes social and academic excellence. Each staff member, parent and student is committed toWorld Class Excellence. We utilize our data and continue to create an environment that fosters professional growth and collaborationand one in which ALL children are successful academically, behaviorally, emotionally and socially.

Our GOALS are aligned with the Georgetown ISD goals. We are committed to empowering our students to become life-long learners andproductive citizens in a dynamic, global society, by providing technology rich, quality learning experiences that develop the knowledge,skills, abilities and attitudes for continued success. Mitchell Elementary students will demonstrate increased academic performancethrough the design and delivery of a challenging, comprehensive curriculum that is aligned with the TEKS as well as the local, state andnational assessments. The Mitchell Elementary “highly qualified” professional staff will continually participate in “best practices” staffdevelopment in order to provide the most effective curriculum and instruction to all students in every classroom at every grade level.

Specifically, in each area of our plan we will implement strategies to ensure continued improvement for all students in all areas.

Through our LANGUAGE ARTS action plan, we will improve in the academic areas of reading, language arts, and writing, particularlyin the 4th grade and with our LEP, At Risk, and Economically Disadvantaged students as well as increase the performance in writing andreading. We identified the need and intend to increase our students’ vocabulary development as well as overall reading comprehension


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skills by implementing a consistent balanced literacy program as well as utilize intervention strategies and programs (Voyager, Aha,iStation, Study Island, Pipo or other programs, technology integration and instruction, and staff training (particularly in the area ofwriting and reading). We identified a need based on our survey for increased vertical alignment as well as increased intervention andenrichment activities for students. We have identified the need for our staff to be trained in ESL and GT strategies, as well asIntervention and Innovative teaching practices to support all kids in all classrooms. This need is throughout our campus, and has shownthat we must find new ways to integrate our students and create specific team and campus wide activities to improve their rate of success.We also identified a need for our ELL, At Risk, Title and Eco Dis students to receive increased support in Language Arts interventionand in Writing. In particular, we have a need to increase the level and proficiency for our ELL / LEP students, and to increase theprogram options available for instruction, as well as technology access. With increased technology access we have also identified a needto provide instruction to parents concerning online opportunities for review and practice activities that can be accessed at home. Due tothe technology software needed for language acquisition and reading instructional support, we have an increased need for additionalhardware in the classrooms to allow students to work at their individual instructional levels and to ensure that students have an adequateamount of intervention time in the classroom to be successful.

Through our MATH action plan, we will strive to improve the success of all subgroups problem solving skills with focused attention onour subgroups. Based on input from student, parent and staff surveys, and particularly from parent input (90% of our parents want tobe more involved in being able to help their child with the new math curriculum and homework), we intend to increase parent, teacherand student communication in order to assist our students in mastering the math curriculum. Our plan is to embrace parents as partnersin math instruction and strategies by involving them in the day to day teaching and learning techniques encountered by their children.We identified the need and intend to increase our students’ vocabulary development in Math as well as overall reading comprehensionand math problem solving skills by implementing a consistent math intervention and enrichment program in addition to the curriculum,as well as utilize intervention strategies and programs, technology integration and instruction, and staff training. We have identified theneed for our staff to be trained in ESL and GT strategies, as well as Intervention and Innovative teaching practices. We also identified aneed for our ELL, At Risk, Title and Eco Dis students to receive increased support in math interventions using specific Math InterventionPrograms. In particular, we have a need to increase the level and proficiency in English for our ELL / LEP students, and to increase theprogram options available for instruction, as well as technology access.

In the area of SCIENCE, we will implement additional vocabulary development as well as an aligned, intensive science curriculum,instruction, and assessment plan. Mitchell Elementary will provide additional, targeted instruction during the school day and outside theschool day to assist our struggling learners. We identified the need and intend to increase our students’ Science vocabulary development


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campus wide, as well as overall reading comprehension and critical thinking skills by implementing a consistent science program. Weidentified the need to increase access to science materials, as well as utilize intervention strategies and programs, technology integrationand instruction, and staff training. We have identified the need for our staff to be trained in ESL and GT strategies to support our ELLstudents in Science, as well as intervention and innovative teaching practices in the classroom. We also identified a need for our ELL, AtRisk, Title and Eco Dis students to receive increased support in Science intervention in the 5th grade, as well as increased experiences,exposure and opportunities in all grade levels. In particular, we have a need to increase the level and proficiency in English for our ELL /LEP students in the area of science, and to increase the program options available for instruction and technology access.

Through our SOCIAL STUDIES plan, we will focus on providing engaging, meaningful activities that help students connect learning withreal life experiences. We identified the need and intend to increase our students’ Social Studies vocabulary development campus wide, aswell as overall reading comprehension and critical thinking skills by implementing a consistent social studies program, and to implementinnovative and engaging practices and experiences. We identified the need to increase access to Social Studies materials, as well as utilizeintervention strategies and programs, technology integration and instruction, and staff training. We have identified the need for our staffto be trained in ESL and GT strategies to support our ELL students in Science, as well as intervention and innovative teaching practicesin the classroom. We also identified a need for our ELL, At Risk, Title and Eco Dis students to receive increased support in Social Studiesin all grades, but particularly in the 4th and 5th grades as well as increased experiences, exposure to additional technology usage andopportunities in all grade levels. In particular, we have a need to increase the level and proficiency in English for our ELL / LEP studentsin the area of social studies, and to increase the program options available for instruction and technology access.

Through our CAULDRON/FOUNDATIONS plan, we will implement a variety of strategies, plans and activities that connect the entireschool community in a positive manner to best serve our young students. We intend to provide family information and instructionalnights, campus events, and anti bullying curriculum that targets increased academic success. Our plan targets attendance throughactions that directly encourage our students desire to attend Mitchell Elementary by developing healthy, caring relationships between ourstaff and students. Our discipline data represents our positive, kid-centered climate. We will target improved student behaviors throughour Foundations/CHAMPS actions PBMAS and Love and Logic. Mitchell Elementary will continue to improve communicationinternally and externally, by involving more members in the PTA and school functions, increasing our mentor program as well asencouraging staff wellness and health.


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Our plan is comprehensive and intense but manageable, and contains components of a two year long range strategic plan as well as shortterm goals. 100% of our staff will be involved in the Campus Improvement Plan decision making as well as the implementation of ourplan. Campus, district, federal and state funds will be effectively utilized to resource our actions in this plan. In addition, we strive forconsistent professional development, leadership and staff commitments in order to complete our actions, reach our goals and ensurecontinued academic student improvement and success.


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DemographicsMitchell Elementary, a TEA Recognized School, is located in Southeast Georgetown ISD, servicing students located from a diverse area includingseveral lower to lower median income developments, several modular home neighborhoods, two RV parks that provide semi-permanent housing,an upper-middle class neighborhood, and some rural farm or acreage homesteads. Mitchell’s population at the beginning of the 2010 school yearis 51% Hispanic, 3% African American, 44% White, and 2% American Indian with a total population of 690 students. Just over 31% of ourstudents participate in the Bilingual/ESL program at Mitchell. The Gifted and Talented program is composed of 7% of our students while ourSpecial Education program serves 8% of our students. Approximately 52% of our students are classified as being At-Risk and our attendance rateat the end of the prior year was 95%. Mitchell has a school-wide Title I program with 67% of the students qualifying for free and reduced pricelunch.

Student AchievementDuring its first year, Mitchell Elementary was a TEA Exemplary School. After its second year, Mitchell became a recognized campus due tochanging needs and fluctuating growth patterns. To address these needs, each student’s and teacher’s data is carefully analyzed by the teacher,intervention team, and campus leadership to plan instruction and intervention methods. We have the following instructional programs to serve ourstudents: Bilingual (English/Spanish), English as a Second Language (ESL), General Education, Content Mastery, Resource, Speech andOccupational Therapy, Adaptive PE, Title 1 Intervention services, Gifted and Talented, Extended School Enrichment, School wide Counselingand guidance, Individual Counseling, 504, Dyslexia, Benevolent Projects, Pals/Mentors, Intervention services, Free tutoring for K-5, UIL, HonorChoir and Connection Clubs.

School Culture and ClimateWe, at Mitchell are committed to providing our children a World Class Quality Education in a safe and nurturing environment in collaborationwith their families and the community to achieve an exceptional educational, physical, and social experience. We recognize students for theirindividual talents and needs. Our campus is a collaborative, “team” driven student centered campus. We survey our parents, students and staffeach fall to determine level of satisfaction. Our parent and student survey responses have been consistently above average for the last two years.Students and parents alike report virtually no bullying. The principal has surveyed the staff for the past three school years. Teachers in generalhave reported a high rate of satisfaction, and that their individual needs and input are being considered and met.

Staff Quality, Recruitment, and RetentionAll instructional staff members at Mitchell are highly qualified according to the No Child Left Behind Act. The majority of our instructionalassistants is currently certified teachers, or are working to complete their certification. All staff members are committed to becoming a TEAExemplary School. Of the 75 staff members we have 56 certified teachers, 62 %have more than five years of instructional experience in the


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classroom. 27% have their ESL certification, 21% have their GT training and 9% have their GT certification and 12% have Special Educationcertification. Our Cafeteria Staff, Custodial Staff, and Extended School Enrichment Staff are integral parts of our campus and are included in allcampus activities, and make up a total of 89 personnel units at Mitchell.

Curriculum, Instruction, and AssessmentMitchell implements Reading Street and Think Math curriculum unilaterally across the grade levels. Teams meet weekly with InstructionalCoaches, Intervention Staff, and Principals to determine instructional focus areas and to discuss interventions for each student and enrichmentactivities for each grade level. Vertical Instructional Teams and Vertical Families plan and implement instructional, cultural and social activitiesfor students that address all areas of the curriculum.

Family and Community InvolvementMitchell’s World Class faculty and staff have an excellent working relationship with our parents and our community partners. We focus ondeveloping lifelong citizens utilizing resources from our business rich community through real world hands on experiences such as our mentoringprograms and connection clubs. Our parents are involved through many facets including: PTA, volunteers, family nights, festivals, fun runs, theWatch D.O.G.S. program, family dining events, formal programs such as Awards ceremonies and the musical productions, as well as countlessother activities. Our community partners and PALS provide us the ability to increase the number of student activities, instructional programs andmentoring.

School OrganizationMitchell is made up of grade level teams which consist of a Team Leader, representatives for each CIP Instructional Vertical Team and CNACommittee, PTA, Foundations and Social Committees. Mitchell is also vertically aligned in “Vertical Families.” Each family “unit” is made upof one classroom from each grade level (with the addition of specials teachers, special ed, intervention, and office staff). The vertical familyworks together to integrate instructional goals and activities throughout the grade levels and utilizes multi age activities to reinforce positivemodeling and relationships. The older “siblings” (4th and 5th graders) provide a model and a helping hand for the younger students.

TechnologyTechnology utilization and needs are addressed throughout each academic section of the CIP, because we feel that technology is an instructionaltool that must be utilized in every area of the curriculum. Mitchell staff and students utilize document cameras in place of overheads, two mobilelaptop carts, Mimeo interactive boards in seven classrooms and both labs, one PC computer lab, and one multi functional “laptop” lab which wasput in place of the original 2nd computer lab. Each classroom has one computer that is shared by the teacher and students. We utilize Study Island,Pipo, Reading A-Z, United Streaming, Brain Pop and various web based instructional tools. 2009’s Comprehensive Needs Assessment showed aneed to increase the number of computers per student at Mitchell to become comparable to the number of computers per student at the other nineelementary campuses. Our CIP addresses this ongoing need and has utilized funds and strategies to increase the amount of technology access


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available to each student. This year’s CNA shows a need to address our English Language Learners’ proficiency level in English after monitoringthe results of the CEI program over the last two years. Our CIP is attempting to addresses the need to implement an additional English LanguageAcquisition and intervention program through exploring the use of various programs such as I-Station.


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2010-2011 Campus CNA Committee MembersDemographics Student Achievement Staff Quality, Recruitment,

RetentionCurriculum, Instruction, Assessment Family and Community

InvolvementEva Crain Gabi Gustafson Aleena Shoemaker Dena Collar Jolene MessersmithChantal Pena Abi Miles Lauren O’Ceallag Minda Egbert Araceli CovingtonBeth Messineo Susan Ross Suzanne Wheeler Kristina Lane Juan ZermenoDjuana Jadlot Janet LeMoine Jami Hesskew Alexandro Romano Vicki KnightAimee Leggett Jennifer Doherty Staci Cabbiness Patricia Arriaga Patti SmithDebra Truett Lorraine Zepeda Jan Ritter Patrisha Barksdale Linda RisterChris Taylor Zoila Cardenas Rebecca Lambert Kristen Namken Jane LoweMarita Carroll Candice Mills Marla Shell Christine Stella Marcy SchroederTiffany Pullen Susan Zamarripa Mona White Kelly Richards Susan KrugerAmy Heil Dierdre Madole Jessica Burks Abigail Myers Brett PoteetNancy Morales Marcie Lindsey Tawuana Salinas Nancy Hanrahan Kristi BrutonMonica Norby Melissa Macaluso Lucy Coronado Georgie Duke

Mary Ellen Krueger Olga Wilson

Technology School Culture & Climate School OrganizationJenny Carter Vicki Andrews Abby Miles Monika Norby Aleena Shoemaker Marcie LindseyJorge Figueroa Castro Araceli Covington Susan Kruger Amy Heil Patricia ArriagaJeanine Wilson Corse Beth Messineo Vicky Knight Jan Ritter Staci CabbinessAmy Champagne Dietrick Eva Crain Wendy Johnson Janet Le Moine* Suzanne WheelerScott Huffman Esch Jeanine Wilson Melissa Macaluso Jessica Burks Tawuana SalinasJennifer Morris Johnson Lauren O'Ceallag Jolene Messersmith**State statute requires that the campus committee be comprised of 2/3 classroom teachers and 1/3 other campus-level professional staff and district-level professional staff.** State statute requires that the campus committee also include parents, business, and community representatives


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MITCHELL ELEMENTARY SCHOOL PERFORMANCE OBJECTIVES

CAMPUS GOALS CAMPUS PERFORMANCE OBJECTIVES

Goal 1: All Mitchell Elementary studentswill demonstrate academic proficiency inLANGUAGE ARTS reading and writing.

1.1 By May 2011, at least 100% of all Mitchell Elementary students and students in all sub-groups(White, African American, Hispanic, and Economically Disadvantaged) will demonstrate masteryof the Language Arts TEKS based on benchmark assessment and TAKS in reading and writing.

Goal 2: All Mitchell Elementary studentswill demonstrate academic proficiency inMATH.

2.1 May 2011, at least 100% of all Mitchell Elementary students and students in all sub-groups (White,Af. Am., Hispanic & Eco. Dis.) will demonstrate mastery of the MATH TEKS based oncheckpoint assessments and TAKS in math.

Goal 3: All Mitchell Elementary studentswill demonstrate academic proficiency inSCIENCE.

3.1 By May 2011, 100% of Mitchell Elementary students including all sub-groups (White, Af. Am.,Hispanic and Eco. Dis.) will demonstrate mastery of the Science TEKS based on teacherassessments, district assessments and TAKS in science.

Goal 4: All Mitchell Elementary studentswill demonstrate academic proficiency inSOCIAL STUDIES and TECHNOLOGY.

4.1 By May 2011, all students will have the opportunity to participate in at least three applied learningexperiences that are meaningful and relevant to the real world of the student to include a field trip,a music presentation and a technological product correlated with the TEKS.

4.2 By May 2011, all students will have the opportunity to participate in technology based activities:keyboarding and integrated lessons.

4.3 By May 2011, all staff will utilize technology for TEKS based teaching and learning.4.4 By May 2011, all staff will have the opportunity for on-going technology training.

Goal 5: The Mitchell Elementary SchoolCommunity will utilize all availableresources to directly assist and providestudents with a safe nurturing, positive andsecure environment in order to maximizeeach child’s academic emotional and socialgrowth.

5.1 Increase and broaden the Mitchell Elementary parent involvement, communication asset building,character education, teacher training and student involvement activities in order to best assist eachchild reach full potential academically, socially, behaviorally and emotionally.


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Goal 1- Language ArtsAll Mitchell Elementary students will demonstrate academic proficiency in LANGUAGE ARTS reading and writingthrough the design and delivery of a challenging, technology rich, comprehensive curriculum that is aligned with the TEKSand local, state and national assessments and utilize technology to facilitate planning and learning and pursue futureendeavors.Correlates with GISD GOALS 1, 2, 3, 4 and 5.Correlates with Title I schoolwide components 2, 4, 6, 9

PerformanceObjective(s):

1.1 By May of 2011, 100% of all Mitchell Elementary students and students in all sub-groups (White, AfricanAmerican, Hispanic, and Economically Disadvantaged) will demonstrate mastery of the Language Arts TEKSbased on benchmark assessment and TAKS in reading and writing.

1.2 Increase the percentage of grades K-5 Mitchell students who score on AIMS web above the target from 50-60%1.3 By May of 2011, Mitchell Elementary will attain Exemplary status at 100% mastery of TAKS.

Strategies: Implement a consistent research based writing, spelling and reading program that exclusively consists of bestpractices at Mitchell Elementary.

1. Establish a vertical Language Arts Team todevelop and ensure the implementation of aresearch based balanced literacy program(Title I SW Goals: 2,3,8)

PrincipalLanguage ArtsCIP teamLanguage ArtsTeachers

Regularlyallocatedmeeting time

School Year2010-2011

VerticalTeam ChairMeetingNotes,LessonPlans,Calendar


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2. Provide opportunities for teachers tocollaborate and receive highly qualifiedprofessional development in LanguageArts, Writing and Reading. (Title 1school wide components 2, 3, 4, 5)Professional Development will beimplemented to train and retain highlyqualified staff. Vertical Teams will makedecisions on and plan for alignmentbetween grade levels through verticalteams and focus on transition needsbetween grade levels including PK to K,alignment between Reg Ed, Bil Ed, andSP.Ed, and from Elementary to MiddleSchool. Vertical Teams meet to plan foralignment between grade levels, includingPK to K and also between communitybased programs such as The CommunityMontessori School, Head Start andPK/Kinder (10)

Principal,Language ArtsCIP team,Vertical Team

$3260.00(7 sub days @$80.00/day= $560.00$700.00Conferencefees)(Kindergarten teacherconference:$2,000),PBMStraining,District LATEKStrainings, StuIsland, BestPracticescampustraining


Staff dev.registration,sign insheets,completioncertificates,calendar

3. Provide two Literacy Nights for parents andstudents to increase interest andinvolvement in literacy and readingstrategies. (6, 10)

Principal,Language ArtsCIP team,Language ArtsTeachers

$215 TitleParentInvolvement$700 CampusBudget


Parent SignIn, Calendar

4. Purchase necessary materials for use withall populations to ensure student mastery ofgrade level TEKS based on Campus

CIP team,Vertical Team,Language Arts

$33,100School Total(Literacy


Purchaseorder,lesson


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Vertical Team selection as well asintervention for students working belowgrade level. (Literacy Book Sets, Voyagerand VMath Intervention Materials, ReadingStreet Intervention Materials, Measuring UPTAKS, titles for the Literacy Room). Planfor alignment between grade levels throughvertical teams and focus on transition needsbetween grade levels including PK to K,alignment between Reg Ed, Bil Ed, andSP.Ed, and from Elementary to MiddleSchool. (7,8).

Teachers,Librarian

titles $6,000;$300 per;$5,000literacy booksets at K-1st

10sets/wk x30wks and2nd-3rd 10sets/mo x30wks), 6,600for technol.Title Funds,5600 forVoyagerMaterials,1180 forReadingStreetInterventionTools

plans,studentprogressmonitoring

5. Continued training and implementation ofSpanish Esperanza Phonics Program forstaff to instruct LEP students in order toimprove reading fluency. Match currentcampus adopted alphabets with Phonicsprogram(s) alphabet.Title 1 Schoolwide components 2, 3, 4, 9

Principals,Language ArtsTeachers

$1,500 School Year2010-2011

Sign insheets,calendar

6. Personnel (existing and new hires) will behighly qualified through professionaldevelopment provided by the TITLE funded

PrincipalTITLE staffBilingual Staff

Campus andTITLE funds$4500


Title andARI/AMIfunds


25

grant in order to provide additional, targetedinstruction, including but not limited totechnology based learning, vertical planningfor transition from grade level to gradelevel, writing training, ESL strategies forLEP students, and adult education training,to assist students in all subgroups who arestruggling learners (LEP, Hispanic, Ec.Disad, Af. American, Migrant andHomeless) in order for all students to showmastery of the TEKS through successfulperformance on TAKS and SDAA/TAKS –ALT/ TAKS-Mod. (3,4,5,8)

Sp Ed StaffClassroom,Vertical teams

records,Title staffrecords,student data.ESL campustrained teammembersmeet weeklyw team toplan andimplementESLstrategies.

7. Provide Saturday computer lab access andtutorials for Title I bilingual students.Students will use the Study Island TAKSpreparation program and Rosetta StoneEnglish Language Software. Rosetta StoneEnglish accounts can also be created andmanaged for Bilingual parents attendingwith their student. Two sessions will beoffered: 9:30-11:30, and 11:30-1:30

PrincipalBilingual TeamTechnologyfacilitator

Rosetta StoneTraining,$120.00/session for 3personnel.Total:$240.00/Saturday.


Study IslandStudentProgressreports,Student/Parent signin, RosettaStonestudentaccountprogressreports

8. Late bus for after school tutoring, RTIinterventions, and extra curricular/studentorganizations and enrichment to provide forextended learning opportunities (2, 9)

Principal,Transportation

$2.500 School Year2010-2011

Interventiondata,progressmonitoring,


26

andparent/staff/studentsurveys

9. The teacher will be responsible forimplementing the Technology TEKS fortheir grade level and subject area throughthe production of a technology basedproject. Grades 1-5 will produce and save orpublish specifically a Word Document inLanguage Arts. Vertical alignment oftechnology activities will occur at gradelevel vertical team meetings. (7,8,10)

ComputerFacilitator,ClassroomTeachers,Vertical Team

computerfacilitator,copy of TechApplications


LessonPlansStudentProduct

10. Language Arts, Math, and Science willacquire Netbook computer stations, toinclude headphones and mouse, for eachhomeroom in order to implement individualand group interventions and acceleration asa response to classroom and student needsfor immediate and direct intervention andacceleration in response to benchmark datacollection and surveys within the classroom(2,8,9)

PrincipalTechnologyFacilitator

Title Funds:School Total:$63,700for 96 netbooksLanguageArts Portion:$22,337.00

School Year2010-2012(Action tobecompletedby 2012)

PurchaseOrder

11. Purchase Wireless Interactive whiteboard(Mimio) for each classroom to use withprojectors and document cameras toenhance student participation and learningin the intelligent classroom environment,and engage all types of learners, specifically


Title Funds:School Total:$26,215 for35 MimiosLanguageArts Portion:


DataCollectionand analysisusingteachergenerated


27

special populations. $6,553.75 benchmarks

12. Language Arts, Math, Science and SocialStudies will share the cost of CeilingMounts for all classroom projectors foroptimal student/teacher viewing and use, aswell as cord management and studentsafety.


Funded by2010 BondProject


13. Purchase software for Online LanguageArts TEKS Mastery, ESL support andinstruction to support earlier languageaquisition, and TAKS preparation inEnglish and Spanish. Teachers willcollaborate in developing studentassessments/bnchmks using Study Is.Goal 8Brainpop: 835.00Spanish Pipo: 1,300.00IStation: 6,500AHA Math and Science: 3,400Study Island: 3500.00

PrincipalTechnologyFacilitator, CIPVertical Teams

School Total:6335.00Library:835.00 forBrainpopMathContribution:$1583.75


PurchaseOrder, DataCollectionand analysisusingteachergeneratedbenchmarks


28

Formative Evaluation Designs: Staff development records, students’ assessment data, benchmark assessment data, TAKS,AEIS,AYP, SDAA and RPTE results, inventories and observations, purchase orders, meeting agendas and minutes.

**100% of student assessment scores will be analyzed in reading and writing.**100% of Language Arts teachers will document implementation of best practice strategies; activities n their lesson plans.**100% of at risk students will be identified and served appropriately based on benchmark TAKS data.

Summative Evaluation Designs (SED):*100% of all students and subgroups will master reading and writing TAKS.*100% of staff will complete noted staff development.*100% of the designated funds will be expended for noted materials and trainings.

Goal 2 - MathAll Mitchell Elementary students will demonstrate academic proficiency in MATH through the design and delivery of achallenging, technology rich, comprehensive curriculum that is aligned with the TEKS and local, state and nationalassessments.Correlates with GISD GOALS 1, 2, 3 and 5.


29


2.1 By May 2010, 100% of 3rd, 4th, and 5th graders at Mitchell Elementary including all sub-groups (White, Af.Am., Hispanic, LEP & Eco. Dis. & Special Ed.) will demonstrate mastery of the MATH TEKS based onTAKS Math.

Strategies: Utilize and expand best practice math strategies and instruction, including a variety of math resources,manipulatives, and problem-solving activities to increase and master students’ learning of concepts, facts, andproblem-solving.

Action(s): Responsibility Resources Timeline Documentation

1. Establish a vertical math team that ensuresstrong and systematic implementation ofthe Think Math! curriculum). Observablethrough Check Point and Benchmarkscores meeting district standards. Plan foralignment between grade levels throughvertical teams and focus on transition andalignment needs between grade levelsincluding PK to K, alignment betweenReg Ed, Bil Ed, and SP.Ed, and fromElementary to Middle School. (Title I SWGoals: 2,3,8)

Principal andMath CIP TeamMath Teachers.Vertical Team



Vertical TeamChair MeetingNotesLesson plansCalendar


30

2. Provide opportunities twice a semester forHQ teachers, vertical teams, and gradelevels along with interventionists tocollaborate and receive training in mathand in using the Think Math! Curriculum.Align between grade levels throughvertical teams and focus on transitionneeds between grade levels including PKto K, alignment between Reg Ed, Bil Ed,and SP.Ed, and from Elementary toMiddle School. Continue PeerObservations between staff from Gradelevel to grade level, and also between PK,K and their community based counterparts(Head Start and The Montessori School)(4, 10)

PrincipalMathCIP TeamMath Teachers

$1260(7 sub days @$80/day =$560; $700conferencefee)


StaffDevelopmentRegistrationSign-in SheetsCertificatesCalendarAgendaMinutes

3. Provide targeted math training andcommunication for parents of all gradelevels from PK-5. Activities include MathNight for students and parents to increaseinterest, involvement and understandingof TEKS expectations and Think Math!orientation. Production of teacher-ledinstructional DVDs to provide parentswith math assistance. Weeklycommunication between staff and parents(6,10)

PrincipalMath CIPVertical TeamMath Teachers

$2700(CampusBudget$825 camera,case, tripod,battery, tape,DVDs. TitleFunds;$1875

ByMay, 2010

Parent sign-inDVD checkoutlistNewsletters(campus andgrade level),prologic


31

4. Purchase necessary materials, logicresources and manipulatives to increasereal world connections and enrichmentactivities to be used for Think Math!Implementation; tutoring and interventionprograms; and special populations,including but not limited to, specialeducation, gifted and talented, ESL,bilingual and at-risk students. VerticalTeams meet to plan for alignmentbetween grade levels, including PK to Kand also between community basedprograms such as The CommunityMontessori School, Head Start andPK/Kinder (7,10)

Principal,TITLE staff,GT facilitator,Bilingual Staff,Math teacher;CIP Chair,TechnologyTeacher

$2,800CampusFunds: 1,000Title Funds:1,800


Mathinventories,purchaseorders.

5. School wide training and implementationof Response to Intervention to best serveall student groups through weeklymeetings with admin and title staff. Allstaff will appropriately DOCUMENTstudent achievement for RTI purposes.Title 1 School Wide Components 4, 9

Principals,Counselor, TitleStaff, All Staff

$500 subs August2010 initialtraining,follow uptrainingsthroughschool year2010-2011

RTI records,staff/teammeetingagendas,calendar


32

6. Employ HQ personnel through TITLEfunded grant to provide additional,targeted instruction, including but notlimited to technology based learning andadult education training, to assist studentsin all subgroups who are strugglinglearners by attending job fairs, hiringthrough GISD’s HR process (LEP,Hispanic, Ec. Disad, Af. American,Migrant and Homeless) in order for allstudents to show mastery of the TEKSthrough successful performance on TAKSand SDAA/TAKS – ALT/ TAKS-Mod.(4,5)

PrincipalTITLE staffBilingual StaffClassroom

TITLE funds School2010-2011

Title andARI/AMIfunds records,Title staffrecords,student data.

7. Teacher and staff compensation foradditional after school tutoring program,and miscellaneous expenses associatedwith organizations. SSI funds will be usedfor bilingual Ed Saturday School. Theseprograms are used to enhance thestudent/teacher/parent collaboration andmeet the needs listed in the 40Developmental Assets Program. (9)

Math CIPcommittee,Teachers

$5,000 StateComp


Interventiondata, progressmonitoring,andparent/staff/student surveys


33

8. Late bus for after school at riskpopulation, RTI interventions, andenrichment to provide for extendedlearning opportunities (9)


$2,500 School Year2010-2011

Interventiondata, progressmonitoring,andparent/staff/student surveys

9. Language Arts, Math, and Science willacquire Netbook computer stations, toinclude headphones and mouse, for eachhomeroom in order to implementindividual and group interventions andacceleration as a response to classroomand student needs for immediate anddirect intervention and acceleration inresponse to benchmark data collection andsurveys within the classroom (2,8,9)


Title Funds:School Total:$89,348.00for 70 laptops.Math Portion:$22,337.00


PurchaseOrder

10. Purchase Wireless Interactive whiteboard(Mimio) for use with projectors anddocument cameras in each classroom toenhance student participation and learningin the intelligent classroom environment,and engage all types of learners,specifically special populations.


School Total:$26,215 for35 classroomMimios MathPortion:$6,553.75


PurchaseOrders

11. Language Arts, Math, Science and SocialStudies will share the cost of CeilingMounts for all classroom projectors foroptimal student/teacher viewing and use,as well as cord management and studentsafety.


Now Fundedby the 2010Bond

December2010


34

12. Purchase software for Online Math TEKSMastery and TAKS Preparation inEnglish and Spanish and for use w/students as Intervention for RTI.Teachers will collaborate in developingstudent assessments/benchmarks usingStudy Island.Brainpop: 835.00 (Library will fund)Spanish Pipo or equivalent: 1,300.00Study Island: 3,500.00Browser Based Scoring: $700

PrincipalTechnologyFacilitator,CampusVertical CIPTeam

School Total:6335.00MathContribution:$1583.75


Purchase Ord.,Evaluationusing teacherdesignedbenchmarkanalysis

Formative Evaluation Design: Staff development records, assessment data, TAKS results, purchase orders, inventories, materials,lesson plans and observations.**100% Student assessments will be analyzed in Math.**100% At Risk students will be identified & served based on checkpoint data as well as other pertinent student information.**100% Purchase Orders will be expended**100% Staff will utilize “best practices” mathematical instruction and activities and procedures to ensure student success.

Summative Evaluation Design: Staff development records, assessment data, TAKS results, purchase orders, inventories, materials,lesson plans and observations.*100% Targeted percentage of students including all subgroups will have mastered Math TAKS.* 100% of the Purchase orders will represent of the dedicated funds expenditures.*100% of MATH data will be utilized and analyzed.*100% of staff development trainings will be documented.

Evaluation Results:


35


36

Goal 3- ScienceAll Mitchell Elementary students will demonstrate academic proficiency in SCIENCE through the design and delivery of achallenging, technology rich, comprehensive curriculum that is aligned with the TEKS and local, state and nationalassessments.Correlates with GISD GOALS 1, 2, 3, 4 and 5.


3.1 100% of staff will understand and implement instruction in academic standards.3.2 By May of 2011, Mitchell Elementary students including all subgroups (White, African American, Hispanic,Bilingual, ESL, and Economic Disadvantaged) will demonstrate mastery of the Science TEKS based on teacherassessments, GISD assessments and TAKS (90%mastery or higher).

Strategies: To obtain TEKS/TAKS information, to provide science staff development in the areas of TEKS, instructionalstrategies and methodologies, and to provide applied learning experiences as well as assessments to best improveacademic performance in science for all of our students.


1. Establish a vertical Science, LA, Math,.SS andFoundations as well as seven campus verticalfamilies to improve vertical collaboration,enrichment, and intervention for all students. Atrisk students’ instructional needs will be targetedspecifically. Team to develop and ensure theimplementation of a research based balancedliteracy, math, sci, ss and writing programs (Title ISW Goals: 2,3,8)

PrincipalScience CIPteamScienceTeachers



Vertical TeamChair MeetingNotes, LessonPlans, Calendar


37

2. Assure alignment of each grade level by constantutilization of GISD scope and sequence, ScienceInvestigations and materials (Science ResourceCenter Kits, Foss Kits, AIMS kits, 3D to 2D,Reflection Talks) to make connections withconcepts.

ScienceTeachers,ScienceVertical team,Admin.

ScienceResourceCenter Tubs,HarcourtTexts, TEKS,TAKS

Spring 2011 Lesson plancalendar andLesson Plans

3. Provide opportunities for teachers to collaborateand receive training in Science via district, oncampus, Region xIII, CAST Conference andother workshops that offer training in Science forElementary Students.Title 1 school wide components 3, 4. PeerObservations to occur between grade levels, andbetween PK, K and their community basedcounterparts (Head Start and Montessori). (7, 10)

Principal,Science CIPteam,

Region XIIIGISD, Title I,CAST$1,000.00

School Year2010-2011Summer andAug.Trainingdays, Nov.CASTConferenceand In-service Days.

PDAS, Staffdevelopmentregistration, signin sheets, agendas,completioncertificates,calendar

4. Provide a Science Night/Science Fair for parentsand students to increase interest and involvementin literacy and reading strategies. PK -5th staffcommunicates with parents regarding specificactivities related to the curriculum. (6)

Principal,Science CIPteam, ScienceTeachers

$215 TitleParentInvolvement$700 CampusBudget


Parent Sign In,Calendar, Prek-5th

newsletters,Campusnewsletter

5. Create a School Science Environment wherestudents can take part in activities such as: ScienceFair, Science Clubs, Gardening Club, Recycling,etc, through collaboration with CommunityPartners and Parents to increase studentengagement and opportunities to excel. (6,10)

Principal, CIPteam, Scienceteam, ScienceTeachers

$1,000 Titleand campusfunds.

School Year2010- 2011

Calendar


38

6. Implement vocabulary development of highfrequency science terms utilizing specific targetedactivities and strategies to assist all students withexpanded focus on LEP, bilingual, ESL, at-riskbased on Campus Vertical Teams aligned betweengrade levels. (3,8,9)

CIP team,Vertical Team,ScienceTeachers,Principal

GISDwebsite,ScienceResourceCenter Tubs,TEKS,TAKSobjectives,HarcourtTexts,MearuringUp PreacticeBooks,NationalGeorgraphicScienceReaders,SRA Kits,educationalresources.


Lesson plans,word walls,Vertical Teamgeneratedassessments,Spicy Words

7. Purchase and utilize Science Center materials foruse with all populations to ensure student masteryof grade level TEKS based on recommendationsfrom vertical teams. HQ ProfessionalDevelopment provided for all Science Initiatives.(for example: Science checkpoints/benchmarks,Science Tubs, Foss Kits, microscopes, andothersupplies for school science closet) (3,8,10)

CIP team,Vertical Team,ScienceTeachers,Librarian

$3,000 School Year2010- 2011

Purchase order,lesson plans,student progressmonitoring,vertically alignedbenchmarks


39

8. School wide training and implementation ofResponse to Intervention to best serve all studentgroups. All staff will appropriately DOCUMENTstudent achievement for RTI comprehensiveevaluation purposes.Title 1 School Wide Components 4, 9

Principals,Counselor,Title Staff, AllStaff

$500 subs Summer In-serviceAcademies2010 initialtraining,follow uptrainingsthroughschool year2010- 2011

CIT/SAIL records,staff/team meetingagendas, calendar

9. Late bus for after school tutoring, RTIinterventions, and extra curricular/studentorganizations and enrichment to provide forextended learning opportunities


$2.500 School Year2010- 2011

Intervention data,progressmonitoring, andparent/staff/student surveys

10. The teacher will be responsible for implementingthe Technology TEKS for their grade level andsubject area through the production of atechnology based project. Grades 1-5 will produceand save or publish specifically a Power PointDocument in Science.

ComputerFacilitator,ClassroomTeachers



Lesson PlansStudent Product


40

13. Language Arts, Math, and Science will acquireNetbook computer stations, to include headphonesand mouse, for each homeroom in order toimplement individual and group interventions andacceleration as a response to classroom and studentneeds for immediate and direct intervention andacceleration in response to benchmark datacollection and surveys within the classroom (2,8,9)

PrincipalTechnologyFacilitator,CampusVertical CIPteam

Title Funds:School Total:$89,348.00for 70laptops.SciencePortion:$22,337.00

School Year2010-2011(Action to becompleted by2012)

Purchase Order,Data Collectionand analysis usingteacher generatedbenchmarks

14. Purchase Wireless Interactive whiteboard (Mimio)for use with projectors and document cameras foreach classroom to enhance student participationand learning in the intelligent classroomenvironment, and engage all types of learners,specifically special populations.


School Total:$26,215 for35 classroomMimiosSciencePortion:$6,553.75


Purchase Orders

15. Language Arts, Math, Science and Social Studieswill share the cost of Ceiling Mounts for allclassroom projectors for optimal student/teacherviewing and use, as well as cord management andstudent safety.


TitleFunds:SchoolTotal: 11,100for 37 ceilingmountsScience:$2775.00


41

16. Purchase software for Online Science TEKSMastery and TAKS Preparation in English andSpanish based on Teacher committee’srecommendation after reviewing programs for usew/ students as Intervention for RTI. Teachers willcollaborate in developing studentassessments/benchmarks using software. Goal 8Brainpop: 835.00Spanish Pipo: 1,300.00Study Island: 3500.00

PrincipalTechnologyFacilitatorTeam LeaderCommittee



Purchase Order

17. Purchase materials for a Weather Station ScienceVertical Team

6,000.00 School Year2010-2011

Grant ApplicationProcess

18. Purchase materials for sink accessibility in theclassroom

ScienceVertical Team

4,000.00 School Year2010-2011

Grant ApplicationProcess

Evaluation Design:Purchase orders, checkpoint assessment, TAKS and other student data, lesson plans, word walls, science materials, grade levelassessments.Science Vertical team minutes will be utilized.Staff Development records.Grade level curriculum assessments and data will be analyzed and utilized.Lesson plans will be evaluated.FORMATIVE Evaluation DESIGN:Science vertical team minutes utilized.Staff Development records and information from trainings shared and utilized.Grade level lesson plans.Science pre tests and 5th grade checkpoint assessments


42

Summative Evaluation Design:*90% of all students in all subgroups will master Science TAKS and other assessments*Purchase order will represent 100% of designated purchaser*Alignment plan will be in place along with assessments at each grade level.

Evaluation Results:


43

Goal 4 - Social StudiesAll Mitchell Elementary students will demonstrate academic proficiency in SOCIAL STUDIES through the design and delivery ofa challenging, comprehensive, technology rich, curriculum that is aligned with the TEKS and local, state and nationalassessmentsCorrelates with GISD GOALS 1, 2, 3, 4 and 5.


4.1 By May 2011, all students will have the opportunity to participate in applied learning experiences correlated withthe Social Studies TAKS that are meaningful and relevant to the real world of the student.

4.2 By May 2011, all students will have the opportunity to participate in technology based activities.4.3 By May 2011, all staff will utilize technology to teach TEKS based lessons.4.4 By May 2011, all staff will have the opportunity for on-going technology training.

Strategies: Utilize a variety of resources and instructional strategies to make Social Studies and Technology learning meaningfuland relevant to our learners.


1. Establish a vertical Social Studies Team todevelop, align, and promote campus-wide SocialStudies events, programs and multiculturalexperiences through the collaboration of parents,teachers and students. Teachers will decide on andplan school wide activities promoting multiculturaland community related activities (ie…Cinco DeMayo, Diez y Seis, Constitution Day musical,Traditions around the World, etc). (Title I SWGoals: 2,3,8)

Principal,Social StudiesCIP Team,Social StudiesTeachers

Regularlyallocatedmeeting time,$700

School Year2010 - 2011

Notes taken byTeam Leaders,Lesson Plans,Calendar


44

2. Provide opportunities for teachers to collaborateand receive highly qualified training in SocialStudies integration. Vertical teams will meet toplan together and observe each othercorresponding upper grade level (based on similarTEKS taught between those two grade levels) tointegrate vertically. (4,7,8)

Principal,Social StudiesCIP VerticalTeams

$1,260(7 Sub Days@ $80 per day= $560; $700conference fees)


StaffDevelopmentRegistration,Sign-In Sheets,CompletionCertificates,Calendar

3. Integrate Social Studies and Language Arts TEKS,curriculum, lessons and skills through theimplementation of History Alive! and SocialStudies Alive! Curriculum.

Social StudiesandLANGUAGEARTS CIPTeams.Grade LevelTeachers.

Social Studiesand LA CIP

Teachers


Lesson Plans

4. Each grade level will participate in onemeaningful, appropriate field trip correlating withgrade level TEKS. (Goal will be to have this fieldtrip a Social Studies/ Science related trip.)

Grade LevelTeachers.

TransportationBudget ($2,800school, $400per grade levelx 7 gradelevels)

PTA Funds


Field Trip Plan

Permission Slips

Bus request


45

5. The teacher will be responsible for implementingthe Technology TEKS for their grade level andsubject area through the production of atechnology based project. Grades 3-5 will produceand save or publish specifically a PublisherDocument in Social Studies.

ComputerFacilitator,ClassroomTeachers



Lesson PlansStudent Product

6. Purchase Wireless Interactive whiteboard (Mimio)for use with projectors and document cameras foreach classroom to enhance student participationand learning in the intelligent classroomenvironment, and engage all types of learners,specifically special populations.


School Total:$26,215 for 35classroomMimios SocialStudies Portion:$6,553.75


7. Language Arts, Math, Science and Social Studieswill share the cost of Ceiling Mounts for allclassroom projectors for optimal student/teacherview and use, as well as cord management andstudent safety.


Title Funds:School Total:$11,100 for 37ceiling mountsSocial StudiesPortion:$2775.00

2010 – 2011(Actiondependantupon bondelection.

8. Purchase software for Online Social Studies TEKSMastery and TAKS Preparation in English andSpanish for use w/ students as Intervention forRTI. Teachers will collaborate in developingstudent assessments/benchmarks using StudyIsland. Goal 8Brainpop: 835.00Spanish Pipo: 1,300.00 Study Island: 3500.00

PrincipalTechnologyFacilitator,CampusVertical Team



Purchase Order,Data Collectionand analysisusing teachergeneratedbenchmarks


46

Evaluation Design:Student products, observations, student evaluation, parent input, staff input, financial records.Training, sign-ins & staff development records, computer lab and lap top schedules, school calendarTraining records, technology-computer lab schedules.Formative Evaluation Design:**Technology and Social Studies lesson plans.**Field trip plans.**Music lesson plans and program planning.** 100% of Staff will be trained** CEI data** Computer schedules will be posted.Summative Evaluation Design:**100% of all students have the opportunity to participate in the music production, the field trip and produce at least one technology

product related to the TEKs. (Documentation: products, field trip agenda and PO’s, and music program.)**100% of MES Staff will utilize PC grade book & technology effectively**CEI data analyzed


47

Goal 5 - FoundationsUtilize all available resources to directly assist and provide students with a safe, nurturing, positive and secure environmentin order to maximize each child’s academic, emotional and social growth.Campus Culture (Campus Culture/Foundations Committee)


5.1 Increase and broaden the Mitchell Elementary parent involvement, communication asset building, charactereducation and teacher training.

Strategies: Continue Mitchell Elementary PTA, our Mentoring program, our Wellness program, and provide staff and parent 40Developmental Asset training.


1. Implement a parent involvement plan, newsletterand calendar. Example:Family Nights- 4 per year expected 30% of familyrepresentation through attendance , Dad

activities, Fun Walk, Turkey Trot in November,Stomp Day, Mayfest, Field Day, Georgetown Fit,“Born to Run”, Tacos with Dad, Muffins with

Mom, Grandparents lunch, Parent InformationNights, Love and Logic Training, Veterans DayProgram, PTA, Watch Dog, Connection ClubsProgram (Title I SW Goals: 6,)

Principals,Counselor,Staff, PTABOARD,FoundationsTeam

$2200.00PTA/Titlefunds


Sign In sheets- 4family educationnightsAgendasFlyersCalendar


48

2. Develop activities that encourage students to staymotivated to learn, to develop personalconnections and to take ownership of our school.Example: Foundations Vertical Campus DecisionMaking Team, Various Grade Buddy Systems,Connection clubs, ART Helpers, Library Helpers,CASH, Science Club, Honors Choir, SCIENCEFAIR, UIL activities; Bluebonnet Book Club;Adopt a class, Integrate Bilingual classes withGeneral Education classes, Student Council;Safety Patrol, Battle of the Books, Girl Start, GirlScouts 75% involvement in one or more activity.(10, 6, 2)

All StaffCampusVerticalFoundationsDecisionMaking Team

$2600 forstaff stipends,supplies andcurriculum


CalendarSign in sheetsStudent ProductsAttendance


49

3. Mitchell Elementary students, grades PreK-5, willhave a sequential coordinated school physicaleducation and health program, developed aroundthe TEA adopted CATCH program. The studentswill learn the importance of physical activity andproper nutrition to develop healthy habits for alifetime. Health and wellness will be increasedthrough activities which include the use of the“Fit, Healthy and Ready to Learn” Fitness course,instruction on “Go, Slow and Whoa Foods,”various CATCH games and the implementation ofthe “Math in Motion” program. Additionally,community speakers and programs will beprovided throughout the year to educate ourstudents on current health issues as well as tosatisfy all Health/PE TEKS. 100% participation.

All Staff, PECoaches,Wellness andSocialCommittees,CampusCulture Com,PTA,CommunityMembersthrough GT Fit

4,500Fundraiserfunds, campusbudget


Events Calendars,Event Sign Insheets, EventSurveys, AnnualParent andStudent HealthSurvey,Attendance


50

4. Increase parent and community relationships,involvement in and ownership of the schoolthrough wellness events that involve family andcommunity members and that promote family usebefore, during and after school to improvephysical health through use of school programsand the Fit, Healthy and Ready to Learn FitnessCourse and equipment. Examples include duringand after school clubs (Running Club, SoccerClub, Sports Clubs, Golf, Tennis) as well ascommunity/parent programs such as GT Fit, BoxTop collection drive, Mitchell Field Days, and theannual Mitchell Turkey Trot, all of which utilizethe Mitchell Fit Course and Trail as a way toimprove student and community health and tosupplement instruction for at risk youth. 100%parent notification for opportunity forinvolvement.

All Staff, PECoaches,Wellness andSocialCommittees,CampusCulture Com,PTA,CommunityMembersthrough GT Fit

$4,800 School Year2010-2011

Events Calendars-List serve,website, flyers,newsletters, Event Sign Insheets, EventSurveys, AnnualParent andStudent HealthSurvey

5. Increase mentor, PAL, and volunteer use ofoutdoor areas to facilitate outdoor instruction /classrooms, mentor relationships, andrelationships with positive peer role modelsthrough the improvement and use of the Fit,Healthy and Ready to Learn Fitness Course,Mentor Garden, and Outdoor Classroom

All Staff, PECoaches,WellnessCommittees,CampusCulture Com,PTA,CommunityMembers,Partners in EdMentors, HSPals

$2,500 School Year2010-2011

Mentor and PalSurveys, Parent /Student Survey,ProgressMonitoring of AtRisk Students


51

6. Improve Staff TEAMWORK, Partnership andCommunication by regularly implementingSTAFF TEAM BUILDERS (HQ ProfessionalDevelopment in Champs and PBMS, staff PDactivities/training throughout the year) Workingwith Vertical Families, Mentor First YearTeachers, 100% Peer Observations between gradelevels to be completed by December 2010. (2, 4)

Wellness andSocialCommitteesCampusCulture

Campus StaffDevelopment$1,000 andSocialCommitteefunds


Calendar,committeeagendas/notes,entire staffObservationchecklist

7. Educate staff and individuals on availability and llocation of AED (Automatic ExternalDefibrillator) and ensure training and competencyof at least 5 staff members on use of AED, allcampus. (10)

Nurse;GISD In-serviceCoaches

GISD In-service$200.00


GISD StaffDevelopmentRecord; AHARed CrossCertificationcards; CampusCrisis ResponseTeam

8. Implementation of monthly asset buildingactivities through the weekly and monthlynewsletter (on Website) for special populationsImplementation of 40 Developmental Assets withstaff, parents and students. (2, 6)

Nurse,Coaches,Counselor,Principal andSpecials Team

$200.00 School Year2010-2011

Written planStaff and parentnewsletters.Announcements


52

9. Implement District Wide Prevention Calendar ofCharacter Traits along with Mitchell Social Skillsas determined by Vertical and Grade level teams:Calendar by Cyndi Williams.100%participation(1,2,3,8,)

Counselor,Vertical andGrade levelteams

Counselorfunds


Social Skillscalendar,Foundationshandbook,Announcements;Classroom set ofTraits, Analysisof Needs Assess.

10. Adopt and implement a Mitchell program torecognize individuals showing featured charactertraits, social skills and student achievementcampus wide program through TEAM Tickets,.Awards assemblies. 100% participation (2, 3)

PrincipalCounselorTeam LeadersFoundationsTeam

$200 School Year2010-2011

CIP andFoundation andTeam meetingnotes.

11. Continue WATCH DOG program with 20 dadsparticipating throughout the year.(6)

AssistantPrincipal, PEcoaches, ParentVolunteers,Shane Boff

$200 PTAfunds

Fall 2010 Purchase orders,WATCHDOGlist.

12. Community Connections (invite communitymembers to events); actively recruit and trainmentors for students and develop plan for campusmentoring. Goal of at least 100 mentors. (10)

CounselorClassroomteachersPIE Admin.

Complete School Year2010-2011

Mentor list.

13. Campus wide vertical team activities, such as ascholastic bowl, science fair buddies upperElementary with Lower Elementary classes 100%student participation.

Campus wideteachers andstudents

$200.00 School Year2010-2011

Lesson Plans,Student Product,Science Fair


53

14. Professional Development to implementCHAMPS as the Mitchell Campus-widephilosophy. Staff will work together to developannual survey and assessments of student dataand CHAMPS outcomes to increase studentsafety. Love and Logic and PBMAS strategieswill be utilized. 100% staff involvement 1, 2, 8

Principal, AllMitchell Staff

Regularlyallocatedmeetingsessions;administrativeaccountability

August 2010initialtraining withmonthlyfollow upmeetings thefall semester,followed bybimonthlymeetings inthe springsemester,May 2011briefing

Meeting sign insheets, calendar,teamnotes/reflectionsfrom CHAMPSprocedures. Staffgeneratedassessments toanalyze progressand monitorchanges/teachingstrategies.

15. Coordinate transition activities between PK andK through parent meetings, Special Educationtransition meetings between Elementary andMiddle School w/ parents 100% parentparticipation. (7, 10)

Principal, PKand K staff,Special EdStaff

Transitionmeetings inlate Spring

May 2011 Transition andARD meetings

Formative Evaluation Design:**Campus handbook will include the above documents.**Foundations meetings and minutes.** PTA minutes** CIP meeting minutes** Staff development records** Newsletters, Mitchell Minutes, Announcements


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Summative Evaluation Design:*Campus discipline data and assessment date will be utilized to evaluate the school wide plan.*Staff, parent and student input and surveys will be used and analyzed.

*PTA meeting notes.*Staff calendar

Professional Development $Parent Involvement $


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Program Evaluation ComponentProcess: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes.

Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Mitchell CIP Teams reviewed prior year’s Teacher, Staff and Student Surveys, Benchmark Data, TAKS Data, Checkpoint Data atour beginning of the year CIP planning meetings. We will also use mid year staff, parent and student surveys to analyze our progressin November and December of 2010. AIMSweb and progress monitoring will occur weekly throughout the year to monitor studentinterventions.

Summative Evaluation Measures:

Year end RTI and intervention data (progress monitoring)

Passing rates, individual student data, GT and commended scores

Year end TAKS data, year end benchmark/checkpoint data

Year end district surveys

Evaluation Results: This will be completed at the end of the school year


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Appendix


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GEORGETOWN ISD’S MISSION STATEMENT

Following a rich tradition of community involvement, the mission of GISD is to empower students to become life-long learners and productivecitizens in a dynamic, global society, by providing quality learning experiences that develop the knowledge, skills, abilities, and attitudes forcontinued success.

STATEMENT OF BELIEFS GEORGETOWN ISD’S GOALS GEORGETOWN ISD’S STRATEGIES• Life-long learning is essential for citizens

of our community, nation, and world.

• The family, school, and community sharethe responsibility for the positivedevelopment of youth.

• Given opportunities, all individuals canreach their potential to learn.

• Every individual has a right to a safe,nurturing environment.

• Knowledge empowers.

• Individuals are responsible for theiractions.

• Working toward a vision promotessuccess.

• Every person is unique, has value, anddeserves the opportunity to earn respect.

PARAMETERS

• We will not tolerate prejudicialdiscrimination of any kind.

• We will provide a safe and secure

Goal 1: Exemplary PerformanceAll GISD students will demonstrate exemplaryacademic performance.

Goal 2: Prepared GraduatesAll students will graduate prepared to transitioninto post-secondary education or careers.

Goal 3: Quality StaffAll positions will be filled by highly qualifiedcandidates/professionals.

Goal 4: Quality Learning Environments &FacilitiesGISD will promote nurturing, safe, and orderlyenvironments and quality facilities for all students.

Goal 5: Positive Perceptions, Relationships, andCollaborationEnhance and build positive perceptions,relationships and collaboration among communityand staff.

Goal 6: Fiscal Accountability & ResponsibilityEnsure fiscal accountability and responsibility

Curriculum• We will continually evaluate and refine the curriculum

that enables students to become productive, life-longlearners.

Instruction• We will develop and implement learning experiences that

link curriculum with real world applications to meet theneeds of each student.

Technology• We will establish and strengthen the network of

instructional services (computer labs, libraries, classrooms, as well as other curriculum resources) to fullydevelop the technology skills of students and staff.

Intra-District Communications• We will develop and implement a system-wide, internal

communication process that assures timely,multidirectional information flow.

External Communications• We will develop reciprocal teams of parents, community

advocates, and school personnel to communicate andenhance both school and community projects andprograms.

• We will provide opportunities for active parental andcommunity involvement in students’ learning.

Wellness


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STATEMENT OF BELIEFS GEORGETOWN ISD’S GOALS GEORGETOWN ISD’S STRATEGIESenvironment in all school facilities.

• We will hold each individual responsiblefor his/her actions.

• We will not compromise our efforts toprovide a quality education.

through strategic alignment and sound stewardshipof the district’s financial resources.

Goal 7: Organizational and OperationalEffectivenessImprove organizational and operationaleffectiveness to better support the district’s missionand support for the student-teacher relationship.

• We will provide prevention and intervention to promotethe health and well-being of all students and staff.

• We will provide safe and secure environments in allschool facilities

Educational and Support Service• We will provide the appropriate educational services to

meet the individual needs of all students.• We will encourage parents to become full partners in the

education of their children.

GISD GRADUATE LEARNER PROFILEGISD Graduate Profile was developed by the District Performance Council to represent the attributes that all GISD graduates should possess.

I. Effective Communicators• Able to read for a variety of purposes and to apply reading

skills to real-life situations.• Able to use a range of writing styles effectively and

appropriately for purpose, situation, and audience.• Able to listen attentively and critically for a variety of

purposes and to respond to speakers appropriately.• Able to use effective speaking strategies for both formal and

informal purposes and settings.

II. Academically Prepared• Able to use mathematics, science, and social studies as tools

IV. Productive Learners• Able to apply the self-management skills of goal setting,

time management, and continuous improvement.• Able to demonstrate skills in resource management (allocate

money, materials, space, and people).• Able to manage information by acquiring and evaluating

data, organizing and maintaining records, using technologyto process information, and selecting equipment and tools toimprove systems and to accomplish goals.

• Able to use critical and creative thinking to solve problems.


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for problem solving, communicating, and reasoning.• Able to use the literary, visual, and performing arts to enrich

their lives.

III. Responsible Citizens• Able to incorporate the nature of economics as it applies to

everyday living.• Able to actively contribute to community or school service

organizations.• Able to make and to evaluate decisions based on ethical

principles.• Able to understand world issues, to identify the rights and

obligations of citizens, and to participate in the democraticprocess.

V. Life Skills Oriented• Able to make wise career decisions based on self-

knowledge, educational/occupational explorations, andcareer planning.

• Able to make informed decisions about physical and mentalhealth.

• Able to demonstrate interpersonal and academic skillsneeded to be self-supporting citizens, to work effectively inteams, to manage conflict, to lead in community andbusiness, and to be effective parents.


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The District Performance Council has adopted the Effective Schools Correlates as the standards for educational quality.

SUMMARY OF EFFECTIVE SCHOOL CORRELATESI. HIGH EXPECTATIONS• Teachers believe all students can master basic skills in their program.• Teachers believe that all students’ home backgrounds are not the primary factor

in determining achievement.• Teachers’ expectations are clearly defined in goals for student achievement.• Teachers treat students in ways that emphasize success and potential rather than

those which focus on failure.• Teachers encourage all students through rewards, encouragement, and

recognition.• Student achievements are featured in school and community media.

II. PARENT AND COMMUNITY SUPPORT• Parent/teacher conferences result in specific plans for home/school cooperation

to improve student achievement.• Parents and teachers are aware of the school or district homework policy.• Many parents visit the school to observe the instructional program.• Home visits, phone calls, newsletters, regular notes, etc. are frequently utilized to

strengthen communication.• Local businesses and organizations contribute money, time, and other resources.

III. MEASUREMENT• Staff follows routine procedures for frequent collection, summarization, and

reporting of student achievement.• Assessment methods and instruments are selected to measure learning objectives.• The teachers and principal thoroughly review and analyze test results to plan

instructional program modification.• Results of assessment reports are tied to learning objectives.

IV. INSTRUCTIONAL FOCUS• Curriculum is designed so objectives (what should be taught), instruction (what

actually is taught), and assessment (what is tested), all align.

V. SCHOOL CLIMATE• The physical environment is safe, orderly, clean, and conducive to learning.• Teachers believe it is their responsibility to teach all students and the professional

environment establishes courtesy and respect.• The staff believes that all children can learn and should be provided the opportunity

to learn without negative criticism.• Clear rules, policies, and expectations are in place and are consistently enforced by

all adults.• Students are recognized for academic efforts and accomplishments.• Teachers are recognized for academic efforts, professional growth, and teaching

accomplishments.• There is a spirit of collaboration among the staff and between the staff and

community in reaching the goals of the school.• Students are made to feel welcome and wanted in a student-centered environment

that maintains rapport to encourage learning.

VI. INSTRUCTIONAL LEADERSHIP• The principal has frequent informal and formal observations.• Individual teachers and principal meet to discuss focus of classroom observation.• Regularly scheduled faculty meetings are held to discuss instructions and student

achievement.• Teachers, administrators, and parents assume responsibility for school discipline.• School rules are understood, respected, and enforced by administrators, teachers,

students, and the board of trustees.• Most students abide by school/classroom rules.• The physical condition of the school is generally pleasant and well maintained.• Teachers treat students fairly and with consistency.• School improvement priorities and plans are developed cooperatively with

principal, teachers, parents, and students.• The principal leads frequent formal discussion with staff concerning instructional

and student achievement.


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• Goals are developed/endorsed by teachers, parents, administrators, and students.• A written statement of purpose (mission) exists as the driving force behind most

important school decisions.• Instructional strategies and materials are adjusted to individual learning needs.• Several events (assembly, trips) are planned to enhance the instructional

program.• Results of assessment reports are tied to learning objectives.• Teachers and principals thoroughly review and analyze test results to plan

instructional program modification.


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FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

The district operates in full compliance with the student confidentiality requirements of the federal Family Educational Rights and Privacy Act(FERPA). For a full explanation of district practices and procedures regarding student confidentiality see district policies FL (LEGAL) and FL(LOCAL).

EQUAL EDUCATION OPPORTUNITIES

The Georgetown Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, age, or disability inproviding education or providing access to the benefits of educational services, activities, and programs, including Career and TechnologyEducation programs, in accordance with ACCELLs VI and VII of the Civil Rights Act of 1964, as amended; ACCELL IX of the EducationAmendments of 1972; Age Discrimination Act of 1975 (34 CFR Part 110); Section 504 of the Rehabilitation Act of 1973, as amended; ACCELLII of the Americans with Disabilities Act of 1990; and local Board policies.


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10 COMPONENTS OF A TITLE I SCHOOLWIDE CAMPUS(The 10 components must be incorporated into Title I School wide Campus plans by statute.All GISD campuses will incorporate all 10 components in the Campus Improvement Plan.Place a check mark in each space by each component that is incorporated into the plan.)

___TS-1. A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children) that isbased on information on the performance of children in relation to the state content and state student performance standards.

___TS-2. School-wide reform strategies that---

___TS-2a. a. provide opportunities for all children to meet the state’s proficient and advanced levels of student performance;___TS-2b. b. use effective methods and instructional strategies that are based on scientifically based research that-

- strengthen the core academic program in the school;- increase the amount and quality of learning time, such as, providing an extended school year, before-and after-school

programs summer programs and help to provide an enriched and accelerated curriculum; and- include strategies for meeting the educational needs of historically underserved populations.

___TS-2c. c. include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children andthose at risk of not meeting the state student academic achievement standards who are members of the target population of anyprogram that is included in the school-wide program, which may include counseling, pupil services, and mentoring services;

- college and career awareness and preparation, such as college and career guidance, personal finance education, andinnovative teaching methods that may include applied learning and team-teaching strategies; and

- the integration of vocational and technical education programs; and address how the campus will determine if suchneeds have been met; and

___TS-2d. d. are consistent with, and are designed to implement, the state and local improvement plans, if any.

___TS-3. Instruction by highly qualified teachers.


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___TS-4. High quality and ongoing professional development for teachers, principals, and paraprofessionals, and, if appropriate, pupilservices personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievementstandards.

___TS-5. Strategies to attract highly qualified teachers to high need schools.

___TS-6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

_ _TS-7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, EarlyReading First, or a state-run preschool program, to local elementary school programs.

___TS-8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in orderto provide information on, and to improve, the performance of individual students and the overall instructional program.

___TS-9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievementstandards shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

___TS-10. Coordination and integration occurs between federal, state, and local services and programs, including programs supported underNCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technicaleducation, and job training.


Documents

JAMES E. MITCHELL ELEMENTARY