Lake Worth Independent School District Effie Morris ... · Lake Worth Independent School District Effie Morris Elementary 2018-2019 Campus Improvement Plan Accountability Rating:

Lake Worth Independent School District

Effie Morris Elementary

2018-2019 Campus Improvement PlanAccountability Rating: Improvement Required

Board Approval Date: October 22, 2018

Effie Morris ElementaryGenerated by Plan4Learning.com 1 of 50 Campus #220910101

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Mission Statement LWISD will engage, challenge, and empower every student every day.

VisionLWISD - a learning community that fosters thinkers, contributors, competitors, and leaders.

Core BeliefsLake Worth Independent School District believes...

every student has worth, is capable of learning and can achieve high standards.education and communication are the shared responsibility of the student, school, home and community.in inspiring each other and holding one another accountable in a safe, supportive and collaborative environment.all members of the school community are lifelong learners.in the power of effective instruction, using sound research, data, and fidelity of practice.

District Goal:

Lake Worth Independent School District, partnering with the community, will prepare everystudent for college and/or career.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 1: Engagement and Communication: Effie Morris will work collaboratively with students, staff, parents and community members to increaseengagement and communication within the district, through on-campus and off-campus activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 2: Future Ready Learners--Effie Morris will work to improve instructional delivery in order to increase student learning, thus preparingLWISD students for college and/or career. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 3: Professional Development--Effie Morris will provide research-based professional development focused on improving learning andsupporting college and career readiness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Goal 4: World Class Service--Effie Morris will foster a "world-class" mindset as we serve our students, parents, staff and community. . . . . . . . . . . . 40

Comprehensive Support Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Personnel for Effie Morris Elementary: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Title I Schoolwide Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Title I Schoolwide Element Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Demographics

A group of four teachers collected data from several years of Texas Academic Performance Reports and interviews with various staff todetermine the following:

Our committee findings show that enrollment numbers have remained fairly consistent over the last three years (13 - 14 [391], 14 - 15[376], 15 - 16 [397]). Enrollment as of May 1, 2017, was 392. However, we anticipate an increase in enrollment due to a new, low incomeapartment complex set to open in summer 2017. This complex will have 296 units and is located in an area currently zoned to Effie MorrisElementary. Effie serves a student body that is primarily economically disadvantaged. Approximately 200 students each year (50% of thestudent body) are identified as at risk. There is also a mobility rate of approximately 25% per year over the last three years.

This campus offeres English as a Second Language, Gifted and Talented and Special Education programs to students in addition to generaleducation services.

Teachers at Effie Morris are primarily Caucasian. We also noted that over the last three years, teachers and staff have been over 95%female. The teacher to student ratio has also been between 12 and 14%.

Staff Quality

Sixty-one percent of teachers indicated that LWISD offered quality professional development. Fifty percent of teachers responded that theyfeel valued as an employee, with an additional 28% communicating feeling valued some of the time. Twenty-seven percent of teacherslearned of their position through the Region XI service center website, with an additional 33% learning about the job by means of theLWISD website. Thirty percent heard of employment opportunities by means of word of mouth.

Demographics Strengths


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Over the last three years Effie has had consistent enrollment numbers. As such, the campus is equipped and prepared to meet the needs ofthe student body. While there is concern about increased enrollment, district and campus administration are making the needed preparationsand adjustments to accommodate a larger student population.

Effie has also maintained a low teacher to student ration over the last three years. This has likely contributed to student success. Thecampus has met state standards each of the last three years and has been included in the top 25% in closing performance gaps.

Staff quality

One hundred percent of teachers were certified EC-4, EC-8, or 1-8.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Effie Morris Elementary School has a high mobility rate (25%).

Problem Statement 2: Effie Morris Elementary School is underrepresented in the Gifted and Talented program.

Problem Statement 3: Effie Morris Elementary School has a high Hispanic student population, but few Hispanic teachers.

Problem Statement 4: Seventy-two percent of teachers have been at Effie Morris Elementary less than five years.


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Student Academic Achievement

Student Academic Achievement Summary

Third grade reading in the last three years moved from 91% to 72% to 80%.

Third grade math in the last three years earned scores of 91%, no score (new TEKS), and 84%.

In 2018, seventeen percent of third-grade students achieved the "Meets" level in mathematics.

Fourth grade reading in the last three years moved from 73% to 76% to 68%.

In 2018, twenty-four percent of fourth-grade students achieved the "Meets" level in reading.

Fourth grade math in the last three years earned scores of 75%, no score (new TEKS), and 75%.

Fourth grade writing earned in the last three years scores of 77%, 72%, and 48%.

In 2018, nineteen % of fourth-grade students achieved the "Meets" level in writing.

In 2017, Secton 504 students scored an average of 33% lower on their standardized testing than the general population.

Bilingual/ELL students scored comparably (+\- 5 percentage points) to the general population in all areas except for Writing.

SPED students scored significantly lower than the general population in all areas of testing.

ELAR instructional strategies and techniques did not appropriately meet the needs of students in writing.

ELAR instructional strategies and techniques did not appropriately meet the needs of students in reading.

Math instructional strategies and techniques did not appropriately meet the needs of students in math.

Instruction lacked adequate oversight and monitoring. Effie Morris ElementaryGenerated by Plan4Learning.com 6 of 50 Campus #220910101

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The following accommodations are offered to students receiving special services: Response to Intervention, Leveled Literacy Intervention, Guided Readingand Guided Math (Tier 2 and 3 students receive GR instruction 2 or more times per week).

Student Academic Achievement Strengths

About 90% of students in TIER II progressed by at least 1 DRA level and as much as 10 DRA levels from LLI.

Every student in TIER III advanced by at least 1 DRA reading level and as much as 10 DRA reading levels.

ELL students have comparable success rates all tested subjects except for Writing.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Our data possibly fluctuates because of our student mobility rate, our teacher turnover rate, and program changes.

Problem Statement 2: The campus needs a Teaching and Learning Coach to assist teachers as they employ the best teaching strategies.

Problem Statement 3: The campus needs a Response to Intervention (RtI) specialist to remediate TIER III students.

Problem Statement 4: The campus needs a Master Reading Teacher (MRT) to remediate TIER II reading students.

Problem Statement 5: The campus needs an ESL Bilingual Coordinator to help ESL students acquire English proficiency.

Problem Statement 6: The campus needs a Community In Schools (CIS) social worker to preempt students from dropping out of school.

Problem Statement 7: Nineteen percent of fourth-grade students achieved the "Meets" level in writing. Root Cause: ELAR instructional strategies andtechniques did not appropriately meet the needs of students in writing. Instruction lacked adequate oversight and monitoring.

Problem Statement 8: Twenty-four percent of fourth-grade students achieved the "Meets" level in reading. Root Cause: ELAR instructional strategies andtechniques did not appropriately meet the needs of students in reading. Instruction lacked adequate oversight and monitoring.

Problem Statement 9: Seventeen percent of third-grade students achieved the "Meets" level in mathematics. Root Cause: Math instructional strategies andtechniques did not appropriately meet the needs of students in math. Instruction lacked adequate oversight and monitoring.


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School Processes & Programs

School Processes & Programs Summary

Curriculum, Instruction, and Assessment:

Students are assessed through CBAs, unit tests, Istation and DRA to determine needs. RTI is being provided through LLI and pull out groups, but only forreading. Many teachers feel more math RTI is needed for student success. Teachers use LWISD curriculum to teach. Many reading teachers see a need for acurriculum with more resources.

Staff Recruitment and Retention:

Thirteen of eighteen teachers had worked in LWISD for five or less years.

Eleven of eighteen teachers had eleven or more years of teaching experience.

Teachers stated they take feedback from administrators and attempt to implement it.

Sixty-one percent of respondents indicated the professional development offered by the district was relevant and of high quality.

Half of the responding teachers indicated they felt valued as a district employee "most of the time."

School Organization:

Seven of 16 teachers felt they had some or significant voice in decision making, and nine felt they had little or no voice.

Eleven of 16 teachers felt campus expectations were clearly defined.

Seven of 16 teachers felt they had some or significant voice in campus problem solving, and nine felt they had little or no voice.

Seven of 16 teachers felt they had some or significant time to remediate low-performing students, and nine felt they had little or inadequate time.

Nine of 16 teachers felt they had significant or strong campus administration support, and seven felt they had little or no campus administration support.Effie Morris ElementaryGenerated by Plan4Learning.com 8 of 50 Campus #220910101

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Two of 16 teachers felt they had significant or strong district administration support, four felt they had some district support, and ten felt they had little or nodistrict administration support.

Technology:

Computers and printers were reported to have been used regularly by almost every teacher.

Smartboards were stated to be regularly used by over 80% of the teachers.

Ipads and document cameras were used regularly by over 60% of the teachers.

A majority of teachers reported their students "currently" use iStation and Moby Max.

Ninety percent of the responding teachers indicated they felt proficient using the technology at their disposal.

A majority of teachers responded that they were "somewhat aware" of their grade level's technology TEKS.

Seventeen of 20 teachers reported that "all technology" was not "working and up-to-date."

A number of teachers indicated that they had classroom equipment that did not work (computers, document cameras).

Seventeen of 21 respondents indicated staff development does not address technology needs.

The greatest request was for more iPads for our campus.

The inconsistency of copiers and computer lab computers were frustrations voiced by many teachers.

School Processes & Programs Strengths

Curriculum, Instruction, and Assessment:

Math curriculum is aligned with TEK standards

Co-curricular teachers enjoy being in charge of their curriculum


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Staff Recruitment and Retention:

Eleven of eighteen teachers had eleven or more years of teaching experience.

Teachers stated they take feedback from administrators and attempt to implement it.

Sixty-one percent of respondents indicated the professional development offered by the district was relevant and had quality.

Half of the responding teachers indicated they felt valued as a district employee "most of the time."

School Organization:

Seven of 16 teachers felt they had some or significant voice in decision making.

Eleven of 16 teachers felt campus expectations were clearly defined.

Seven of 16 teachers felt they had some or significant voice in campus problem solving.

Nine of 16 teachers felt they had significant or strong campus administration support.

Technology:

Teachers and staff were actively using all technology that was available to them.

iStation, Moby Max, and Think Through Math were all being utilized.

Staff members felt proficient in their ability to use existing technology.

Problem Statements Identifying School Processes & Programs Needs


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Problem Statement 1: We have had no support for TIER II math instruction from outside the classroom.

Problem Statement 2: There is a lack of a clear ELAR curriculum and a lack of resources to implement the ELAR curriculum.

Problem Statement 3: The curriculum lacks the rigor to adequately prepare students for the STAAR test.

Problem Statement 4: The mentor program is not very effective.

Problem Statement 5: A majority of teachers do not feel supported by district administration.

Problem Statement 6: A majority of teachers felt they had little or no voice in decision making on the campus.

Problem Statement 7: A majority of teachers felt they had little or inadequate time to remediate struggling students.

Problem Statement 8: The majority of teachers are not fully aware of their grade-level technology TEKS.

Problem Statement 9: Staff members would like more district-level technology training.

Problem Statement 10: Computers in the classroom and in the computer labs often do not work.

Problem Statement 11: A number of teachers would like more iPads for students.


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Perceptions

Perceptions Summary

Family and Community Engagement:

Generally, families and teachers were satisfied with the involvement of families and the community at Effie Morris Elementary. Parents expressed gratitudefor teachers, staff and school administration’s encouragement of their children to succeed and to further their education. Some families expressed concernabout discipline problems, yet most families expressed a feeling of safety for their children. There was a common theme among parents of a desire for earliernotice of school events. While most families were aware that Effie Morris receives federal funds, many families were unsure how this money was spent.

Some teachers expressed a need for more parent volunteers, although most teachers felt supported by his or her students’ families. However, many teachersexpressed a lack of support by the district administration.

School Culture and Climate:

Student Survey:

I have a good relationship with my teacher. 55.5% Strongly Agree, 40% Agree, 1.1 % Disagree, 3.3% Strongly Disagree

I know my teacher’s expectations for behavior. 65.5% Strongly Agree, 30% Agree, 3.3% Disagree, 1.1% Strongly Disagree

I feel safe at school. 61.1% Strongly Agree, 32.2% Agree, 4.4% Disagree, 2.2% Strongly Disagree

I understand the learning expectations in my classroom. 58.8% Strongly Agree, 36.6 Agree, 2.2% Disagree, 2.2% Strongly Disagree

I understand being at school regularly is important. 97.7% Yes and 2.2% No/No Answer

Do you feel that you get the help you need to be successfully at school? 94.4% Yes and 5.5% No/No Answer

Do you feel teachers and other staff care about you on this campus? 88.8% Yes and 11.1% No/No Answer

Do you like your campus? Yes 92.2% and 7.7% No/No Answer

What is your favorite thing about school?Effie Morris ElementaryGenerated by Plan4Learning.com 12 of 50 Campus #220910101

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28.8% Interaction with Peers, 52% Learning, 4.4% Teacher, 9% Co-curricular, 5.5% Other

What is your least favorite thing about school?

28.7% Learning, 14.4% Homework and Tests, 6.6% Co-curricular, 7.7% Bullying, 13.3% No Least Favorite, 7.7% Getting into Trouble, 21.1% Other

Teacher Survey:

Rate the School Climate. 5% Excellent, 40% Satisfactory, 20% Needs Improvement, 35% Unsatisfactory

How satisfied are you with your job? 5% Very Satisfied, 50% Satisfied, 30% Unisatisfactory, 15% Very Unsatisfactory

Do you feel you have input to solve problems at a campus level? 35% Yes and 65% No

Do you feel safe on our campus? 85% Yes and 15% No

Perceptions Strengths

Family and Community Engagement:

Parent Survey:

personal communication from child’s teachersteachers and staff encourage students to go to collegeprovides opportunities for parents to be involvedparental involvement is appreciated by teachers/staff

Teacher Survey:

Teachers make an effort to communicate with parents who don’t speak EnglishTeachers had 50% or more attendance at parent-teacher conferencesMost teachers feel supported by students’ parents and the Lake Worth community


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School Culture and Climate:

Teachers list the following factors that affect the school climate positively:

- Teachers feel they are acknowledged by their efforts.

- Teachers like their co-workers.

The student survey revealed many strengths.

- Students know the behavior expectations.

- Students feel support from the school.

- Students have positive relationships.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Parents have a limited knowledge of how federal funds are spent.

Problem Statement 2: Parents want more advance notice of school events.

Problem Statement 3: Teachers feel a lack of support by district administration.

Problem Statement 4: Teachers want more opportunities for professional development about special services available to parents/students.

Problem Statement 5: Teachers want more parent volunteers.

Problem Statement 6: Teachers felt discipline negatively impacted the school climate.

Problem Statement 7: Teachers felt technology negatively impacted the school climate.

Problem Statement 8: Teachers felt negative attitudes impacted instruction.

Problem Statement 9: Students wanted a variety of teaching approaches to build student morale for learning.

Problem Statement 10: Students felt bullying impacted the school climate.Effie Morris ElementaryGenerated by Plan4Learning.com 14 of 50 Campus #220910101

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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

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

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsRunning Records resultsObservation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupSpecial Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation dataAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataGifted and talented dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators


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Attendance dataMobility rate, including longitudinal dataDiscipline records

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCommunications data


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Goals

Goal 1: Engagement and Communication: Effie Morris will work collaboratively with students, staff, parents andcommunity members to increase engagement and communication within the district, through on-campus and off-campusactivities.

Performance Objective 1: Effie Morris will provide opportunities to build strong relationships and increase communication with students, parents, familyand community with an overall satisfaction rating of 80% on surveys.

Evaluation Data Source(s) 1: Sign-in SheetsNumber of Activities

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Apr June

Critical Success FactorsCSF 5 CSF 6

1) Effie Morris will implement an engagement plan andwellness policy to increase the number of student, staff,and community involvement activities throughout theyear.

As well as continue to evaluate and update the parentinvolvement policy and school/parent/student compact.

3.1, 3.2 Principals,Counselors, SocialWorkers

Increased participation in Parent, Family & CommunityEngagement activities

Problem Statements: Perceptions 2, 5


2) Effie Morris will implement an affirmation andrecognition plan for students, parents, staff, andcommunity members, such as: P200, Teacher of theMonth, Paraprofessional of the Year, and volunteerrecognition.

Principal, assistantprincipal, faculty,and staff.

Improved relationships between students, parents, faculty,staff, and community members.


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3) Effie Morris will implement campus-wide activitiesin which our community can participate, such as: Title INight, Homecoming Parade, Campus ImprovementTeam meetings, choir performance nights, MuseumNight, Letters to Santa, Pajama Reading Night, GameNight, Open House, nine-week awards assemblies,LWISD Fine Arts Festival, Field Day, KindergartenGraduation, and three designated party days.

3.2 Faculty and staff. Improved family and community engagement in schoolactivities.

Problem Statements: Perceptions 1, 2, 5Funding Sources: 211/TI, Improving Basic Programs - 750.00

Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6

4) Effie Morris will rent the Fort Worth Museum ofScience and History on Tuesday, October 2, 2018, toengage parents and students and increase the capacity ofparents to help their students as they learn more aboutscience.

2.4, 2.5, 2.6, 3.2 Counselor, principal,and select teachers

Increased engagement with parents, family andcommunity

Problem Statements: Perceptions 1, 2, 3Funding Sources: 211/TI, Improving Basic Programs - 750.00


5) Effie Morris will hire two Stand In Substitutes toincrease coverage of classes when teachers are out.

Faculty and staff. Greater retention of substitute teachers.

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

6) Effie Morris will implement a plan to use varioustypes of media to communicate the vision of the campuswith all stakeholders; this will include the Effie MorrisElementary website, Twitter, Facebook, newsletters, theschool marquee, morning announcements, SkywardFamily Access, email, text, and t-shirts.

Faculty and staff. Wide circulation of school's vision.


7) Effie Morris will disseminate annual performancereports, including School Report Cards and state reports.

Principal andsecretary.

Availability of School Report Card and state reports.


8) Effie Morris will enlist the support of aParent/Teacher Organization (PTO).

Assistant principaland volunteerteachers

PTO activity sheets, attendance, and donations to school.


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Critical Success FactorsCSF 5

9) All calls to families before engagement activities takeplace.

3.2 Principal, assistantprincipal, andsecretary

Number of calls to families recorded.


10) Flyers on colored paper sent to all families beforeengagement activities take place.


11) Advertisements of school Facebook page, Twitteraccounts, web page, and marquee.

Principal andassistant principal

Facebook, Twitter, and web page interactions.


12) Effie Morris will email and send flyers homeconcerning monthly events.

Principal List of emails and flyers home

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

PerceptionsProblem Statement 1: Parents have a limited knowledge of how federal funds are spent.Problem Statement 2: Parents want more advance notice of school events.Problem Statement 3: Teachers feel a lack of support by district administration.Problem Statement 5: Teachers want more parent volunteers.


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Goal 1: Engagement and Communication: Effie Morris will work collaboratively with students, staff, parents and community members to increaseengagement and communication within the district, through on-campus and off-campus activities.

Performance Objective 2: Effie Morris will continue to engage in proactive behavior systems that decrease the number of students with PEIMS reportabledisciplinary incidents by 1%.

Evaluation Data Source(s) 2: PEIMS 425 Records





1) LWISD will implement PBIS on-going training andsupport to empower stakeholders in the utilization of apositive approach to help staff meet the educational,social and emotional needs of all students.

2.5 PrincipalsAssistant Principals

Relationship Agreements posted; PBIS Expectationsclearly communicated; PEIMS 425 data

Problem Statements: Staff Quality, Recruitment, and Retention 1 - Perceptions 10Funding Sources: 289/Title IV, Student Support &Academic Enrichment - 950.00



Staff Quality, Recruitment, and RetentionProblem Statement 1: Teachers feel like the areas of student discipline (65%) rated below average; parent support need improvement (43%) rated below average. Root Cause 1: Disciplineprocedures have not been followed through. Restorative Practices have not been as effective as planned.

PerceptionsProblem Statement 10: Students felt bullying impacted the school climate.


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Goal 1: Engagement and Communication: Effie Morris will work collaboratively with students, staff, parents and community members to increaseengagement and communication within the district, through on-campus and off-campus activities.

Performance Objective 3: Effie Morris will implement a plan that will promote safety, discipline and well-being of all students, parents, staff andcommunity members, reducing reports of injury reported to the school nurse by 10%.

Evaluation Data Source(s) 3: School nurse records




Critical Success FactorsCSF 5 CSF 6 CSF 7

1) Effie Morris will create a School Health AdvisoryCouncil (SHAC) to involve staff in life-long well-beingactivities, such as: walking, running, and work-outopportunities. The SHAC committee will meet two tothree times during the school year.The SHAC will evaluate the school's health activities.

principal andteachers

Improved teacher health and health awareness.


2) Effie Morris students will participate in theFitnessgram.

P.E. teacher. Records of student physical performance; lesson plans.


3) Effie Morris will implement required training of staff,such as sexual abuse and maltreatment awareness,dating violence, bullying prevention/intervention,violence prevention/intervention, drug awareness andconflict resolution. Effie Morris will work with otherresource organizations to support this effort:Community in Schools (CIS), the Parenting Center, andthe Lions Club.

Faculty and staff. Documentation of trainings. Greater awareness of schooland community dangers.


4) Effie Morris will implement Positive BehavioralInitiatives and Supports (PBIS).

Assistant principaland PBIS CareTeam.

More effective behavioral management program,effective intervention, and reduced discipline referrals.


October 24, 2018 8:32 am


5) Effie Morris teachers will implement Lions Questcharacter training weekly to create positive behaviorsystems on it's campus.

Faculty and staff. Improved behavior of students.


6) Community In Schools (CIS) will support theacademic and behavioral goals of the campus throughsupport groups for identified students in the area ofreading, conflict resolution, social skills, science, andmath.

2.6 CIS Social Worker Attendance and Discipline reports

Problem Statements: Student Academic Achievement 6Funding Sources: 199/State Compensatory Education (SCE) - 40000.00


7) The campus will follow the practices as identified inthe Positive Behavioral Initiatives and Supports (PBIS)in creating a safe environment for all students. Trainingwill be provided in CPI and behavior strategies yearly.

Assistant Principaland PBIS Care Team

Restraint forms are fewer than 10 for the year.PBIS and CPI certificatesPEIMS data


8) Effie Morris will monitor staff and student attendancedaily/weekly and implement a campus incentive plan.

Principal, assistantprincipal, front officepersonnel, andteachers.

Improved attendance of students and school employees.


9) Effie Morris will implement a parent conferenceschedule to help families with attendance problems.

Principal, assistantprincipal, andteachers.

Improved attendance rates.



Student Academic AchievementProblem Statement 6: The campus needs a Community In Schools (CIS) social worker to preempt students from dropping out of school.


October 24, 2018 8:32 am

Goal 2: Future Ready Learners--Effie Morris will work to improve instructional delivery in order to increase studentlearning, thus preparing LWISD students for college and/or career.

Performance Objective 1: Thirty percent of Effie Morris fourth-grade students will achieve the "Meets" level in writing.

Evaluation Data Source(s) 1: CPRsWriting CBAsSTAAR




Comprehensive Support StrategyCritical Success Factors

CSF 1 CSF 2 CSF 6 CSF 7

1) Kindergarten through fourth grade ELAR teacherswill be provided professional development in Writers'Workshop/Lucy Calkins Units of Study, as well asretraining in Write From the Beginning and Beyond .

Effie Morris will implement, train, and provideresources for instructional programs that improve Tier Istudent learning, such as Guided Reading, Write fromthe Beginning and Beyond, Lucy Calkins Units ofStudy, and math instruction from Jason Adair.

2.4, 2.5, 2.6 Principal, teachers,and externalconsultant

Improved writing scores

Problem Statements: Student Academic Achievement 7Funding Sources: 211/TI, School Improvement COMPREHENSIVE Grant - 7950.00


CSF 1 CSF 2 CSF 3 CSF 4 CSF 7

2) Campus leadership will develop and implement afocused observation and feedback cycle.

2.4, 2.5, 2.6 DCSI will conductprogress check-insand follow ups

Improved quality of instruction.



3) PLCs will use protocols for backward planning forCBAs, lesson planning, and data analysis to informreteaching and reassessing.

2.4, 2.5, 2.6 Principals andteachers

Improved quality of instruction


October 24, 2018 8:32 am



4) Campus leaders collaborate with district personnel tocreate a process to generate quality feedback,appropriate timelines, and adequate progress towardgoals.

2.4, 2.5, 2.6 Campus leadership Improved observation and feedback cycle and improvedinstruction.



5) Campus leadership and teachers will track andanalyze student progress to guide 2019-2020 campusinstruction, as well as rising fifth-grade students'placement and instructional needs.

2.4, 2.5, 2.6 Principals, coaches,and teachers

Greater preparation for instruction in the next schoolyear.



Student Academic AchievementProblem Statement 7: Nineteen percent of fourth-grade students achieved the "Meets" level in writing. Root Cause 7: ELAR instructional strategies and techniques did not appropriately meetthe needs of students in writing. Instruction lacked adequate oversight and monitoring.


October 24, 2018 8:32 am

Goal 2: Future Ready Learners--Effie Morris will work to improve instructional delivery in order to increase student learning, thus preparing LWISDstudents for college and/or career.

Performance Objective 2: Thirty-five percent of Effie Morris fourth-grade students will achieve the"Meets" level in reading.

Evaluation Data Source(s) 2: DRA resultsGuided Progress MonitoringiStation resultsSTAAR





CSF 1 CSF 2 CSF 7

1) Provide professional development in balancedliteracy.


Improved reading instruction

Problem Statements: Student Academic Achievement 7, 8Funding Sources: 211/TI, School Improvement COMPREHENSIVE Grant - 0.00



2) Campus administrators will create and implement anobservation and feedback cycle for every classroomteacher.

2.4, 2.5, 2.6 Principal, assistantprincipal, andinstruction staff

Improved observation and feedback, resulting inimproved instruction.


CSF 1 CSF 2 CSF 7

3) Provide peer-to-peer observation and visits to othercampuses to observe effective balanced literacy.

2.4, 2.5, 2.6 Campus leadership,coaches, andteachers

Improved reading instruction.


CSF 1 CSF 2 CSF 6

4) Provide classrooms with specific books to supportindividual reading and curriculum.

2.4, 2.5, 2.6 Principal andinstructional coaches

Greater exposure to quality literature;greater ease forteachers to plan quality instruction.



October 24, 2018 8:32 am




2.4, 2.5, 2.6 Campus leadership Improved observation and feedback cycle, which willresult in improved instruction.


CSF 1 CSF 2 CSF 7

6) Initiate administration of interim Texas assessment touse as a predictor of student performance

2.4, 2.5, 2.6 Assistant principaland teachers

Feedback on student progress toward STAAR success.




7) Campus leadership and teachers will track andanalyze student progress to guide campus instruction, aswell as rising fifth-grade students' placement andinstructional needs.

2.4, 2.5, 2.6 Principals andteachers

Improved collaboration, which will result in improvedinstruction.


CSF 1 CSF 2 CSF 3 CSF 4 CSF 7



Greater preparation for instruction for the coming schoolyear.



Student Academic AchievementProblem Statement 7: Nineteen percent of fourth-grade students achieved the "Meets" level in writing. Root Cause 7: ELAR instructional strategies and techniques did not appropriately meetthe needs of students in writing. Instruction lacked adequate oversight and monitoring.Problem Statement 8: Twenty-four percent of fourth-grade students achieved the "Meets" level in reading. Root Cause 8: ELAR instructional strategies and techniques did not appropriatelymeet the needs of students in reading. Instruction lacked adequate oversight and monitoring.


October 24, 2018 8:32 am


Performance Objective 3: Thirty percent of Effie Morris third-grade students will achieve the "Meets" level in mathematics.

Evaluation Data Source(s) 3: Think Through Math resultsCBAsSTAAR





CSF 1 CSF 2 CSF 7

1) Provide professional development in mathematicsinstruction


Improved student success on STAAR math tests.




2) Campus administrators will implement anobservation and feedback cycle

2.4, 2.5, 2.6 Principal, assistantprincipal, andinstructional staff.

Improved supervision and feedback to teachers toimprove TIER I instruction.


CSF 1 CSF 7

3) Provide peer-to-peer observation and campus visits toobserve effective math instruction

2.4, 2.5, 2.6 Campus leadership,coaches, andteachers

Improved TIER I instruction.


CSF 1 CSF 2 CSF 7

4) As weaknesses and deficiencies become apparent,modeling by experts and experienced teachers and peerobservations will occur in a continuous manner untilteachers become strong enough to achieve studentsuccess.

2.4, 2.5, 2.6 Principal andteachers

Improved TIER I instruction.


October 24, 2018 8:32 am




2.4, 2.5, 2.6 Campus leadership Improved TIER I instruction.


CSF 1 CSF 2

6) Administration of fall STAAR interim assessment.

2.4, 2.5, 2.6 Assistant principaland teachers

Additional data on student progress toward STAARstandards.





Greater preparation for instruction in the 2018 - 2019school year.



Student Academic AchievementProblem Statement 9: Seventeen percent of third-grade students achieved the "Meets" level in mathematics. Root Cause 9: Math instructional strategies and techniques did not appropriatelymeet the needs of students in math. Instruction lacked adequate oversight and monitoring.


October 24, 2018 8:32 am


Performance Objective 4: Effie Morris will improve TIER I instruction to improve student academic success in reading, mathematics, and writing.

Evaluation Data Source(s) 4: CPRsCurriculum-Based AssessmentsSTAAR Writing





1) Effie Morris will implement research-basedinstructional practices that improve students' learning,such as Big Ideas, Essential Questions, four partobjectives, and gradual release lesson plan format.


Improvement in student learning. Improved grades andtest scores.

Critical Success FactorsCSF 1

2) Effie Morris will implement an early literacyprekindergarten focus.

Principal andassistant principal.

Improved performance of pre-kindergarten teachers andstudents.


3) DRA assessment will be used to measure K-4 readingand to implement a Leveled Literacy Intervention (LLI)program, which will provide intervention to and for allstudents reading below grade level as early askindergarten.

Principal, assistantprincipal, and MasterReading Teacher(MRT).

Improved reading ability of all students.

Problem Statements: Student Academic Achievement 4 - School Processes & Programs 1Funding Sources: 199/State Compensatory Education (SCE) - 80000.00


4) The digital programs iStation, Imagine Math, andBlueprints will be utilized to give students a blendedlearning experience and to support classroominstruction.

Principal, Teachingand Learningdepartment,technologydepartment, andteachers.

Availability of technology tools to improve studentlearning.


October 24, 2018 8:32 am


5) Writing will occur in all subjects. Nonfiction writingwill allow students to describe their thinking. Writefrom the Beginning and Beyond and Lucy Calkins Unitsof Study will be implemented.

Teachers, principal,and assistantprincipal

Improved writing in classroom journals; improvedwriting test scores.


6) Effie Morris will focus on early education programs,including "Ready, Set, K" and "Ready, Set, Read."

Principal, pre-k andkindergartenteachers.

Improved beginning of school career for students.


7) Effie Morris will use research-based strategies toprovide tools to help students organize their thoughtsand solve 21st Century problems; Thinking Maps willcontinue to be implemented.

Principal andTeaching andLearningdepartment.

Improved student learning.


8) Effie Morris teachers will seek high levels of rigor inthe classroom.

Principal. Improved student learning and student success.


9) Effie Morris will use tools, such as DRA, iStation,and Think Central for screening and LLI, iStation,accelerated instruction, and summer camp forinstructional support for Tier I, II, and III learning.

Principal, assistantprincipal, RtIspecialist, MasterReading Teacher,and teachers.

Improved student learning in all classrooms.


10) 3) The campus will implement school-wide reformstrategies including: Response to Intervention - 3 TieredIntervention; UIL competition; Dyslexia services;Leveled Literacy Intervention System, Thinking Maps,Write From the Beginning and Beyond, and LucyCalkins' Units of Study.

2.4, 2.6 Principal;RtI Specialist

TAPR, DRA, and iStation

Problem Statements: Student Academic Achievement 3, 7, 8, 9Funding Sources: 211/TI, Improving Basic Programs - 62900.00


October 24, 2018 8:32 am


11) Write from the Beginning and Beyond, LucyCalkins' Units of Study, and interactive journals will beused to improve the writing scores on the STAARWriting Test for All Students, Hispanic students, whitestudents, and economically disadvantaged students.

Principal, allteachers, and RtIcoordinator.

CBA and STAAR results.


12) Focused efforts of teachers and the ESL coordinatorwill improve ESL STAAR reading scores in third andfourth grade.


13) Training in delivery of LWISD curriculum will begiven to all teachers, with additional assistance andcoaching as needed.

Principal, assistantprincipal, Teachingand LearningCoaches, MasterReading Teacher(MRT), andResponse-to-Intervention (RTI)coach.

Improved CBA and STAAR scores.



Student Academic AchievementProblem Statement 3: The campus needs a Response to Intervention (RtI) specialist to remediate TIER III students.Problem Statement 4: The campus needs a Master Reading Teacher (MRT) to remediate TIER II reading students.Problem Statement 7: Nineteen percent of fourth-grade students achieved the "Meets" level in writing. Root Cause 7: ELAR instructional strategies and techniques did not appropriately meetthe needs of students in writing. Instruction lacked adequate oversight and monitoring.Problem Statement 8: Twenty-four percent of fourth-grade students achieved the "Meets" level in reading. Root Cause 8: ELAR instructional strategies and techniques did not appropriatelymeet the needs of students in reading. Instruction lacked adequate oversight and monitoring.Problem Statement 9: Seventeen percent of third-grade students achieved the "Meets" level in mathematics. Root Cause 9: Math instructional strategies and techniques did not appropriatelymeet the needs of students in math. Instruction lacked adequate oversight and monitoring.

School Processes & ProgramsProblem Statement 1: We have had no support for TIER II math instruction from outside the classroom.


October 24, 2018 8:32 am


Performance Objective 5: Effie Morris will implement a college and career readiness plan for the school year.

Evaluation Data Source(s) 5: GT program numbersCertification numbersAP/Dual Credit/ACT/SAT/TSI dataCTE ParticipationCTE Internships/CertificationsDual Credit participation and success





1) Effie Morris will implement a Gifted and Talentedprogram to promote college and career readiness.

District Gifted andTalented Teacher

Gifted and Talented schedule


2) Effie Morris will have a Career Day.

Counselor Engagement in career presentations and greater awarenessof career opportunities.


3) Effie Morris will participate in College and Career T-Shirt Day on Fridays of each month.

Principal, assistantprincipal, teachers,and staff.

Increased awareness of college and career opportunitiesamong our students.


4) Effie Morris will monthly monitor CBAs,benchmarks, DRA results, and data from otherinstruments to be able to adjust learning and preparationfor college and career readiness.

Principal andteachers

Improved student learning and student academic success.



October 24, 2018 8:32 am


Performance Objective 6: Effie Morris will monitor lesson plans and classroom instruction to increase the number of TEKS-aligned, rigorous, engaginglessons by 25%.

Evaluation Data Source(s) 6: Walkthrough Data on Engagement





1) BrainPop will be purchased to improve and enhancesocial studies instruction.

Teachers andprincipal.

Effective social studies instruction; citation of the use ofBrainPop in lesson plans.


2) Teaching and Learning Coaches will assist and adviseclassroom teachers and PLCs in effective instructionalpractices to maximize classroom efforts.

AssistantSuperintendent ofTeaching andLearning, principal,and assistantprincipal.

Improved classroom instructional practices; improved testscores.



October 24, 2018 8:32 am


Performance Objective 7: Effie Morris teachers will meet in collaborative professional learning communities and/or focus teams a minimum of one timeper week.

Evaluation Data Source(s) 7: PLC Agendas and MinutesDistrict and Campus sign-in sheetsDistrict and Campus Focus Team Agendas and Minutes




Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7

1) Effie Morris will implement Professional LearningCommunities (PLCs) a minimum of one time per week;each teacher at Effie Morris will participate in a PLC.


Improved student learning and improved Tier Iinstruction.


2) Effie Morris will implement PLC training for all leadteachers and will follow the 3 big ideas and 4 guidingquestions of a PLC to ensure alignment of the pillars ofa PLC.


Effective implementation of PLCs.



October 24, 2018 8:32 am


Performance Objective 8: All Effie Morris students who are not performing on grade level per district screenings (DRA, RI, ISIP) and/or STAAR/EOCassessments will receive interventions.

Evaluation Data Source(s) 8: BOY, MOY, EOY Screenings--DRA, RI, CLI Engage, ISIP





1) Effie Morris will have Response-to-Intervention (RtI)time during the school day to help all students besuccessful.

Principal and RtIpersonnel.

RtI services available during the school day.


2) Effie Morris will employ a Bilingual EL(EnglishLanguage) Coordinator one and one-half days a week toimprove the acquisition of English by non-Englishspeakers.

2.6 Principal Bilingual EL schedule

Problem Statements: Demographics 3 - Student Academic Achievement 5Funding Sources: 199/State Compensatory Education (SCE) - 20000.00


3) Effie Morris will offer after school AcceleratedInstruction tutorials to at-risk students and thosestudents in need of assistance to support their learningand show mastery of TEKS and STAAR performancestandards.

2.6 PrincipalCounselorTeachers

STAAR results

Problem Statements: School Context and Organization 2 - Student Academic Achievement 7, 8, 9 - School Processes & Programs 7Funding Sources: 199/State Compensatory Education (SCE) - 1950.00



School Context and Organization


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Problem Statement 2: 76% of teachers do NOT feel that they are given adequate time in each subject for students who perform poorly. Root Cause 2: Our schedule is extremelymicromanaged to the minute. These time constraints disallow teachers from being able to spend the needed time with struggling students.

DemographicsProblem Statement 3: Effie Morris Elementary School has a high Hispanic student population, but few Hispanic teachers.

Student Academic AchievementProblem Statement 5: The campus needs an ESL Bilingual Coordinator to help ESL students acquire English proficiency.Problem Statement 7: Nineteen percent of fourth-grade students achieved the "Meets" level in writing. Root Cause 7: ELAR instructional strategies and techniques did not appropriately meetthe needs of students in writing. Instruction lacked adequate oversight and monitoring.Problem Statement 8: Twenty-four percent of fourth-grade students achieved the "Meets" level in reading. Root Cause 8: ELAR instructional strategies and techniques did not appropriatelymeet the needs of students in reading. Instruction lacked adequate oversight and monitoring.Problem Statement 9: Seventeen percent of third-grade students achieved the "Meets" level in mathematics. Root Cause 9: Math instructional strategies and techniques did not appropriatelymeet the needs of students in math. Instruction lacked adequate oversight and monitoring.

School Processes & ProgramsProblem Statement 7: A majority of teachers felt they had little or inadequate time to remediate struggling students.


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Goal 3: Professional Development--Effie Morris will provide research-based professional development focused on improvinglearning and supporting college and career readiness.

Performance Objective 1: Effie Morris professional development will meet 100% of campus and teacher needs through designated professionaldevelopment days, digital and face-to-face coaching, and consultations with expert consultants in the implementation of research-based best practices.

Evaluation Data Source(s) 1: Surveys





1) Effie Morris will provide appropriate professionaldevelopment for Guided Reading, Lucy Calkins Units ofStudy, and Jason Adair math instruction.


Improved efficacy of teachers providing instruction.


2) Effie Morris will improve instructional practices withthe use of four-part objectives, the lesson cycle, theassistance of Teaching and Learning Coaches, and "justin time" training.

Principal andassistant principal

Improved student learning and improved studentacademic and behavioral performance.


3) Effie Morris teachers will receive on-campus teachersupport from Teaching & Learning Department andcoaches.

2.4 PrincipalT&L Coaches

STAAR/EOC results

Problem Statements: Student Academic Achievement 2, 7, 8, 9 - School Processes & Programs 5, 8Funding Sources: 211/TI, Improving Basic Programs - 50900.00


4) A new-to-the-profession (0 - 2 years of experience)Induction program will be implemented to supportteachers as they make the transition to their new career.


Smooth transition to working at Effie Morris for new-to-the-profession teachers. Improved retention rates.


October 24, 2018 8:32 am


5) All new-to-the-profession teachers will have amentor; all teachers new to the district will have a buddyto help them feel welcome and to help trouble shootproblems and to celebrate successes.


Smooth transition to working at Effie Morris for new-to-the-profession and new-to-the-district teachers. Improvedretention rates.



Student Academic AchievementProblem Statement 2: The campus needs a Teaching and Learning Coach to assist teachers as they employ the best teaching strategies.Problem Statement 7: Nineteen percent of fourth-grade students achieved the "Meets" level in writing. Root Cause 7: ELAR instructional strategies and techniques did not appropriately meetthe needs of students in writing. Instruction lacked adequate oversight and monitoring.Problem Statement 8: Twenty-four percent of fourth-grade students achieved the "Meets" level in reading. Root Cause 8: ELAR instructional strategies and techniques did not appropriatelymeet the needs of students in reading. Instruction lacked adequate oversight and monitoring.Problem Statement 9: Seventeen percent of third-grade students achieved the "Meets" level in mathematics. Root Cause 9: Math instructional strategies and techniques did not appropriatelymeet the needs of students in math. Instruction lacked adequate oversight and monitoring.

School Processes & ProgramsProblem Statement 5: A majority of teachers do not feel supported by district administration.Problem Statement 8: The majority of teachers are not fully aware of their grade-level technology TEKS.


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Goal 4: World Class Service--Effie Morris will foster a "world-class" mindset as we serve our students, parents, staff andcommunity.

Performance Objective 1: Effie Morris staff will work to build positive relationships with its customers in an environment that is safe and student focusedas measured by 80% satisfaction rating from all stakeholders.

Evaluation Data Source(s) 1: Parent Survey





1) Effie Morris will keep the campus website up-to-date.

Principal, secretary,and teachers.

Campus website updated regularly and improvecommunity and family awareness of events and activities.


2) Effie Morris will be well maintained and present agreat appearance.

Principal, assistantprincipal, teachers,and staff.

A well-maintained campus with a great appearance.


3) Effie Morris teachers will have improved availabilityof quality technology for teachers and students.

Principal andteachers.

Improved availability of quality technology.

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 5 CSF 6 CSF 7

4) Effie Morris will conduct an annual ComprehensiveNeeds Assessment.

Principal andteachers

Comprehensive Needs Assessment report.



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Comprehensive Support Strategies

Goal Objective Strategy Description

2 1 1

Kindergarten through fourth grade ELAR teachers will be provided professional development in Writers' Workshop/LucyCalkins Units of Study, as well as retraining in Write From the Beginning and Beyond . Effie Morris will implement, train, andprovide resources for instructional programs that improve Tier I student learning, such as Guided Reading, Write from theBeginning and Beyond, Lucy Calkins Units of Study, and math instruction from Jason Adair.

2 1 2 Campus leadership will develop and implement a focused observation and feedback cycle.

2 1 3 PLCs will use protocols for backward planning for CBAs, lesson planning, and data analysis to inform reteaching andreassessing.

2 1 4 Campus leaders collaborate with district personnel to create a process to generate quality feedback, appropriate timelines, andadequate progress toward goals.

2 1 5 Campus leadership and teachers will track and analyze student progress to guide 2019-2020 campus instruction, as well asrising fifth-grade students' placement and instructional needs.

2 2 1 Provide professional development in balanced literacy.2 2 2 Campus administrators will create and implement an observation and feedback cycle for every classroom teacher.2 2 3 Provide peer-to-peer observation and visits to other campuses to observe effective balanced literacy.2 2 4 Provide classrooms with specific books to support individual reading and curriculum.


2 2 6 Initiate administration of interim Texas assessment to use as a predictor of student performance

2 2 7 Campus leadership and teachers will track and analyze student progress to guide campus instruction, as well as rising fifth-grade students' placement and instructional needs.


2 3 1 Provide professional development in mathematics instruction2 3 2 Campus administrators will implement an observation and feedback cycle2 3 3 Provide peer-to-peer observation and campus visits to observe effective math instruction

2 3 4 As weaknesses and deficiencies become apparent, modeling by experts and experienced teachers and peer observations willoccur in a continuous manner until teachers become strong enough to achieve student success.


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Goal Objective Strategy Description


2 3 6 Administration of fall STAAR interim assessment.



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State Compensatory

Personnel for Effie Morris Elementary:

Name Position Program FTE

*Hunter, Heather Social Worker Communities in Schools Contracted ServicesCarrizales, Ashley Teacher/Coordinator ESL-Bilingual .33Mascarenas, Heather Teacher MRT 1.0


October 24, 2018 8:32 am

Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

Includes description of campus CNA process and CNA summary data entered into P4LIncludes survey summary (parent, staff, student)Meeting sign-in sheets, agendas and minutes

LWISD Title 1 Program is developed through a Comprehensive Needs Assessment. The District CNA reveals the priority areas for required focus, suggests benchmarks for theplan's evaluation and links all aspects of the schoolwide program implementation. The academic performance information for all students in the district is analyzed in detail bystudent groups, including economically disadvantaged students; major ethnic and racial groups; students with disabilities and special needs; limited English proficient students;homeless; and migrant students. Campuses analyze results by these same groups and by each individual student. This analysis helps personnel identify where needs arechanging within our district and where efforts should be concentrated for the new school year.

Throughout the planning process, district administrators and teachers identify student strengths, needs and the interventions that are currently in place. They assess theeffectiveness of those interventions and make recommendations for revisions as needed. This process is used as a strategy to guide program development, implementation,and evaluation and also provides logical ways for school staff to think about current progresses and the adjustments or changes that need to be made in the district tocontinually improve the effectiveness of our schoolwide program.

All LWISD campuses are Title I Schoolwide. Therefore, they use the flexibility available to them to integrate services and programs with the goal of upgrading the entireeducational program and helping all students reach proficient and advanced levels of achievement. In addition, through careful planning, the campuses coordinate Federal,State and local funds in order to maximize the impact of the resources available to carry out the schoolwide program for the purpose of increasing student achievement.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

A Site-Based Decision-Making Team (committee) shall be established on each campus to assist the principal. The committee shall meet for the purpose of implementingplanning processes and site-based decision-making in accordance with Board policy and administrative procedures and shall be chaired by the principal.

The committee shall be composed of 12 members and include representative professional staff, parents of students enrolled in a district, business representatives, andcommunity members. See Policy BQB

2.2: Regular monitoring and revision

At least 3 meetings during SY to discuss CIP activities, reform strategies, and evaluate goal achievementsign-in sheets, agendas, and minutes

2.3: Available to parents and community in an understandable format and languageEffie Morris ElementaryGenerated by Plan4Learning.com 44 of 50 Campus #220910101

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The District and Campus Improvement Plans Performance Objectives will be approved by the Board of Trustees and posted on the website with a notice in English andSpanish that verbal translation is available upon request.

2.4: Opportunities for all children to meet State standards

Title I, Part A, provides supplemental resources to help schools with high concentrations of students from low-income families provide high-quality education that will enable allchildren to meet the challenging state academic standards. The purpose of Title I, Part A, is to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and close the educational achievement gaps.

LWISD is committed to reducing performance gaps between advantaged and disadvantaged students and in assisting eligible students in meeting high academic standards. AllLWISD campuses are Title I served Schoolwide.

2.5: Increased learning time and well-rounded education

The instructional strategies and initiatives described in this improvement plan are designed to significantly impact student achievement and are based on scientifically-basedresearch. Data indicates they are strengthening the core academic program, increasing the quality and quantity of learning time, and are addressing the learning needs of allstudents.

Priorities for Well-rounded Educational Opportunities: College and career guidance and counseling programs.Training counselors to effectively use labor market information inassisting students with postsecondary education and career planning.

2.6: Address needs of all students, particularly at-risk

Campuses identify students who need additional learning and teaching time to meet standards and provide them with timely, additional assistance. Assistance and support inthe form of Class Size Reduction, Credit Recovery, PRS, Accelerated Instruction Tutoring, Read 180, Math 180, Think Through Math, Master Reading Teachers/LLI, and aSummer Camp for English Learners entering grades 2 through 5 are programs that are utlized and available to at-risk students as needed.

Supports for Safe and Healthy Students: The district provides a Social Worker for each campus to address identified student needs including social, emotional or societalfactors that impact student academic success.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

Update annually the campus Parental and Family Engagement Policy (developed jointly with, agreed upon by, and distributed to parents of students) Purpose:improving the academic quality of the campusInclude School-Parent Compact (must outline how parents, the entire school staff, and the students share responsibility for improved student achievement and by whatmeans the school and parents will build/develop a partnership to help children achieve the State’s high standards)

st


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Date of when/how disseminated to parents (must be w/in 1 10 days of School)Web-posting for all campuses on the district site

Elementary School parent/teacher conferences

at least annually, during which the compact shall be discussed as it relates to the individual child's achievement (sign-in sheets)

Review & Evaluation of Parental Involvement Policy including School-Parent Compact

Must involve parents in annual review/evaluation of the content and effectiveness of the policy and compactAgendas, meeting notes, sign-in sheets documenting parent participation

3.2: Offer flexible number of parent involvement meetingsTitle I Parent Annual Meeting

Required to have 2 meeting times offered for the convenience of parents w/translation availableDates of meetings (must be w/in 1st 6wks of school)Meeting sign-in sheets, agendas, and minutes

Parental and Family Engagement Activities

Notification to parents of Campus Parental Resource LibrarySign-in sheets, evaluation summaries, notifications, and examples of materials providedMust spend required dollar amount for current school year (Include parents in decisions for spending)

Review & Evaluation of Parental and Family Engagement Activities

Determine whether level of participation has increased and if activities meet the needs of parents


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Title I Schoolwide Element Personnel

Name Position Program FTE

Martinez, Angelica Elementary Instructional Coach Title I Schoolwide .33Tisby, Markeesha Elementary Literary Specialist Title I Schoolwide .33Wood, Catherine RtI Specialist RtI 1.0


October 24, 2018 8:32 am

Campus Funding Summary

199/State Compensatory Education (SCE)Goal Objective Strategy Resources Needed Account Code Amount

1 3 6 Contract with CIS for campus Social Worker $40,000.002 4 3 Salary and supplies for MRT and LLI program $80,000.002 8 2 EL Campus Coordinator Salary (.33 FTE) $20,000.002 8 3 Accelerated Instruction Plan $1,950.00

Sub-Total $141,950.00211/TI, Improving Basic Programs

Goal Objective Strategy Resources Needed Account Code Amount

1 1 3 Capacity building Take-Home activities for families for PajamaNight and/or Game Night $750.00

1 1 4 Museum Night $750.002 4 10 Salary for RtI Specialist $62,900.003 1 3 Salary portions for T&L coaches/specialists assigned to campus $50,900.00

Sub-Total $115,300.00211/TI, School Improvement COMPREHENSIVE Grant

Goal Objective Strategy Resources Needed Account Code Amount2 1 1 Writing Workshop PD for Lucy Calkins Units of Study $1,875.002 1 1 Lucy Calkins Units of Study in Writing Workshop $6,075.002 1 1 $0.002 2 1 $0.002 2 4 $0.002 2 6 $0.002 3 1 $0.00

Sub-Total $7,950.00289/Title IV, Student Support &Academic Enrichment


October 24, 2018 8:32 am

Goal Objective Strategy Resources Needed Account Code Amount1 2 1 Restorative Practices conference $950.00

Sub-Total $950.00Grand Total $266,150.00


October 24, 2018 8:32 am

Addendums


October 24, 2018 8:32 am

District Name: County District Number: Superintendent Name:

Campus Name: Campus Number:District Coordinator of School

Improvement:

PSP: Educational Service Center: School Principal:

Thirty % of fourth-grade students will

achieve the "Meets" level in writing

for the 2018 - 2019 school year.

Campus administrators will create a

system of opportunities for teachers

to improve TIER I instruction by

providing professional development,

modeling from peers, lead teachers,

and instructional coaches. Campus

leadership will provide responsive

feedback through walk-throughs,

verbal feedback within 48 hours, and

observations.

Goal #1:Activity

(Actions/Processes)Activities Timeline Resources Person(s) Responsible Goal for this Activity Results for this Activity Status Next Steps

Kindergarten through fourth grade

ELAR teachers will be provided

professional development in Writers'

Workshop/Lucy Calkins Units of

Study, as well as retraining in Write

From the Beginning and Beyond .

Initial training 9/15 to continue

monthly through 5/2018

External consultant, training

materials, and campus funds

Principal, teachers, and external

consultant

100% of writing teachers will be

trained in and implement Writers'

Workshop/Lucy Calkins Units of

Study within the framework of Write

From the Beginning and Beyond.Select

Campus leadership will develop and

implement a focused observation

and feedback cycle.

9/7 -5/2018 Observation and feedback

instrument/observation and

feedback schedule

DCSI will conduct progress check-ins

and follow ups

Campus admin and instructional

staff will conduct 5 walkthroughs per

week and provide feedback to

teachers within 48 hours 95% of the

time. Eighty percent of the time,

teachers will demonstrate growth in

the focused area of feedback.

Select

PLCs will use protocols for backward

planning for CBAs, lesson planning,

and data analysis to inform

reteaching and reassessing.

9/7 - 5/2109 PLC agendas, administrative

oversight

Principals and teachers 100% of grade-level PLCs have

agendas and work products that

demonstrate implementation of the

planning protocols.

Select

Intermediate:

(Implementation )

Campus leaders collaborate with

district personnel to create a process

to generate quality feedback,

appropriate timelines, and adequate

progress toward goals.

11/1 - 5/2018 aggregate observation data,

aggregate coaching data, student

achievement, implementation of

observation, communication and

feedback cycle.

Campus leadership Campus leadership and instructional

staff will utilize quality feedback,


progress monitoring to maximize the

effectiveness of every writing

teacher.

Select

Long-Term:

(Results)

Campus leadership and teachers will

track and analyze student progress

to guide 2019-2020 campus

instruction, as well as rising fifth-

grade students' placement and

instructional needs.

2/1 - 6/2018 Curriculum-Based Assessments

(CBAs), local benchmarks, Classroom

Proficiency Reports (CPRs) and

universal prompts. 2018-2019

Master Schedule, PD activities.

Principals, coaches, and teachers Students will have a 10% higher

passing rate with each subsequent

writing assessment.

Select

Vision Metrics

End of Year Report

Targeted Improvement Plan

Effie Morris Elementary School

Lake Worth ISD

Vision:

Penny Curry Dr. Eric Moore

Dr. Cassandra Darst

Dr. Rosemary Neshyba

Region 11

220-910-101

220-910

At Effie Morris Elementary School, we believe that all students and teachers grow and learn through valuable instruction.

Strategy #1:

Annual Goal #1:

Vision Status

Problem Statement #1: Nineteen % of fourth-grade students achieved the "Meets" level in writing.

ELAR instructional strategies and techniques did not appropriately meet

the needs of students in writing. Instruction lacked adequate oversight and

monitoring.

Root Cause #1:

Short-Term:

(training, acquisition of

new skills)

Vision: At Effie Morris Elementary School, we believe that all students and teachers grow and learn through valuable instruction.

Thirty-five percent of fourth-grade

students will achieve the"Meets"

level in reading for 2018 - 2019

school year.








feedback.

Goal #2:Activity


Provide professional development in

balanced literacy.

9/7 - 5/2018 External consultant, training



consultant

100% of ELAR teachers will

implement and improve their

balanced literacy instruction.

Select

Campus administrators will create

and implement an observation and

feedback cycle for every classroom

teacher.

9/7 - 5/2018 observation and feedback schedule Principal, assistant principal, and

instruction staff








Select

Provide peer-to-peer observation

and visits to other campuses to

observe effective balanced literacy.

9/7- 5/2018 Campus funds for substitutes Campus leadership, coaches, and

teachers

Through observation of effective

instruction in balanced literacy,

teachers will grow in their ability to

emulate what they observed.

Select

Provide classrooms with specific

books to support individual reading

and curriculum.

10/1 - 3/2018 Books recommended in curriculum Principal and instructional coaches Teachers will have needed resources

to implement curriculum with

integrity and fidelity.Select








achievement data, implementation

of observation, communication and

feedback cycle.





effectiveness of every reading

teacher.

Select

Initiate administration of interim

Texas assessment to use as a

predictor of student performance

Fall 2018 Appropriate technology Assistant principal and teachers Ten percent higher pass rate for

fourth-grade reading when

compared to last year. Select

PLCs will use protocols for backward

planning for CBAs, lesson planning,

and data analysis to inform

reteaching and reassessing.

9/7 - 5/2019 PLC agendas, administrative

oversight

Principals and teachers 100% of grade-level PLCs have

agendas and work products that

demonstrate implementation of the

planning protocols.

Select

Long-Term:

(Results)










universal prompts.



reading assessment.

Select

Vision Metrics

Did you meet the annual goal? Why or why not?

Is the root cause resolved? Why or why not?

End of Year Report

Strategy #2:

Problem Statement #2:Twenty-four percent of fourth-grade students achieved the "Meets" level in

reading.Annual Goal #2

Root Cause #2:

ELAR instructional strategies and techniques did not appropriately meet

the needs of students in reading. Instruction lacked adequate oversight and

monitoring.

Intermediate:

(Implementation )

Short-Term:


new skills)

Vision Status


Thirty % of third-grade students will

achieve the "Meets" level in

mathematics for the 2018 - 2019

school year.








feedback.

Goal #3:Activity


Provide professional development in

mathematics instruction

9/7 - 5/2018 External consultant, training



consultant

Teachers will have a better

understanding of effective

mathematics instruction.

Select

Campus administrators will

implement an observation and

feedback cycle

9/7 - 5/2019 observation and feedback schedule Principal, assistant principal, and

instructional staff.








Select

Provide peer-to-peer observation

and campus visits to observe

effective math instruction

9/7- 5/2018 Campus funds for substitutes Campus leadership, coaches, and

teachers

Through observation of effective

instruction in math instruction,

teachers will grow in their ability to

emulate what they observed. Peer

coaches and instructional support

will support classroom teachers.

Select

As weaknesses and deficiencies

become apparent, modeling by

experts and experienced teachers

and peer observations will occur in a

continuous manner until teachers

become strong enough to achieve

student success.

10/1 - 3/2019 Consultant costs, observation

materials

Principal and teachers Teachers will have a have a visual

image of effective mathematics

instruction. Teachers will become

strong enough to achieve student

success.Select








achievement data, implementation

of observation, communication and

feedback cycle.





effectiveness of every reading

teacher. Teacher growth will be

monitored by means of data

meetings every 4 1/2 weeks.

Select

Administration of fall STAAR interim

assessment.

Fall 2018 Appropriate technology Assistant principal and teachers Ten percent higher pass rate for third-

grade math when compared to last

year.

Select

Did you meet the annual goal? Why or why not?

Root Cause #3:

Math instructional strategies and techniques did not appropriately meet

the needs of students in math. Instruction lacked adequate oversight and

monitoring.

Strategy #3:

Problem Statement #3:Seventeen percent of third-grade students achieved the "Meets" level in

mathematics.Annual Goal #3:

Intermediate:

(Implementation )

Short-Term:


new skills)

Is the root cause resolved? Why or why not?











universal prompts.



math assessment.

Select

Select

Vision MetricsVision Status

Long-Term:

(Results)

2018-2019 EFFIE MORRIS ELEMENTARY Parent and Family Engagement Plan

Parent and family engagement means the participation of parents and family in regular, two-way,

and meaningful communication involving student academic learning and other school activities,

including: (1) parents play an important role in assisting their child’s learning; (2) parents are encouraged to be actively involved in their child’s education at school; and (3) parents are full partners in their child’s education and are included, as appropriate, in decision-making and on

advisory committees to assist in the education of their child.

* * * * *

GOALS:

● Create partnerships through communication between school and parent.

● Improve student attendance, academic performance and completion rate.

● Increase parental/family engagement in student education.

● Promote family literacy and parenting skills.

Consistent with section 1118 of the Elementary and Secondary Education Act (ESEA), EFFIE MORRIS

ELEMENTARY will put into operation programs, activities and procedures for the involvement of parents

which will be planned and operated with meaningful consultation with parents. EFFIE MORRIS

ELEMENTARY will build capacity for strong parental involvement, in order to ensure effective involvement

of parents and to support a partnership among the school, parents, and the community to improve student

academic achievement.

EFFIE MORRIS ELEMENTARY will include, as a component of its parental involvement policy, a school-

parent compact jointly developed with parents that outlines how parents, the entire school staff, and

students will share the responsibility for improved student academic achievement and by what means the

school and parents will build/develop a partnership to assist children in achieving the State’s high standards. The parental involvement policy and school-parent compact will be reviewed annually and disseminated to

all parents in English and in Spanish within the first 10 days of school. Elementary campuses are required

to conduct annual parent/teacher conferences.

EFFIE MORRIS ELEMENTARY uses Title I, Part A funds to provide school-wide services for all students

and will hold at least one meeting annually, within the first 6 weeks of school, to review Title I guidelines

and services offered including a description and explanation of the school’s curriculum, the forms of academic assessment used to measure student progress, and the proficiency levels student are expected

to meet. The annual meeting will be held at a convenient time and location; notice of the meeting will be

provided through public announcements and school based information flyers. Translators will be available

to help with non-English speaking parents/caregivers. EFFIE MORRIS ELEMENTARY will involve parents

in decisions about how the 1 percent of Title I, Part A funds reserved for parental involvement is spent.

EFFIE MORRIS ELEMENTARY will provide each parent an individual student report about the performance

of their child on the state assessment and will provide help to parents in understanding topics such as:

● the State’s academic content standards,

● the State’s student academic achievement standards,

● the State and local academic assessments including alternate assessments,

● how to monitor their child’s progress, and

● how to work with educators.

EFFIE MORRIS ELEMENTARY will take the following actions to involve parents in the joint development

of its parental involvement policy including an annual evaluation of the content and effectiveness of the

policy. The evaluation will include identifying barriers to greater participation by parents in parental

involvement activities (with particular attention to parents who are economically disadvantaged, are

disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority

background). EFFIE MORRIS ELEMENTARY will use the findings of the evaluation about its parental

involvement policy and activities to design strategies for more effective parental involvement, and to revise,

if necessary its parental involvement policy. EFFIE MORRIS ELEMENTARY will, at the request of parents,

provide opportunities for regular meetings for parents to formulate suggestions and to participate, as

appropriate, in decisions about the education of their children.

● Facilitate communication between parents/caregivers through the Parent Resource Center.

● Parents will be surveyed at random times throughout the year as they attend parent activities.

● Parents will be surveyed in the spring of each year as campuses collect needs assessment data

and campus planning. This data will be utilized to determine the effectiveness of the parental

involvement policy and adjustments will be made accordingly.

● EFFIE MORRIS ELEMENTARY will document parent attendance at meetings and events.

● EFFIE MORRIS ELEMENTARY will document parent contacts, telephone calls and conferences.

● Coffee with the Principal before grade-level field trips, which will occur up to twice a month.

● Grade-level teams will mention the Coffee with the Principal before field trips in communication

home.

● Have parents sign and return Learning Compact.

● Discuss Learning Compact in conference.

EFFIE MORRIS ELEMENTARY will take the following actions to provide materials and training to help

parents work with their children to improve the academic achievement of their child, such as literacy training,

and using technology, as appropriate, to foster parental involvement:

● Parenting classes by the district during PTO meetings and during Credit Recovery.

● Promote volunteering opportunities.

● Encourage parent attendance at monthly Board of Trustee meetings.

● Conduct at least two parent workshops each year in the areas of reading/literacy, math, science,

or social studies.

● Teachers and school personnel will publish conference time/availability in order to improve

interaction opportunities with parents.

● Teachers will post classroom/course information on the EFFIE MORRIS ELEMENTARY website.

● Provide information to the public through the following media: district/campus call-out, texting,

website, EFFIE MORRIS ELEMENTARY marquee, Skyward Family Access (includes student

schedules, grades, attendance, discipline, and missing assignments), Twitter, Facebook, Class

DoJo, and colored paper going home.

● Room moms: no experience needed (incentives for kids, preferential field trips, extra bonus break).

EFFIE MORRIS ELEMENTARY will take the following actions to educate its teachers, pupil services

personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as

equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate

parent programs and build ties between parents and schools:

● Parent surveys encouraging ideas about how to reach out to, communicate with, and work with

parents as equal partners.

● EFFIE MORRIS ELEMENTARY will promote the maintenance of parent organizations (PTO).

● Share information from faculty meeting with PTO personnel.

● Room mom.

LWISD Human Relations Department will provide each parent timely notice when their child has been

assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not Highly Qualified.

EFFIE MORRIS ELEMENTARY will, to the extent practicable, provide full opportunities for the participation

of parents with limited English proficiency, parents with disabilities, and parents of migratory children,

including providing information and school reports in an understandable and uniform format and, including

alternative formats upon request, and, to the extent practicable, in a language parents understand.

* * * * *

2018-2019 PRIMARIA EFFIE MORRIS Plan de Participación de Padres y Familia

Participación de los padres y la familia significa la participación de los padres y la familia en

comunicación directa y significativa envolviendo el aprendizaje académico y otras actividades

escolares, incluyendo: (1) los padres juegan un papel importante en el aprendizaje de sus hijos; (2)

los padres están exhortados a participar activamente en la educación de sus hijos en la escuela; y

(3) los padres son importantes en la educación de sus hijos y están incluidos en la toma de

decisiones y en los comités consultivos para ayudar en la educación de sus hijos .

* * * * *

METAS:

● Crear alianzas a través de la comunicación entre la escuela y los padres.

● Mejorar la asistencia de los estudiantes, el rendimiento académico y la tasa de terminación.

● Aumentar la participación de los padres / familia en la educación del estudiante.

● Promover alfabetización en la familia y habilidades de los padres.

EFFIE MORRIS ELEMENTARY pondrá en operación programas, actividades y procedimientos para la

participación de los padres en todo su Título I, Parte A, de conformidad con la sección 1118 de la Ley de

Educación Primaria y Secundaria (ESEA siglas en inglés). Estos programas, actividades y procedimientos

serán planeados y operados con consulta significativa de los padres de los niños participantes.

EFFIE MORRIS ELEMENTARY trabajará con sus padres y maestros para asegurar que las pólizas

requeridas de participación de los padres cumplen con los requisitos y cada uno incluye, como un

componente, un pacto entre la escuela y padres en colaboración con los padres que describe cómo los

padres, todo el personal escolar y los estudiantes compartirán la responsabilidad para mejorar el

rendimiento académico de los estudiantes y la manera en que la escuela y los padres puedan desarrollar

una alianza para ayudar a los niños en el logro de altos niveles del estado. La póliza de participación de

los padres y el pacto entre la escuela y padres será revisada anualmente y distribuida a todos los padres

en Inglés y en Español dentro de los primeros 10 días de escuela. Las escuelas primarias son requeridos

de realizar conferencias anuales de padres / maestros.

EFFIE MORRIS ELEMENTARY utiliza fondos de Título I, Parte A, para proveer servicios a todos los

estudiantes. Nuestra escuela llevará a cabo al menos una reunión anual para revisar las guías y servicios

ofrecidos de Título I dentro de las primeras 6 semanas de clases. La reunión anual se llevará a cabo a un

horario y lugar conveniente; aviso de la reunión se proporcionará a través de anuncios públicos y folletos

de información basados en la escuela. Intérpretes estarán disponibles para ayudar con los

padres/guardianes que no hablan Inglés. EFFIE MORRIS ELEMENTARY involucrará a los padres en las

decisiones acerca de cómo el 1 por ciento de los fondos reservados del Título I, Parte A, es usado para la

participación de los padres.

EFFIE MORRIS ELEMENTARY, proveerá a cada padre/guardián un reporte individual acerca del

desempeño de su hijo/a en las pruebas estandarizadas del estado, y proporcionará ayuda a los padres en

la comprensión de temas tales como:

● estándares de contenido académico del estado,

● estándares de rendimiento académico estudiantil del estado,

● las evaluaciones académicas estatales y locales incluyendo evaluaciones alternativas,

● cómo supervisar el progreso de sus hijos, y

● cómo trabajar juntos con los educadores.

EFFIE MORRIS ELEMENTARY tomará las siguientes acciones para involucrar a los padres en el

desarrollo de su póliza de participación de los padres que incluye una evaluación anual del contenido y la

eficacia de esta póliza para mejorar la calidad de sus escuelas. La evaluación incluirá identificar las

barreras que impiden participación de los padres en las actividades escolares (con especial atención a los

padres que están en desventaja económica, es discapacitada, que tienen una habilidad limitada en Inglés,

alfabetización limitada, o son de cualquier minoría racial o étnico). EFFIE MORRIS ELEMENTARY utilizará

los resultados de la evaluación sobre su póliza de participación de los padres y actividades para diseñar

estrategias que mejoren la participación de los padres, y revisar la póliza, si es necesario. EFFIE MORRIS

ELEMENTARY proveerá oportunidades para tener asambleas regulares donde los padres/guardianes

puedan sugerir y participar, según sea apropiado, en las decisiones acerca de la educación de sus hijos.

● Facilitar la comunicación entre padres/guardianes a traves del Centro de Recursos para Padres.

● Encuestas a los padres a través del año escolar, según atiendan actividades.

● Encuesta a los padres en la primavera de cada año para colectar data que servirá en la

planificación de áreas de necesidad para la escuela. Esta data servirá para medir la eficacia de

nuestra póliza de alianza con padres y hacer ajustes según sea necesario.

● EFFIE MORRIS ELEMENTARY documentará la asistencia de padres en reuniones y eventos.

● EFFIE MORRIS ELEMENTARY documentará conferencias con padres, llamadas telefónicas y

cualquier contacto.

● Café con el Principal antes de excursiones académicas para cada grado. Estas ocurrirán hasta

dos veces al mes.

● Cada grado incluirá información del Café con el Principal antes de cada excursión, en mensajes a

las casas.

● Pedir a los padres/guardianes que firmen y regresen el Pacto de Educación.

● Discutir el Pacto de Educación durante conferencias de padres y maestros.

EFFIE MORRIS ELEMENTARY proporcionará los siguiente materiales y entrenamientos para ayudar a los

padres a trabajar con sus niños para mejorar el aprovechamiento académico de sus hijos en literatura, y

el uso de tecnología, si es apropiado, para fomentar participación de familias:

● Clases para padres por el distrito escolar durante juntas de PTO y durante Recuperacion de

Creditos.

● Promover oportunidades para ser voluntarios.

● Promover asistencia de los padres a las reuniones mensuales de la Junta de Directores

● Establecer por lo menos dos talleres al año en las áreas de lectura, matemáticas, ciencias, o

estudios sociales.

● Las maestras y otros empleados publicaran su disponibilidad y tiempo de conferencia con el

propósito de mejorar las interacciones con los padres.

● Las maestras pondrán informacion del salon y las clases en la página web de EFFIE MORRIS

ELEMENTARY.

● Proveeremos información al público a través de los siguientes medios: sistema de llamadas del

distrito y la escuela, textos, página web, letrero de la escuela, Skyward acceso a la familia (incluye

horarios de los estudiantes, calificaciones, asistencia, disciplina, y tareas sin completar), Twitter,

Facebook, Class DoJo, y enviar notas en papel de color.

● Madre de aula: no es necesario tener experiencia (incentivos para los estudiantes, preferencia en

excursiones, extra bonus break).

EFFIE MORRIS ELEMENTARY, tomará las siguientes medidas para educar a sus maestros, personal,

principal, y otros empleados, en cómo comunicarse y trabajar con padres como iguales, en el valor y la

utilidad de las contribuciones de padres, y cómo implementar y coordinar programas para padres y crear

enlaces entre los padres y las escuelas.

● Encuestas a los padres pidiendo ideas en cómo comunicarse y trabajar con los padres como

iguales.

● EFFIE MORRIS ELEMENTARY promoverá el mantenimiento de organizaciones de padres (PTO).

● Compartir con el PTO información proveída en presentaciones o juntas de facultad.

● Madre de aula.

El Departamento de Recursos Humanos de LWISD proveerá a cada padre aviso cuando su hijo/a haya

sido asignado o enseñado por cuatro (4) or más semanas consecutivas por un maestro que no sea

altamente cualificado.

EFFIE MORRIS ELEMENTARY, en la medida de lo posible, proporcionar oportunidades para la

participación de los padres con dominio limitado del Inglés, padres con discapacidades y padres de niños

migratorios, incluyendo la provisión de información y reportes escolares en un formato comprensible y

uniforme y, incluyendo los formatos alternativos a petición, y, en la medida de lo posible, en un idioma que

los padres entiendan.

* * * * *

Effie Morris Elementary School Learning Compact 2018-2019 Student Name: ________________________________________

Parent and Family Responsibilities

Teacher Responsibilities

1. Make sure my child attends school every day on time.

2. Check my child’s backpack every day for home/school communication.

3. Contact teachers or staff when I am concerned or have a question about my

child.

4. Make sure my child reads for 20 minutes every day.

5. Understand that it is a privilege for my child to attend school field trips.

6. Attend parent-teacher conferences, PTO meetings, and workshops

whenever possible in order to help my child learn.

1. Provide a safe, welcoming environment for students and families.

2. Expect all students to read, write and do math. Provide challenging

opportunities for all learners and meet students individual needs.

3. Help parents identify ways to help their children learn to read, write and

do math. Communicate with parents and families about student progress,

resources, materials, and workshops.

4. Have at least one parent-teacher conference annually.

5. Attend regularly in professional-development programs on reading,

writing, math and other topics.

Student Responsibilities

Principal Responsibilities

1. Come to school on time, ready to learn.

2. Respect adults and others.

3. Follow school rules (behavior has consequences).

4. Bring backpack and signed papers back to school.

5. Read 20 minutes every day.

1. Make all families feel welcome and included.

2. Provide a variety of opportunities for parents and families to be a part of

school.

3. Set high standards and implement effective programs in reading and math

throughout the school.

4. Provide resources to ensure that high standards are met for all students.

5. Ensure that teachers provide activities to encourage daily reading and/or

math practice at home or after school. Family Comments/Suggestions

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Teacher: ___________________________

For more information call Effie Morris Elementary at (817) 306-4260

Parent Signature:_______________________________________Date: ______________

2018-19 District-Wide Parent and Family Engagement Policy

Participación de los padres significa la participación de los padres en comunicación directa y significativa

envolviendo el aprendizaje académico y otras actividades escolares, incluyendo asegurar : ( 1 ) los padres

tengan un papel integral en el aprendizaje de sus hijos; ( 2 ) padres están animados a participar activamente

en la educación de sus hijos en la escuela; y (3 ) los padres importantes en la educación de sus hijos y están

incluidos en la toma de decisiones y en los comités consultivos para ayudar en la educación de sus hijos .

* * * * *

METAS:

Crear alianzas través de la comunicación entre la escuela y los padres

Mejorar la asistencia de los estudiantes, el rendimiento académico y la tasa de terminación

Aumentar la participación de los padres / familia en la educación del estudiante

Promover alfabetización en la familia y habilidades de los padres

LWISD pondrá en operación programas, actividades y procedimientos para la participación de los padres en todo

su Título I, Parte A, de conformidad con la sección 1118 de la Ley de Educación Primaria y Secundaria (ESEA).

Estos programas, actividades y procedimientos serán planeados y operados con consulta significativa de los

padres de los niños participantes.

LWISD trabajará con sus escuelas para asegurar que las políticas requeridas de participación de los padres

cumplen con los requisitos y cada uno incluye, como un componente, un pacto entre la escuela y padres en

colaboración con los padres que describe cómo los padres, todo el personal escolar y los estudiantes compartirán

la responsabilidad para mejorar el rendimiento académico de los estudiantes y la manera en que la escuela y los

padres puedan desarrollar una alianza para ayudar a los niños en el logro de altos niveles del estado. La política

de participación de los padres y el pacto entre la escuela y padres será revisada anualmente y distribuida a todos

los padres en Ingés y en Español dentro de los primeros 10 días de escuela. Las escuelas primarias son requeridos

de realizar conferencias anuales de padres / maestros.

LWISD incorporará esta política en todo el distrito de la participación de los padres en el Plan de Mejoramiento

del Distrito y publicarla en el sitio web del distrito.

LWISD utiliza fondos del Título I, Parte A para proveer servicios a todas las escuelas para todos los estudiantes

inscritos en una escuela del Título I. Estas escuelas llevarán a cabo al menos una reunión anual para revisar las

guías y servicios ofrecidos de Título I dentro de las primeras 6 semanas de clases. La reunión anual se llevará a

cabo a un horario y lugar conveniente; aviso de la reunión se proporcionará a través de anuncios públicos y

folletos de información basados en la escuela. Interpretes estarán disponibles para ayudar con los padres /

cuidadores que no hablan Inglés. Las escuelas involucrar a los padres en las decisiones acerca de cómo el 1 por

ciento de los fondos reservados del Título I, Parte A es usado para la participación de los padres. El distrito

asegurara de que no menos del 95 por ciento del uno por ciento reservado vaya directamente a las escuelas.

LWISD, con la ayuda de sus escuelas, proporcionar ayuda a los padres en la comprensión de temas tales como:

estándares de contenido académico del estado,

estándares de rendimiento académico estudiantil del estado,

las evaluaciones académicas estatales y locales incluyendo evaluaciones alternativas,

cómo supervisar el progreso de sus hijos, y

cómo trabajar juntos con los educadores

LWISD proporcionará la siguiente coordinación, asistencia técnica, y otro apoyo necesario para asistir a sus

escuelas en la planificación y ejecución de las actividades efectiva de participación de los padres para mejorar el

logro académico de los estudiantes y el rendimiento escolar:

Visitas a la escuela/ consultas del distrito para servir en capacidad de asesoramiento

Entrenamiento de Servicio al Cliente

Un representante de los padres de cada escuela para participar en el consejo de mejoramiento educativa

del distrito (DEIC)

Grupo de Consejeros de Salud de la Escuela (SHAC)

Llamadas telefónicas y sistema de texto del Distrito creado en Inglés y español (con un intento de dar

aviso de 5 días y un recordatorio un día antes del evento)

Distrito animará a las escuelas de promover y publicar de la creación y el mantenimiento de las

organizaciones de padres (PTO) y clubes de apoyo, especialmente mediante la solicitud de participación

desde el comienzo de cada año escolar.

Asociarse con Parenting Center (el Centro de Padres)

LWISD tomará las siguientes acciones para involucrar a los padres en el desarrollo de su política de participación

de los padres que incluye una evaluación anual del contenido y la eficacia de esta política para mejorar de la

calidad de sus escuelas. La evaluación incluirá identificar las barreras que impiden participación de los padres en

las actividades de participación (con especial atención a los padres que están en desventaja económica, es

discapacitada, que tienen una habilidad limitada en Inglés, alfabetización limitada, o son de cualquier minoría

racial o étnico). El distrito escolar utilizará los resultados de la evaluación sobre su política de participación de

los padres y actividades para diseñar estrategias para la participación de los padres más eficaz, y revisar la política,

si es necesario.

El Comité de Asesoramiento de Padres del Distrito (PAC por sus siglas en inglés) para proporcionar

consejo e información sobre todos los asuntos relacionados con la participación de los padres

Programar reuniones en horarios y lugares convenientes para permitir la participación en la revisión de

la política, el presupuesto y los programas para la participación de los padres

Proporcionar clases de ESL para adultos

LWISD, con la ayuda de sus escuelas, tomar las siguientes medidas para proporcionar materiales y entrenamiento

para ayudar a los padres a trabajar con sus hijos para mejorar el rendimiento académico de sus hijos, tales como

la alfabetización, y el uso de la tecnología, según sea apropiado, para promover participación de los padres:

Las escuelas proporcionará listas de las oportunidades de voluntariado específicas en que pueda

apuntarse

Las escuelas animara la asistencia de los padres en las reuniones mensual de la Meza Directiva

Las escuelas llevarán a cabo al menos dos talleres para padres cada año en las áreas de lectura /

literatura, matemáticas, ciencias o estudios sociales

o La escuela puede considerar incentivos para promover la participación

o La escuela deberá enviar folletos a casa cuando sea posible con los detalles sobre al evento

Las escuelas proporcionará información al público a través de los siguientes medios: llamadas

telefónicas del distrito/escuela, mensajes de texto, y sitios Web, marquesinas de la escuela, y Skyward

Family Access (incluye horarios de los estudiantes, calificaciones, asistencia, disciplina, y la tarea que

falta)

Las escuelas documentará asistencia de los padres en las reuniones y eventos

Las escuelas documentara el contacto con los padres, llamadas telefónicas y conferencias

Facilitar la comunicación entre padres / cuidadores y sus escuelas a través de los Centros de Recursos

para Padres de la escuela

Las actividades de los padres serán evaluados durante el año

LWISD tomará las siguientes medidas para proveer a padres de niños de 0 a 4 años con intervenciones /

estrategias tempranas de alfabetización familiar para aumentar el número de padres que leen en casa con sus

hijos y para ayudar a los padres a aprender cómo ayudar a sus hijos con la lectura y la escritura:

Noches de alfabetización que incluyen talleres familiares a través de los cuales las estrategias de

alfabetización simplificadas son modeladas, compartidas e implementadas con los padres

Los talleres serán presentados tanto en inglés como en español e incluirán práctica y refinamiento de

la lectura.

Los talleres asesorarán a los padres sobre la creación de un espacio de lectura y la construcción de

rutinas para equipar a las familias con las herramientas para mejorar y ampliar el aprendizaje en el

entorno del hogar

LWISD, con la ayuda de sus escuelas y padres, tomar las siguientes medidas para educar a sus maestros, personal

de servicios estudiantiles, directores y otro personal, en cómo llegar a comunicarse con, y trabajar juntos con los

padres, y la utilidad de las contribuciones de los padres, y cómo implementar y coordinar programas para los

padres y construir lazos entre los padres y las escuelas:

Las escuelas involucrará a padre(s) en una reunión para animar sus ideas en educar el personal en cómo

acercarse, comunicarse con, y trabajar juntos con los padres

Involucrar a PTO con la información proporcionada y/o la presentación (s) en reuniones del personal

Habrá Trabajadores Sociales en Comunidades para cada escuela y un asesor de la universidad en LWHS

LWISD, en la medida de lo posible, proporcionar oportunidades para la participación de los padres con dominio

limitado del Inglés, padres con discapacidades y padres de niños migratorios, incluyendo la provisión de

información y reportes escolares en un formato comprensible y uniforme y, incluyendo los formatos alternativos

a petición, y, en la medida de lo posible, en un idioma que los padres entiendan.

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Documents

Lake Worth Independent School District Effie Morris ... · Lake Worth Independent School District Effie Morris Elementary 2018-2019 Campus Improvement Plan Accountability Rating: