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Midland Independent School District Bowie Fine Arts Academy 2012-2013 Campus Improvement Plan Accountability Rating: Recognized Bowie Fine Arts Academy Generated by Plan4Learning.com 1 of 38 Campus #165901-131 February 19, 2013 3:32 pm

Midland Independent School District Bowie Fine Arts … · Midland Independent School District Bowie Fine Arts Academy 2012-2013 Campus Improvement Plan Accountability Rating: Recognized

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Midland Independent School District

Bowie Fine Arts Academy

2012-2013 Campus Improvement PlanAccountability Rating: Recognized

Bowie Fine Arts AcademyGenerated by Plan4Learning.com

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Mission StatementBowie Fine Arts Academy will provide each student the opportunity to develop intellectually,

emotionally, physically, artistically, and socially in a safe and orderly environment.

VisionThe vision of Bowie Fine Arts Academy is to assure that all students served by Bowie have the

skills, knowledge, behaviors, and attributes necessary for productive living in a changing,democratic, multicultural society.

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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Goal 1: MISD will support high academic standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Goal 2: MISD will uniformly use effective instructional strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Goal 3: MISD will recruit, develop, and support highly motivated staff members who maximize student success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Goal 4: MISD will prepare technologically advanced students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 5: MISD will provide facilities that support exemplary learning environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Goal 6: MISD will fully develop positive partnerships with Midland's community and business organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Goal 7: MISD will exercise fiscal responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Budget for Bowie Fine Arts Academy: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Personnel for Bowie Fine Arts Academy: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

2012-2013 Campus Planning Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

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Comprehensive Needs Assessment

Demographics

Demographics Summary

Bowie's student population consists of:

3 Multi-racial4 American Indians3 Asian33 Black217 Hispanic198 White

Demographics Strengths

Bowie Fine Arts Academy is committed to continuous improvement of the quality of education and academic achievement for our students, as we strive tosupport the goals of the Midland Independent School District Board and the state’s education goal of “equity and excellence in achievement for allstudents.” The purpose of the CNA is to dis-aggregate data in order to implement an effective Campus Improvement Plan that focuses on improving theperformance of all students.

Bowie Fine Arts achieved Recognized status from TEA, using 2 Exceptions

*Attendance exceeds the state and district standard.

*All campus teachers are highly qualified.

*Waterford Early Reading Program in kindergarten through 3rd

*Inclusion

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*Teachers and administration communicate regularly with parents via newsletters, notes, conferences, and phone calls.

*Campus facilities are well maintained.

*Increased parent involvement and growth of the PTA

*Mentoring Program (30+ adult mentors for at risk students)

*Partners in Education with Conoco-Phillips

*Educational field trips

*Literacy Recognition

*Accelerated Reader in 2nd- 6th grades

*Full implementation of Read 180 and System 44 in 4th-6th grades

*Use of Project SHARE for the math framework, assessments, and bundled assessments

*Use of MISD Scope and Sequence for Reading framework

*Use of C-Scope for all content areas

*Cooperative Learning incorporating Kagan strategies

*Math Masquerade

*3rd-6th Grade Student Council

Demographics Needs

About 42 percent of our student population is economically disadvantaged. As a result we need to insure that all students have access to real life

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experiences by exposing students to unique activities, places, and ideas utilizing every available resource.

*Preparing our students and staff to be successful on the new state assessment, STAAR

*Bowie Fine Arts Academy did not meet the required standards for the federal Adequate Yearly Progress in reading or math because of our economicallydisadvantaged scores

*Meeting the needs of all our LEP students

*Understanding and more effectively rating Bilingual students in TELPAS writing

*Meeting the needs of our Economically Disadvantaged population

*Meeting the needs of our Special Education Population

*More effective use of SchoolNet by administration and staff

*Use of C-Scope as a framework for instructional development

*Discipline increased greatly the last month of school

*Greater use of our parent involvement/resource room and encouragement of more parent involvement within the library

*Continued implementation of the Accelerated Math Program and use of the NEOs

*Maintain classroom computers for students and the ongoing upgrades

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Student Achievement

Student Achievement Summary

Bowie Fine Arts Academy was a new campus for the 2009-2010 school year. The needs of our campus for 2012-2013 are based on individual strengths andweaknesses of our students, staff, and community at large. Our needs have been identified by using the following sources: student report cards, classroomassessments, unit tests based on C-Scope, STAAR summary report, AYP projections, Fountas and Pinnell, input from campus teachers/specialists,Renaissance Learning Assessments, SchoolNet, student achievement levels, parent surveys, team meetings, faculty meetings, student council, STAT team,PTA, and the C.E.I.C.

Bowie's staff is documenting and dis-aggregating student achievement as measured by multiple data sources, including benchmark tests, unit tests based onC-Scope, achievement tests, and 2011-2012 STAAR tests. Bowie's staff and students are striving to meet academic proficiencies in all subject areas, as wellas greater Commended Performance percentages by individual students. This year, our campus is continuing to specifically target reading, math, science, andwriting in all grade levels by providing additional instruction, intervention for our most "at-risk" students, as well as enrichment for all students. Bowie's pre-kindergarten through sixth-grade students are incorporating technology, both in the classrooms and during computer lab instruction. Assisting our staff inthis endeavor are our computer lab aides. Kindergarten -3rd grade students needing reading intervention will utilize the updated Waterford Early ReadingComputer Software program to strengthen letter/sound association, and blending of sounds. A science lab was established to provide a greater depth ofunderstanding and knowledge through hands on scientific materials for our kindergarten through sixth grade students. Special emphasis is targeted towardour fifth graders, both in the classrooms and during lab activities. In addition, enrichment through field trips will be provided for kindergarten through sixth-grade students to build background knowledge and experience, while addressing grade level TEKS. All allocated funding will be used to support studentachievement.

Student Achievement Strengths

Even though our economically disadvantaged students failed to meet AYP requirements, reading seems to be Bowie's strongest academic area.

Teachers are providing targeted assistance to those students who are at-risk and do not meet minimum expectations, as well as support for the teachers whoserve these students. This is accomplished through small groups, built-in intervention times, enrichment, intervention through appropriate technologysoftware programs, and after school tutorials, funded through Title I and local funds.

According to the 2010-2011 TAKS scores, as reported by TEA, Bowie Fine Arts Academy is a Recognized campus with all but two ratings reaching theabsolute standard for Recognized status. With sixteen rated areas, all scores were in the Recognized range with the exception of two.

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Specifically, we are striving to have all of our students achieve at or above grade level in the areas of reading, math, writing, science, and social studies.AtBowie, we value our highly qualified staff, encourage academic and classroom management skills through research based staff development, and takeopportunities to recognize their achievements.

Student Achievement Needs

To meet the needs of our students, it is important to address the following areas: achievement gaps among our sub-groups, especially economicallydisadvantaged, continued student growth, our school culture/climate, the quality of our teaching staff and retention of quality teachers, the alignment ofcurriculum/instruction/assessment, and implementation of technology.

In 2009-2010, our 5th grade science was the only score outside the recognized range. Our 2011 scores qualify as Recognized. Two exceptions were used.Those became areas of focus. They were Hispanic writing and Eco Dis math. Although African American scores did not count because of the small number,they were somewhat lower than other scores in math that year.

Achievement Gaps: Utilizing our TAKS and STAAR information and current student enrollment, it is evident that our economically disadvantaged studentsperform below our other students. Most specifically our economically disadvantaged male population kept us from our AYP goals. We are addressing thesestudents in various ways to ensure maximum growth.

Based on district data analysis and information on the new STAAR exam, these areas of need are identified and listed in priority order:

Math - all grade levels

Reading - 6th grade

Science - 5th grade

Student Achievement: Our economically disadvantaged and at-risk students will need to be addressed to reach exemplary status in reading and math. Inorder to reach exemplary status, strategic instruction, remediation, and acceleration will be necessary. The gap among our sub-groups is significant and mustbe addressed to ensure all our students are prepared for future educational endeavors. We will have to implement significant strategies to ensure we reach notonly recognized but exemplary status.

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School Culture and Climate

School Culture and Climate Summary

School Culture/Climate: Bowie prides itself on our school culture. Our staff, students, parents and community work together to create a haven for everyoneinvolved with Bowie Fine Arts Academy. To maintain a positive climate requires constant work and attention. We have an overwhelming amount of parentsupport. Our challenge becomes how to best meet our stakeholders’ needs with the sheer volume of support. We recognize that we must address how to bestimplement and utilize our parents to complement our program and ensure student success.

School Culture and Climate Strengths

Bowie has a very positive climate that even casual visitors notice. The students are exceptionally well mannered and respectful.The fine arts emphasis atBowie promotes interaction between the community, parents, staff, and students. There are a variety of activities occurring throughout the year includingperformances that are enjoyed by unique populations. For example our choir has performed at the mayor's inauguration, Lenten services, and at the FirstPresbyterian church on numerous occasions. Our band marches in the Christmas parade behind the MHS band and leads our "Pony Parade." The orchestrajust attended a Disney Musical at MHS, and our art students had their masks on display at the local museum. Our pianists have accompanied our dancers,and our plays and musicals are extremely well attended. We also have a very moving Veteran's Day tribute that allows all our areas of fine arts to performfor the Veteran population at Bowie.

School Culture and Climate Needs

We constantly strive to provide a safe and orderly climate. We work toward having our students monitor their own behavior and actions so that their highspirits don't result in possible dangerous horseplay. We strive to provide activities to positively channel their high energy.

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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Quality Staff: Our teachers are uniquely qualified professionals that came highly recommended. They are dedicated and hard working men and women thathave united to foster academic achievement in conjunction with the fine arts.

Staff Quality, Recruitment, and Retention Strengths

We have a core group of teachers that continue to support Bowie's goals for learning. They give over 100 percent and have embraced our new staff membersin order to foster academic excellence at Bowie.

Staff Quality, Recruitment, and Retention Needs

It is challenging to work in a magnet school because of the long hours and the demanding extra-curricular schedule. Our teachers not only have an extendedday schedule, but also have an after school class schedule that lasts until 5:00. We continue to address these issues to ensure our staff’s quality ismaintained. Bowie has fourteen new teachers this year. We will provide support to our new teachers and mentor our four first year teachers.

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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Curriculum/Instruction/Assessment: We will work on teaching the CSCOPE framework to ensure alignment and consistency. We will focus on areasidentified by STAAR and other assessments. Bowie must consistently examine instruction to ensure what is being taught, what is learned, and what isnecessary for that grade level and/or subject material. This will be addressed in various activities throughout the CIP.

Curriculum, Instruction, and Assessment Strengths

Bowie's 2011-2012 STAAR scores were "At or above" district average in every tested area.

Curriculum, Instruction, and Assessment Needs

Bowie met AYP requirements in attendance and participation, but not overall in reading or math.

Our economically disadvantaged population will be the focus this year.

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Family and Community Involvement

Family and Community Involvement Summary

Bowie has a tremendous amount of family and community support.

Family and Community Involvement Strengths

Our PTA supplied Bowie with over $20,000. worth of "wants" last year. Those members are available as volunteers for almost every occasion. They makeour students and staff members feel special with their thoughtful offerings.

Conoco Phillups not only supports us financially, but also sends mentors to work with our students on a weekly basis.

Family and Community Involvement Needs

In order to insure success with our economically disadvantaged students we need to plan activities that will help all our student's families feel "ownership" ofBowie.

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Technology

Technology Summary

Technology: Bowie Fine Arts Academy must recognize we are training students for technology of tomorrow. Our campus is very fortunate to haveSmartBoards in all classrooms K-6. Technology is ever-changing and must be addressed through equipment and instruction for both students and teachers.Our students and staff need ongoing technology development to be up-to-date and informed to best utilize the technology available.

Technology Strengths

Bowie has several "lead" teachers that influence the use of technology in the classrooms. All teachers are encouraged by the administration to be innovativeand forward thinking. As a result Bowie has wonderfully unique lessons occurring in both the regular classrooms and the fine arts classrooms.

Two computer labs are available for students to enhance their technology skills both during the day and in the after school program.

Technology Needs

This year we are purchasing two more SmartBoards and enough student computers for each teacher to have at least three in each regular classroom. Some ofour new teachers do not possess the skills necessary to maximize the effectiveness of the technology available in their classrooms. We are having ourinstructional technology teacher work with those teachers to improve their knowledge base.

Bowie would benefit from having wireless Internet available to utilize in classrooms.

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Comprehensive Needs Assessment Data Documentation

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

District goalsCampus goalsAEIS data - currentAYP dataPBMAS dataCampus and/or district planning and decision making committee meeting discussionsLocal benchmark or common assessments resultsNumber of students assigned to special programs, including their academic achievement, race/ethnicity, gender, etc.Attendance dataDiscipline recordsStudent surveys and/or feedbackCommunity and/or parent surveys and/or feedbackStaff surveys and/or feedbackPrior year budgets/entitlements and expenditures in relation to current year funding and prioritiesState and/or federal planning requirementsCampus leadership and/or department meetingsCampus faculty meeting discussionsDistrict committee meeting discussionsStudent failure and/or retention ratesPrior year(s) campus and/or district improvement plansStaff development evaluations, surveys, and/or needs assessment(s)Study of best practicesTexas Assessment of Knowledge and Skills (TAKS) results including TAKS (Accommodated), TAKS-M, and TAKS-AltTexas English Language Proficiency Assessment System (TELPAS) resultsSpecial education population, including performance, discipline, attendance, and mobilityHomeless population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL population, including performance, discipline, attendance and mobilityGifted population, including performance, discipline, attendance and mobilityClass size dataTexas STaR ChartRunning Records resultsCampus committee meeting discussions

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Observation Survey resultsSTAAR, STAAR Spanish, STAAR Modified, STAAR Alternate, and STAAR L testing requirementsRTI Committee Minutes & Intervention ProcessesSTAAR Released Test QuestionsSTAAR Data Released from TEAPDAS dataLocal Reading Diagnostic Assessment DataLocal Math Diagnostic Assessment DataGender data, including performance, discipline, attendance and mobilityRace/Ethnicity data, including performance, discipline, attendance and mobilityStudents served by Section 504, including performance, discipline, attendance and mobilityDyslexic population, including performance, discipline, attendance and mobilityResponse to Intervention (RtI) data

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Goals

Goal 1: MISD will support high academic standards.

Performance Objective 1: For the 2012-2013 school year, Bowie's daily attendance goal will be 97%.

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) Attendance committee, made up of teachers, counselor andadministrators, will meet monthly and provide incentives tostudents to achieve perfect attendance. (Target Group: All)(NCLB: 1,2,4,5)

1, 2, 10

Assistant Principal,Campuscounselors, CEICmembers,Core SubjectTeachers,Counselor, Principal

Weekly Attendance reports

Funding Sources: 199 Local - $200.00

2) Each semester draw from the students with perfectattendance and give away two bicycles. (Target Group: All,AtRisk) (NCLB: 1,2,3,4,5)

1, 2, 6, 9,10

Assistant Principal,CEICmembers, CoreSubjectTeachers, Counselor,Principal, Special EdTeachers, Teacher

Six week attendance reports willreflect fewer absences than themirrored six from 2011-2012school year.

Funding Sources: Other - $400.00

3) Teachers will contact parents/guardians when studentshave been absent or tardy two times to eliminate unnecessaryabsences. (Target Group: All) (NCLB: 1,2,3,4,5)

2, 6, 9, 10

Assistant Principal,CoreSubject Teachers,Counselor,Parent Liaison,Principal,Teachers

Daily attendance reportsmonitored by teachers. Weeklyattendance reports monitored byparent liaison. Three week reportwith fewer absences of all ourstudents.

Funding Sources: 199 Local - $100.00

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4) Parents are required to sign in students that arrive at schoolpast the tardy bell.

Attendance clerk,secretary, office staff

Less parents arriving at school after the tardy bell.

Funding Sources: 199 Local - $100.00

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

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Goal 1: MISD will support high academic standards.

Performance Objective 2: 100% of our Bowie students will receive instruction from vertically and horizontally aligned curriculum in all core subject areasin accordance with Texas Essential Knowledge and Skills(TEKS) and English Language Proficiency Standards(ELPS).

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) Teachers will provide appropriate instruction to allstudents. (Target Group: All, H, AA, ECD, ESL, LEP, SPED,AtRisk) (NCLB: 1,2,3,5)

1, 3, 4, 5,8, 9, 10

Assistant Principal,CoreSubject Teachers,Counselor,InstructionalSpecialist,Principal, Special EdTeachers,Teacher(s)

Teacher instruction varies tomeet individual needs, fluidsmall groups, team-meetings,dis-aggregating data on anongoing basis (weekly), tutorials,Benchmarks, 6 weeksassessments, EOYassessments, AYP, and STAARscores/data.

Funding Sources: 199 Local - $2579000.00, 211 Title 1 - $49000.00, PTA - $10000.00, Donations - $7000.00

2) Teachers will plan quality instruction, remediation, &acceleration in team grade level meetings and facultymeetings. (Target Group: All)

1, 2, 3, 4,5, 8, 9, 10

Assistant Principal,CEICmembers, CoreSubjectTeachers, Counselor,InstructionalSpecialist,Principal, Special EdTeachers,Teachers

Teacher feedback, ongoingclassroom assessment, PDAS,IFVs, Minutes from all meetings,Student achievement, AYP, Renaissance Tests, SRI Readingtests, andSTAAR Scores.

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3) Writing will be incorporated PK-6th grades in allcurricular areas. (Target Group: All) (NCLB:1,2,3,4,5)

1, 2, 3, 4,5, 8, 9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

Grade level meetings,IFVs, displayed work, mathjournals, science journals,responsive writing, District ELA assessments, portfolio ofcompleted pieces, STAARwriting, and studentachievement levels

4) Direct instruction and guided practice of penmanship willbe provided in all grade levels to equip students with tools toeffectively express themselves. (Target Group: All) (NCLB:1,2,3,4,5)

1, 2, 3, 4,5, 8, 9, 10

AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

Handwriting grades, walkthroughs,displayed work,individualized teacherassessment, Zaner-Bloser(state adopted text) handwritingbooks K-5, and presentation offinished products.

Funding Sources: 199 Local - $4000.00

5) Instructional interventionists will serve to push-in or pull-out to help with at-risk students in all core subject areas.(Target Group: AtRisk) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 8, 9, 10

Assistant Principal(s),CEICmembers, CoreSubjectTeachers,Counselor(s),InstructionalSpecialist, ParentVolunteers, Principal,Special EdTeachers, Teacher(s)

Small group instruction, writtenclosure journal, math journals,science journals, responsivewriting, CSCOPE assessments,district assessments,portfolio of completed pieces,STAAR writing, and studentachievement levels.

6) Bi-monthly grade-level meetings to discuss and reviewinstruction, student needs, and various other concernspertaining to school improvement. (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 6, 7, 8,

9, 10

Assistant Principal(s),CoreSubject Teachers,Counselor(s),Parent Liaison,Principal,Special Ed Teachers,Teacher(s), TeamLeaders

Grade-level meeting minutes,samples of student work,attendance reports, improvedperformance of all students.

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

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Goal 1: MISD will support high academic standards.

Performance Objective 3: Improve student fitness in K-6 Physical Education resulting in a 20% increase of the Fitnessgram scores and improve wellness inhealth by 20%, using Coordinated School Health Program(CSHP).

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) PE activities will prepare students for fitnessgram. (TargetGroup: All) (NCLB: 2,3,4)

1, 2, 3, 4,5, 6, 7, 9,

10

Assistant Principal(s),CEICmembers, CoreSubjectTeachers, Principal,Special EdTeachers, Teacher(s)

6 weeks training reports andFitnessGram data.

Funding Sources: 199 Local - $1000.00

2) Pre-K-6th students will attend PE classes daily throughoutthe school year. (Target Group: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Assistant Principal(s),CoreSubject Teachers,Principal,PE Teacher and aide

Six weeks attendance reports forPE. Teacher lesson plans.

Funding Sources: 199 Local - $1000.00

3) Frequent class instruction/activities to introduce andimplement healthy lifestyle choices and after school activitiesfor family involvement. (Target Group: All) (NCLB:1,2,3,4,5)

1, 2, 3, 4,5, 6, 7, 8,

9, 10

Assistant Principal(s),Counselor(s),Principal,Teacher(s), PTA

6 weeks reports and sign-insheets for after school activities.

Funding Sources: 199 Local - $1000.00

4) CSHAC committee will meet to discuss and plan activitiesto enhance student health and campus nutrition. (TargetGroup: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 6, 8, 9,

10

Assistant Principal(s),CEICmembers, Principal,Teacher(s)

Sign-in sheets from meetings,sign-in sheets from activities.

Funding Sources: 199 Local - $1000.00

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

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Goal 2: MISD will uniformly use effective instructional strategies.

Performance Objective 1: 100% of Bowie's students working below grade level will receive individualized/differentiated instruction, early intervention,and diagnostic measures to ensure special needs are met.

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) Accelerated reading and math plans will be designed,including small group instruction, extra time in class for allstudents who test below grade level, and those who lackgrade level math concepts and skills. These plans will besupported by Bowie Brain Builders, specific classroomteacher instruction, instructional interventionists andspecially trained teaching assistants to reinforce concepts.(Target Group: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Assistant Principal(s),CoreSubject Teachers,Counselor(s),InstructionalSpecialist,Principal, Special EdTeachers,Teacher(s)

Classroom data sheets, Focusassessments, Fountas & Pinnell,unit tests, previous years reportcards, district benchmarks,STAT process, CMP2assessment, EDM3assessments, STAAR tests, andcurrent year report card.

2) All students who are at risk and/or in danger of failing willreceive additional help in math, reading, and science throughclassroom small groups, Read 180, System 44, A+, FastMath, Waterford, Every Day Math 3(EDM3) games andEduSmart, RAZ-Kids, Brain Pop, and other computergenerated programs designed to enhance our academiccurriculum. (Title I SW: 1,2,3,4,5,8,9,10) (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 8, 9, 10

Assistant Principal(s),CEICmembers, CoreSubjectTeachers,Counselor(s),InstructionalSpecialist,Principal, Special EdTeachers,Teacher(s)

Benchmarks, at-risk criteria,STAT process, unit tests,Fountas & Pinnell, CScopeassessment, district assessments, andSTAAR test.

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3) Tutorials will be provided for students who are at-riskand/or in danger of failing. (Target Group: All) (NCLB:1,2,3,4,5)

1, 2, 3, 4,8, 9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

Fluid small groups, benchmarks,Smartboard activities, at-riskcriteria, STAT process, unittests, Fountas & Pinnell,Bookflix, STAAR test, and EOYtesting.

4) Push-in and pull-out programs designed to target allstudents in identified areas of greatest need using variouscurriculum like Scholastic magazine, Science Spin,Discovery Learning, Imagination Learning, Daily ScienceReinforcers, Fast Math, Waterford, & Thinkfinity. (Title ISW: 1,2,3,4,5,8,9,10) (Target Group: H, AA, ECD, LEP,AtRisk) (NCLB: 1,2,3,4)

1, 2, 3, 4,5, 8, 9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

Focus materials assessment,individual student reports,Fountas & Pinnell, STATprocess, Weekly Readeractivities, Waterford reports,Imagination Learning reports,Daily Science Reinforceractivities, classroomperformance, and STAAR tests.

5) Provide individualized programs based on student needsand monitor compliance of 504/special education guidelinesto meet ARD achievement goals. (Title I SW:1,2,3,4,5,8,9,10) (Target Group: SPED, AtRisk) (NCLB:1,2,3,4,5)

1, 2, 3, 4,5, 8, 9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

IFVs, Project Think, assessmentresults, STAT follow-ups, Read180, System 44, ImaginationLearning, Waterford, ProjectRead and annual ARD.

6) Classroom teachers complete a classroom data sheetidentifying all sub-groups to better monitor their progress andclose the achievement gaps. (Title I SW: 1,2,3,4,5,8,9,10)(Target Group: All, H, AA, ECD, LEP, AtRisk) (NCLB:1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Assistant Principal(s),CEICmembers, CoreSubjectTeachers,Counselor(s), ParentLiaison, Principal,Special EdTeachers, Teacher(s),TeamLeaders

Grade-level meetingdiscussing at-risk students,classroom assessment,benchmarks, report cards, 6weeks principal objectivesummary reports and STAARscores.

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

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Goal 2: MISD will uniformly use effective instructional strategies.

Performance Objective 2: The Performance-Based Monitoring Analysis System is a data-driven analysis system developed and implemented to promoteboth academic excellence and student success. Bowie's PBMAS team will insure 100% of our ELL students receive and follow all documented IEP goalsand objectives.

Summative Evaluation: ELL student success will be monitored using benchmark tests, STAAR test data, TELPAS, and Woodcock Munoz testing.

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) Disciplinary placements will be constructed so studentswill always receive the maximum time allotted in academicareas.

1, 2, 3, 4,8, 9

Teachers, AssistantPrincipal, Principal

ELL students will be disciplined in alternate ways so noacademic minutes are lost. Regular students will be removedfrom the academic setting only as a last resort for behavior.

2) Students will receive science instruction a minimum of 50minutes daily to improve the passing rate.

1, 2, 3, 9Teacher, AssistantPrincipal, Principal

Passing rates in science will improve.

3) All teachers will reinforce academic language in all subjectareas for all students.

1, 2, 3, 4,8, 9

Teachers, Academicaides, AssistantPrincipal, Principal

Students academic performance on standardized testing willimprove.

4) Math concepts will be presented in terms understood byall. Understanding will be consistentently monitored for ELLstudents and others.

1, 2, 3, 4,9

Teachers, Academicaides, AssistantPrincipal, Principal

Passing rates in math will improve.

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

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Goal 3: MISD will recruit, develop, and support highly motivated staff members who maximize student success.

Performance Objective 1: 100% of our Bowie teachers will continue their professional development enabling effective implementation of districtcurriculum.

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) After school professional development, district offered in-service, in class training with coaches and specialists, magnetin-service that is content specific, grade level/trainingsessions,online professional development and facultymeetings. (Title I SW: 1,2,3,4,5,8,9,10) (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Assistant Principal(s),CEICmembers, CoreSubjectTeachers,Counselor(s),InstructionalSpecialist,Principal, Special EdTeachers,Teacher(s), Region 18

Teacher participation andcompletion of offered activities,IFVs, improved instructionmeasured by STAAR scores andstudent achievement, and PDASprofessional development hours.

2) Teachers will receive feedback from walkthroughs andobservations to tailor instruction that will positively impactstudent achievement. (Target Group: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,7, 8, 9

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

Daily classroom methods, use ofbest practices, collaboration onfeedback, grade level meetingminutes, individualizedprofessional development,improved instruction measuredby 6 weeks tests, benchmarks,STAAR scores, EOY scores,PDAS, and professionaldevelopment hours.

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3) All new or developing teachers will receive an on-campusmentor. (Target Group: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Academic coaches,AssistantPrincipal(s), CoreSubjectTeachers,InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s),TeamLeaders

Mentor reports, grade-levelmeeting minutes, IFVs, PDAS,professional developmentattendance and studentsachievement levels.

4) New or developing teachers will visit other classroomsproviding exposure to different approaches improvinginstruction and classroom management. (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Academic coaches,AssistantPrincipal(s), CoreSubjectTeachers,Counselor(s),InstructionalSpecialist,Principal, Special EdTeachers,Teacher(s), TeamLeaders

Teacher classroom visit reports,grade-level meeting minutes,Benchmarks, and STAARscores.

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

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Goal 4: MISD will prepare technologically advanced students.

Performance Objective 1: 100% of our Bowie students will become proficient in using technology to enhance instruction.

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) In order to provide quality technology instruction tostudents, teachers will participate in technology workshops,conference time workshops, use of computer & science labs,document cameras, and Smartboards. (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,8, 9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

IFVs, workshop surveys oftechnology, teacher proficiency,previous years STAT chart,current year STAR chart andPDAS.

2) Every Pre-K-6th classroom will have a SmartBoard to beutilized for interactive student instruction, at least threestudent computers, and a document camera. Two computerlabs are available for students to utilize weekly. (TargetGroup: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Assistant Principal(s),CEICmembers,Counselor(s),InstructionalSpecialist,Principal, Special EdTeachers,Teacher(s), TeachingAssistants

IFV information, improvedinstruction as measured bySTAAR scores, PDAS, EOYtesting.

Funding Sources: 199 Local - $13000.00

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3) Provide three computers for each classroom Pre-k-6thgrade for students to utilize for learning, create a schedule forstudents to visit the computer lab (K-6th), and create BowieBrain Builders computer schedule K-6th. (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

IFVs use of technology,improved instruction measuredby STAAR scores,Imagination Learning reports,Waterford reports, Fast MathReports, PDAS, EOY testing.

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

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Goal 5: MISD will provide facilities that support exemplary learning environments

Performance Objective 1: 100% of Bowie students will participate in learning environments that are safe, drug free and conducive to learning andpromotes a healthy lifestyle.

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) Character education - Monthly Character traits, as well asa campus-wide discipline plan. (Target Group: All) (NCLB:4)

2, 3, 7, 9,10

Assistant Principal(s),CEICmembers,Counselor(s),Principal, Special EdTeachers,Teacher(s)

Six weeks district disciplinereports.

2) Students will participate in health classes during PE inorder to promote a healthy lifestyle.

1, 2, 3, 10PE teacher andteaching assistant

Students making healthier lifestyle choices now and in thefuture.

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

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Goal 6: MISD will fully develop positive partnerships with Midland's community and business organizations.

Performance Objective 1: Bowie will have 90% parent and community involvement to support academic areas through various activities and conferences.

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) Staff will increase parent support as it impacts attendanceby frequent contacts and updates. (Target Group: All)(NCLB: 2,3,4,5)

1, 2, 3, 4,5, 6, 7, 8,

9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s), Family&CommunityPartnershipCoordinator, HealthServicesSupervisor,InstructionalSpecialist, ParentVolunteers,Principal, Special EdTeachers,Teacher(s)

Parent Liaison home contactreport, Teacher home/schoolcommunication logs, Title 1information meetings, and EOYattendance report.

2) Provide all stakeholders the opportunity to attend activitiesthat support academic achievement through: meet the teacher,math masquerade, open house, parent conferences, Title Iparent meetings, PTA meetings, Parent Connect, artsprograms, field trips, grandparents day and various others.(Title I SW: 1,2,3,4,5,6,8,9,10) (Target Group: All) (NCLB:1,2,3,4,5)

1, 2, 3, 4,5, 6, 7, 8,

9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s), ParentVolunteers,Principal, Special EdTeachers,Teacher(s)

Attendance at activities (sign-insheets), monthly newsletter,number of students serviced byactivities (activity report sheet),increase positive parent support(survey results), STAAR scores,and testing.

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3) Increase PTA membership by providing incentives toclasses with the highest membership and attendance at PTAprograms. (Target Group: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 6, 7, 8,

9, 10

Academic coaches,AssistantPrincipal(s), CEICmembers,Counselor(s),InstructionalSpecialist, Principal,Special EdTeachers, Teacher(s)

Sign-in sheet of activities, parentliaison, and EOY evaluation ofparental involvement in PTA andschool activities.

4) Provide parents with support for the transition throughouttheir students' educational journey through: BooHooBreakfast, 6th Grade Parent Meeting, Jr. High Visits andBowie tours for smoother transition. (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 6, 7, 8,

9, 10

Assistant Principal(s),CEICmembers, CoreSubjectTeachers,Counselor(s), DEICmembers,InstructionalSpecialist, ParentLiaison,Parent Volunteers,Principal,Special Ed Teachers,Teacher(s), TeamLeaders

Attendance/sign-in sheets atvarious activities and parentsurvey.

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

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Goal 7: MISD will exercise fiscal responsibility.

Performance Objective 1: 100% of all our resources will be aligned to impact student achievement.

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Dec Feb Apr June

1) Purchase routine supplies, materials, and resources toimpact student learning, with Title I funds, within the Federalguidelines. (Target Group: All) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 7, 8, 9,

10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, ParentVolunteers,Principal, Teacher(s)

Monthly budget audit.

2) Tutorials offered to students who are at-risk of failing orperforming below grade level. (Target Group: H, AA, ECD,LEP, AtRisk) (NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 6, 8, 9,

10

Academic coaches,AssistantPrincipal(s), CEICmembers,Core SubjectTeachers,Counselor(s),InstructionalSpecialist, ParentVolunteers,Principal, Special EdTeachers,Teacher(s)

Monthly budget audits, Studentachievement on benchmarks,accelerated programs reports,RTI plans, content masteryservice report, EOY testing,STAAR test, Fountas & Pinnell,report cards

3) The CEIC committee will meet a minimum of six times todiscuss expenditures and determine the best use of fundsavailable based on student needs. (Target Group: All)(NCLB: 1,2,3,4,5)

1, 2, 3, 4,5, 6, 7, 8,

9, 10

Assistant Principal(s),CEICmembers, Principal

CEIC minutes.

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

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State Compensatory

Budget for Bowie Fine Arts Academy:

Account Code Account Title Budget

6100 Payroll Costs

199 11 6112 00 131 3 11 6112 Salaries or Wages for Substitute Teachers or Other Professionals $22,339.00

199 11 6119 00 131 3 11 6119 Salaries or Wages - Teachers and Other Professional Personnel $1,610,674.00

199 11 6129 00 131 3 11 6129 Salaries or Wages for Support Personnel $77,240.00

6100 Subtotal: $1,710,253.00

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Personnel for Bowie Fine Arts Academy:

Name Position Program FTE

Cheryl Bains Teacher System 44 0.5

Janeen Guynn Teacher READ180 0.5

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2012-2013 Campus Planning Team

Committee Role Name Position Signature

Business Representative Chelsea Yocham ConocoPhillips

Campus Administration Laurie Sherrod AP

Classroom Teacher Cheryl Bains System 44/Physical Education

Classroom Teacher Debbie Billups Kinder

Classroom Teacher Terry Burchett 6th Grade

Classroom Teacher Kathy Eggins 5th grade

Classroom Teacher Stacey Fivecoat 2nd grade

Classroom Teacher Donna Hendrix 3rd Grade

Classroom Teacher Tina Taylor-Hoover 1st grade

Classroom Teacher Brandy Thomason Choir

Classroom Teacher Davina Valles Theater

Classroom Teacher Katie Yost 4th grade

Community Representative Nancy Stewart Neighborhood Representative

District-level Professional Dolores Cano District-level Professional

Non-classroom Professional Kim Finke Nurse

Principal Trudie Thomason Principal

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Campus Funding Summary

211 Title 1

Goal Objective Strategy Summary Account Code Amount

1 2 1(F)IDEA Special Education, (L)C-Scope Resource Bank, (L)ActivityFunds, (L) Instructional Resources

$49,000

Sub-Total $49,000

199 Local

Goal Objective Strategy Summary Account Code Amount

1 1 1(F)Title 1, (L)Activity Funds, (O)Classroom Teachers, (O)Principal,(S)Local Funds

$200

1 1 3(F)IDEA Special Education, (F)Title 1, (L)Activity Funds,(L)Instructional Services, (L)SchoolNet Da

$100

1 1 4 $100

1 2 1(F)IDEA Special Education, (L)C-Scope Resource Bank, (L)ActivityFunds, (L) Instructional Resources

$2,579,000

1 2 4(F)IDEA Special Education, (F)Title 1, (L)Activity Funds, (L)C-Scope Resource Bank, (L)Instructional

$4,000

1 3 1 (O)Local Districts $1,000

1 3 2 (O)Local $1,000

1 3 3 (O)Local $1,000

1 3 4 (O)Local $1,000

4 1 2(F)IDEA Special Education, (F)Title 1, (L)Activity Funds, (L)C-Scope Resource Bank, (L)Instructional

$13,000

Sub-Total $2,600,400

Donations

Goal Objective Strategy Summary Account Code Amount

1 2 1(F)IDEA Special Education, (L)C-Scope Resource Bank, (L)ActivityFunds, (L) Instructional Resources

$7,000

Sub-Total $7,000

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PTA

Goal Objective Strategy Summary Account Code Amount

1 2 1(F)IDEA Special Education, (L)C-Scope Resource Bank, (L)ActivityFunds, (L) Instructional Resources

$10,000

Sub-Total $10,000

Other

Goal Objective Strategy Summary Account Code Amount

1 1 2 (L)Activity Funds Activity Fund $400

Sub-Total $400

Grand Total $2,666,800

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