Schertz-Cibolo-Universal City Independent

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North Lamar Independent School
District
Aaron Parker Elementary School
Campus Improvement Plan for School Year 2016 - 2017
Prepared by Texas Educational Consultative Services, Inc.
2028 Ben White Blvd., Suite 200
P. O. Box 18898
Austin, Texas 78760-8898
866.513.5515
Texas Education Consulting Services (TECS) © 2016
Success is built on a “Rock Solid” education
Campus Vision Statement
The Aaron Parker Elementary learning community will be a model school where
students are first; and opportunities are provided for all students to develop
intellectually, physically, socially, and emotionally within a safe and productive
environment while building a foundation to cultivate lifelong learners and meet the
challenges of a culturally diverse society.
Campus Mission Statement
The goal of Aaron Parker Elementary School is to promote life-long learning. In order
to achieve this goal the staff, parents, and community will facilitate and encourage
the following:








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High academic performance
Individual growth
Independent and cooperative work
Critical thinking
Responsibility
Creativity
Quality character
Leadership
Citizenship
Parker Elementary School—Campus Improvement Plan
2
Aaron Parker Elementary School Committee Membership
School Year 2016-2017
NAME
Britany Creamer
Trudy Kelley
Laura McKinney
Melissa LaVoy
Kim Johnson
Phyllis King
Vivian Hicks
Donna McGee
Kaye Cooper
Julie Romans
Kristin Hughes
Tracy Hoskins
Jonathan Fore
Vicky Foster
Tammie Bates
POSITION
Kindergarten Teacher
1st Grade Teacher
2nd Grade Teacher
3rd Grade Teacher
5th Grade Teacher
Special Education Teacher
Office Staff
Paraprofessional
Interventionist
4th Grade Teacher
Administrative Assistant
Parent
Community Member
Business
Principal
TELEPHONE
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.737.4000
903.737.3066
POSITION
Kindergarten Teacher
1st Grade Teacher
2nd Grade Teacher
3rd Grade Teacher
3rd/4th Grade Teacher
5th Grade Teacher
Special Education Teacher
Office Staff
Paraprofessional
Interventionist
Administrative Assistant
Parent
Community Member
Business
Principal
TELEPHONE
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3066
903.732.3526
903.732.3066
903.737.4000
903.732.3066
NAME
Trudy Kelley
Kaye Cooper
Laura McKinney
Melissa LaVoy
Christie Skidmore
Kim Johnson
Phyllis King
Vivian Hicks
Donna McGee
Valerie McClain
Kristin Hughes
Tonya Jackson
Jonathan Fore
Vicky Foster
Tammie Bates
3
Table of Contents
Campus Vision Statement ....................................................................................................... 2
Campus Mission Statement ..................................................................................................... 2
Aaron Parker Elementary School Committee Membership ..................................................... 3
Campus Needs Assessment Report of Findings 2016 – 2017 ............................................... 5
Introduction .............................................................................................................................. 5
Campus Characteristics .......................................................................................................... 5
Campus Strengths ................................................................................................................... 5
Demographics ......................................................................................................................... 6
Parker Elementary School STAAR Results ............................................................................. 9
Student Findings .................................................................................................................... 12
Current Programs: ................................................................................................................. 14
Staff Findings ......................................................................................................................... 15
Teacher Demographics ......................................................................................................... 15
Parent and Community Involvement Findings ....................................................................... 20
Technology Findings ............................................................................................................. 22
Facilities Findings .................................................................................................................. 23
Campus Priorities .................................................................................................................. 24
Recommendations ................................................................................................................. 24
Appendix 1 – Staff Survey Results ........................................................................................ 25
Appendix 2 – Parent Survey Results ..................................................................................... 26
Campus Improvement Plan for School Year 2016 – 2017 ................................................... 28
Appendix A: Schoolwide Program Components ................................................................... 57
Appendix B: State Compensatory Education and Title I (A) Budgets and Full-Time
Equivalent Staff ..................................................................................................................... 58
Appendix C: Program Evaluation for School Year 2014-2015 ............................................. 59
Appendix D: Assurances and Good Practices ...................................................................... 70
4
North Lamar Independent School District
Parker Elementary School
Campus Needs Assessment 2016 – 2017
Report of Findings
Introduction
The Site-Based Decision-Making Committee met on January 26, 2016, to develop a
needs assessment of Parker Elementary School for school year 2016 - 2017. Dan
Arrigona, Senior Consultant at Texas Educational Consultative Services, Inc. (TECS)
facilitated the meeting.
During the meeting, members of the committee discussed the strengths and needs of
the school focusing on six areas: students; staff; parental involvement; community
involvement; plant facilities; and technology. It is important to consider both
strengths and needs in these areas because one may be able to use strengths
identified in one area to address needs in another area. The committee also
considered the results of state and local assessments, experience in the school and
community, and professional opinions to arrive at the strengths and needs discussed
in this report.
Campus Characteristics
Aaron Parker Elementary School, a Grade EE - 5 campus located in Powderly,
Texas.
The campus is rated at “Met Standard” in the 2015 state accountability rating system.
The campus earned four Distinction Designations: Academic Achievement in
Reading/English Language Arts, Academic Achievement in Science, Top 25 Percent
in Closing Performance Gaps, and Top 25% in Postsecondary Readiness. Distinction
Designations are awarded to schools that are performing in the top 25% of their
campus comparison group.
Campus Strengths
The committee reported that Parker Elementary has a strong collaborative
atmosphere. Committee members noted the strong leadership traits of the principal
and indicated that campus administrators had very high expectations for teachers,
staff, and administrators. The committee also noted that there is a great deal of pride
in the school – in its teachers and in its students.
5
Demographics
As reported in the 2014-2015 Texas Academic Performance Report (TAPR), the
most recent report available at the time of the preparation of this report, there were
244 students enrolled at Parker Elementary School. Enrollment at the campus has
been relatively static for the past three school years. The ethnic distribution of the
students at the school is 77% White, 8.2% two or more races, 7.8%% Hispanic, and
2.5% African American. Other ethnic groups make up the remainder of the ethnic
distribution of the students. In the prior year, as reported in the 2013 – 2014 TAPR,
campus enrollment in 2014 was 231. The ethnic distribution of students in that
school year was 80.1% White, 6.5% Hispanic, 4.8% Two or More Races, and 3.5%
African American. Other ethnic groups make up the remainder of the ethnic
distribution of the students.
Students in special circumstances such as at-risk, economically disadvantaged, and
limited-English proficiency may have social and instructional needs that the campus
must address in order to improve overall student performance. in 2014 – 2015 the
student population at the school was 32% Non-Educationally Disadvantaged, 68%
Economically Disadvantaged, 40.2% At-Risk, and .4% English Language Learners.
The campus had a mobility rate of 17.4% and an attendance rate of 97% in 2013 –
2014 (the most current reported year at the time of this report). In 2013 - 2014 the
student population at the school was 28.6% Non-Educationally Disadvantaged,
71.4% Economically Disadvantaged, 36.4% At-Risk, and .4% English Language
Learners. The campus had a mobility rate of 17.4% and an attendance rate of 96.5%
in 2012 – 2013 (the most current reported year at the time of this report).
Other data found in the 2014-2015 TAPR for the campus have been reviewed and
illustrate the following student demographics for the Parker Elementary School.
Fields with an asterisk (*) indicate that the student group was too small to report in
the Texas Education Agency’s Texas Academic Performance Reports (TAPR)
system.
6
PARKER ELEMENTARY SCHOOL
STUDENT GROUPS AS PERCENTAGES OF TOTAL CAMPUS ENROLLMENT
Eco.
Disad.
ELL
58.85%
18.2%
68%
2014
2013
Year
State
2015
2015
African
American
Hispanic
51.2%
12.6%
52%
28.9%
6.5%
0.4%
40.2%
12.7%
*
36.4%
7.8%
6.9%
77%
71.4%
2.5%
3.5%
80.1%
8.6%
71.4%
*
40.3%
6.9%
6.5%
81%
5.6%
At-Risk
White
Other
7
ATTENDANCE RATE
Year
State
Campus
African
American
Hispanic
White
Eco.
Disad.
ELL
2013-14
95.9%
97%
98.6%
97.5%
97.1%
96.7%
*
2012-13
95.8%
96.5%
98.6%
95.7%
96.5%
96.3%
*
2011-12
95.9%
97%
97.8%
97.5%
96.5%
96.6%
*
2010-11
95.7%
96.2%
98.4%
97.4%
96.1%
95.8%
*
8
STAAR RESUTS
Fields with an asterisk (*) indicate that the student group was too small to report in
the Texas Education Agency’s Texas Academic Performance Reports (TAPR)
system.
Scores on the Math STAAR tests were not reported in the 2014 – 2015 TAPR
System.
READING / ENGLISH ARTS
Year
African
American
Campus
SY 2015
77%
90%
*
80%
92%
82%
*
SY 2014
76%
90%
*
100%
90%
94%
*
SY 2013
80%
79%
86%
86%
100%
84%
81%
*
*
85%
80%
*
SY 2012
83%
100%
Hispanic
White
Eco.
Disad.
State
ELL
9
WRITING
African
American
Hispanic
59%
*
*
59%
47%
*
72%
55%
*
*
56%
45%
*
SY 2013
63%
63%
*
*
61%
54%
*
SY 2012
67%
67%
*
*
65%
60%
*
Year
State
Campus
SY 2015
72%
SY 2014
White
Eco.
Disad.
ELL
10
SCIENCE
Year
African
American
Hispanic
89%
*
*
86%
90%
*
78%
76%
*
*
80%
62%
*
82%
80%
72%
89%
*
*
68%
66%
*
*
*
91%
86%
*
State
Campus
SY 2015
78%
SY 2014
SY 2013
SY 2012
White
Eco.
Disad.
ELL
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Student Findings
Research shows that a number of personal, social, and health factors impinge on
students' academic performance. In considering the overall learning outcomes, it is
important to take into account the learning environment, student characteristics, and
the nature of the learning tasks. Schools in Texas have been judged primarily by the
performance of students on the State of Texas Assessments of Academic Readiness
(STAAR) was introduced. Other data considered in determining student strengths
and needs included language skills, report cards, teacher-made tests, daily work,
discipline referrals, attendance/ tardy records, benchmarks, other standardized
assessments, dropout rates and observations of the professional staff. Also
significant is the identification of students in special circumstances such as at-risk,
students with disabilities, and what their special social and instructional needs might
be.
Student Strengths:
As indicated on the 2014 – 2015 TAPR, student achievement on the campus is
above state averages on the Reading /English Language Arts and Science STAAR
exams. Science scores strongly increased, from two points below the state average
score in 2013 – 2014 to 11 points above in 2014 – 2015. The campus passing rate
on the Grade 5 STAAR reading exam was 100% in 2015. The state passing rate on
that test that year was 87%.
The Head Start program for Lamar County is located near the Parker Elementary
School and provides preschool services for Economically Disadvantaged and English
language learner students. The program has helped prepare these children for public
school.
Student Needs:
For the second year in a row, passing rates on the Grade 4 STAAR Writing exam are
below the state average. The campus passing rate on the test was 59% in 2015,
compared to a statewide average passing rate on the test of 70%. The passing rate
of Grade 4 White students on the test was 59%, while the passing rate of At-Risk
students was 47%. In addition, campus scores on the Reading / English Language
Arts STAAR exam decreased between 2013 – 2014 and 2014 – 2015 for among
Hispanic, from 100% to 80%, and Economically Disadvantaged, from 85% to 82%,
student groups..
Committee members indicated that, while students may be developmentally ready for
the curriculum taught at Parker Elementary, they do not seem to be exposed to ageappropriate materials at home. In addition, the students lose much of their academic
progress over the summer months.
12
The committee indicated that 75% of students are screened at Tiers 2 or 3 in the RtI
program.
The committee indicated that discipline is generally good on the campus and that
typically, discipline problems are addressed through counseling or other interventions
The committee cited the need for more child care facilities in the community.
Presently, there are none. They expressed the opinion that, possibly, if more
children attended child care programs, they would be better prepared to meet the
rigors of public school.
13
Current Programs:
Currently there are several programs in place to enhance the basic instructional
program at the campus. These programs include the following:
ESEA, Title I, Part A — Improving Basic Programs operated by Local Education
Agencies: Parker Elementary School implements a schoolwide program with Title I
funds to upgrade the entire instructional program by paying for two Reading
Recovery teachers who reinforce reading to help struggling students. A dyslexia
teacher is also paid for as part of the schoolwide program. Instructional software,
supplies and materials, as well as parent involvement activities and professional
development are also paid for with these funds.
ESEA, Title I, Part C—Educating Migratory Children: The district is in a shared
services arrangement with Education Service Center Region 8 that provides
recruitment and training services to the district and its schools.
ESEA, Title II, Part A—Principal, Teacher Training and Recruitment Fund:
Resources available from this program are used to provide professional development
activities for staff in the core subject areas.
ESEA, Title III, Part A—English Language Acquisition, Language Enhancement,
and Academic Achievement Act: The district participates in a shared services
arrangement with Education Service Center Region 8 that provides professional
development for special language teachers and curriculum materials for special
language programs.
State Compensatory Education:
These funds are used to pay for one math
intervention teacher and two paraprofessionals who use various intervention
programs including tutoring to address the needs of students in at-risk situations.
Special Education: Supplemental programs are designed to meet the needs of
students with disabilities as determined by the Admissions, Review, and Dismissal
(ARD) committee. Programs at Aaron Parker Elementary School include Success
Center Lab, Inclusion, and Content Mastery. Aaron Parker serves primarily the less
severe students. Students with more severe disabilities are bused into town to one of
the other elementary schools. Speech and OT/PT are available on an itinerant basis
as needed. All special education programs and services are provided in the least
restrictive environment.
Bilingual Education: The English as a second language (ESL) methodology is
used by teachers having an ESL endorsement to provide English language learners
(ELLs) with special language services to assist them in making the transition from
languages other than English to proficiency in using the English language. Students
are classified as ELLs by the Language Proficiency Assessment Committee (LPAC).
Presently, there are no ELL students at Parker Elementary School.
14
Staff Findings
Researchers have compiled impressive evidence that healthy and sound school
organizational cultures correlate strongly with increased student achievement and
motivation, and with teacher productivity and satisfaction. The organizational culture
of any educational institution is critical to the success of the students it serves.
Campus atmosphere must foster collegiality and be able to maintain a high level of
staff morale. Among the most important elements of organizational culture is the
ability of administration to create an environment of trust through open, two-way
communication and a monitoring of staff attitudes and opinions. The most positive
school culture occurs when principals, teachers, and students model the values and
beliefs important to the institution. As in any profession, exposure to the latest
developments in the profession is critical in order for staff to stay on the cutting edge;
hence professional development is a key component in any successful school
program.
The results of a staff survey, conducted mid-year during the 2015 – 2016 school
year, are included as Appendix 1 in this report.
Teacher Demographics
Teacher demographics, as reported in the 2014 – 2015 TAPR, are illustrated with a
number of tables and graphs beginning on page 16 of this report.
Under the No Child Left Behind Act, districts participating in Title I, Part A should
have all teachers meeting the standards to be considered highly qualified. The
campus reports that 100% of its teachers meet the standard for highly qualified.
15
Ethnicity of Teachers
African
American
Hispanic
4.0%
8.1%
White
87.9%
Other
0.0%
16
Ethnicity of Students
African
American
Hispanic
White
Other
2.5%
7.8%
77.0%
12.7%
17
Teachers by Years of Experience
Beginning
1-5 Yrs.
6.8%
28.2%
6-10
Yrs.
28.2%
11-20
Yrs.
>20
Yrs.
12.1%
24.7%
Teachers’ Average Years of Experience
Total
District
12.6
9.9
Staff Strengths:
Committee members reported that a significant strength of Aaron Parker Elementary
is the high morale and pride teachers take in being part of the campus. They
indicated that the relatively small enrollment on the campus helps create a strong
sense of community.
Teachers are surveyed on professional development needs each spring. The
committee indicated that the survey provides a basis for professional development
18
offerings, which teachers and staff generally perceive as adequate and meeting their
needs.
The committee indicated that teacher turnover is low. Members indicated that teacher
turnover is most often tied to retirements of teachers on the campus. However, as
reported in the 2014 – 2015 TAPR, the percent of teachers at Parker Elementary with
10 years’ or more experience is 36.8%. This number is below the state average of
42% of teachers with more than 10 years’ experience and the district average of
61%. Parker elementary has the lowest percentage of teachers with 10 years’ or
more experience in the district. We are typically experienced with 41.8 percent
having over 10 years of teaching experience. The average years’ of experience for
Parker teachers is 12.6 years. This level of average years’ experience compares to
15 years in the district and 11 years at the state level. On average, Parker teachers
have 9.9 years’ experience in the district, compared to 11.4 years for the district as a
whole and 7.5 years at the state level.
Staff Needs:
With many new students coming to school who are not prepared to meet the
expectations of kindergarten teachers, the committee indicated that an all-day
prekindergarten program would be beneficial.
The committee also expressed a need for more cross-campus planning time.
19
Parent and Community Involvement Findings
Governing boards, administrators and employees of school districts have the
responsibility to encourage parents and the community to share their knowledge,
skills, energies and abilities with the schools. A key ingredient in any successful
instructional program is the involvement of students’ parents and community
members. It is therefore worthy of any school’s time to foster the enhancement of the
relationship between the community and the school.
Parent/Community Strengths:
A parent survey conducted during the 2015 – 2016 school year is included at
Appendix 2 of this report.
Committee members indicated that Parker Elementary parents are generally
supportive of their students and the school..
The committee indicated that the campus parent-teacher organization (PTO) is
active. Among its various meetings and activities supporting the school is teacher
recognition every six weeks.
A good rapport with parents is maintained by making parents feel at home when they
are at the school. Based upon the 2015 - 2016 Parent Survey, 78% of the parents
responding indicated that they had attended a family event. 88% of the parents
responding indicated that they were comfortable during visits to the school. The best
time to hold family events is 5:30 p.m. with 7:00 p.m. coming in second.
Staff uses Grade Viewer, a newsletter, and teacher web pages to provide school
information to the parents. According to the parent survey, the best way for the
school to communicate with parents is by notes brought home by the students, with
phone calls or text messages second-most preferred and email or in-person tied for
third. Eighty-four percent of the parents indicated that they were satisfied with the
way the school communicates with them.
Parker Grade 5 students attend Sky Ranch. The community provides donations to
ensure students are able to attend. The committee indicated that local media
supports the campus. In addition, local church families provide needy students with
shelter, food, and clothing. Dairy Queen, the Dollar Store, and local churches donate
supplies and back packs for students as well as provide incentives.
Parent /Community Involvement Needs:
The committee indicated that teachers would like to see more parent volunteers to
work with the PTO.
20
The committee also implemented a mentoring program that recruits volunteers from
the community to help struggling students. During the students’ lunch period is a
great time for the mentor to meet with the students.
21
Technology Findings
Technology is rapidly transforming teaching and learning at all Grade levels and in all
subjects. Today’s students must learn the skills they will need to live and work in the
future. Technology curricula must provide access and equity to all students. A school
district’s technology program must be about more than just the acquisition of
hardware, software, peripherals and connectivity; it must include how the technology
is integrated with the instructional program as well as what professional development
programs will help the district achieve its goals in this vital area. Any decisions
concerning the direction and integration of instructional technology at the campus
level should begin with a thorough review of the district’s technology plan.
Technology Strengths:
The committee indicated that support for technology on the campus is generally
good. The computer lab is working well and all classrooms have at least three
computers available for student use. One of the teachers has been designated as
the technology assistant and helps staff work through minor technology problems.
The district also has a full-time instructional technology coordinator who provides
technical assistance to the staff as well as training. All classrooms are equipped with
overhead LCD projectors.
Computer assisted instructional software is adequate to meet the needs of the
campus teachers.
The district has begun to budget funds to replace technology as needed. This has
taken this responsibility and considerable cost from the campus budget.
Technology Needs:
The committee indicated a need for more iPads for the classrooms.
22
Facilities Findings
The importance of a sound, safe, healthy and modern school infrastructure is
fundamental since students should not be expected to learn in buildings that are
crumbling and outdated or in classrooms that are overcrowded and uncomfortable.
Maintenance should be a high priority to ensure a safe, comfortable, and stable
environment. Deferred maintenance should be tracked on a five year planning basis
with the plan reviewed and updated annually, and presented for Board approval. A
safe, well-lighted, heated, ventilated, and cooled environment with adequate and
appropriate supplies, furniture, and equipment is essential in rounding out the
instructional staff and parent and community involvement.
Facility Strengths:
Although the oldest building in the district. The committee reported that maintenance
services are responsive to immediate issues.
The district is in the process of conducting a facilities survey.
Facility Needs:
The committee indicated that building maintenance is not preventive or proactive.
Committee members indicated that the building is in need of a facelift, including
upgrading lighting and the gym. Both of these are continuing issues.
The committee indicated that there are leaks and plumbing concerns in the building.
They also indicated that the kitchen is too small.
23
Campus Priorities
The committee indicated that one priority is to continue to improve and make
effective writing across the curriculum. A second priority is to have more time for
training and implementation of the RtI program.
Recommendations
1. Grade 4 STAAR Writing scores are below the state average score for the
second consecutive year. The committee recommended that the campus
continue making extra time for writing and that additional staff training
could help. Tutorials for struggling students may also be helpful. Campus
leadership should develop a root-cause analysis of this issue and
implement programs and strategies based on the analysis to address the
level of writing achievement.
2. Committee members suggested consideration of a half-day or full-day
prekindergarten program to give students a better chance of success when
they reach kindergarten. A full-day prekindergarten program is preferred.
We recommend a research-based analysis of the potential educational
benefits of all-day prekindergarten, as well as a study of the capacity of
NLISD to offer this program, the costs associated with it, and an
investigation of possible sources of revenue.
3. The committee indicated that planning time is essential to the
implementation of successful programs. Cross-campus planning can also
enhance curriculum alignment that leads to increased learning on the part
of students. Having more Professional Learning Communities (PLC)
should help resolve this need.
4. The committee indicated that they would prefer to have full-day
professional development, rather than professional development sessions
before and after school.
5. Staff should try to recruit more parents to participate in the PTO program.
Meeting with parents on a one-to-one basis and explaining how such
participation can help their children do better in school can be helpful.
Having snacks at the meetings is another good drawing card. The same
techniques may be used to recruit community members to serve as
mentors for struggling students.
6. Consider redoing the lighting throughout the building. This has been cited
previously.
24
Appendix 1 – Staff Survey Results
NORTH LAMAR INDEPENDENT SCHOOL DISTRICT
School Year 2015 - 2016
The following staff survey was gathered from the district’s website at mid-school year
2015 - 2016.
Parker Elementary Staff Survey 2015 - 2016
35 surveys submitted /47 Employees
Questions
1. I know what is expected of me at work.
2. I have the materials and equipment I need to do my work properly.
3. I have the opportunity to do what I do best every day at work.
4. I have received recognition or praise for good work in the last seven days.
5. My supervisor or someone at work seems to care for me as a person.
6. There is someone at work that encourages my development.
7. My opinions seem to count at work.
8. My supervisor sets clear performance expectations for the job.
9. My coworkers are committed to doing quality work.
10. I have the support of my administrators at work.
11. In the last 3 months, I have talked with someone about my progress.
12. In the last year, I have had opportunities at work to learn and grow.
13. How satisfied are you with NLISD as a place to work?
14. The mission of NLISD makes me feel like my work is important.
15. How likely is it that you would recommend NLISD to a friend or colleague as a
place to work?
16. How likely is it that you would recommend NLISD to a friend or colleague as a
place to educate their child?
17. NLISD is moving in a positive direction as a district.
18. NLISD provides a safe and secure environment for its students and staff.
Response
Scores
3.8
3.49
3.73
2.89
3.77
3.57
3.31
3.8
3.6
3.69
3.31
3.66
3.8
3.71
Maximum
Scores
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3.8
4
3.86
4.4
4.37
4
5
5
25
Appendix 2 – Parent Survey Results
NORTH LAMAR INDEPENDENT SCHOOL DISTRICT
ESEA, Title I Parent Survey
The following parent survey was gathered from the district’s website at mid-school
year 2015 - 2016.
Parker Elementary Parent Survey 2016
Grade
EE (Early Education)
PK (Pre-Kindergarten)
K (Kindergarten)
1st (First)
2nd (Second)
3rd (Third)
4th (Fourth)
5th (Fifth)
Parker
1
12
12
4
10
8
4
Homework
It was beneficial
Child was assigned too much
Child was not assigned enough
40
10
1
Difficult subjects for your Child
English-Language Arts
Math
Social Studies-History
Science
12
21
3
3
Student/Parent/Teacher Compact
Yes
No
Unsure what the Compact is
35
11
1
Parents, which areas take part?
Attend School events
Volunteer
Attend R&R
View Resource Videos
Attend Conference
39
19
7
4
35
Scheduling Family Events
Morning
Midday
Afternoon
Evening
Fridays
Parker
15
6
9
17
Comfortable Visiting?
Yes
No
Sometimes
45
2
4
Communication Satisfaction
Yes
No
Sometimes
43
2
6
Best way to communicate
Notes
In person
Mailed letter
Phone calls/text
Email
Groupme
Campus Enrollment
Percentage of returned surveys
Total
31
19
10
24
19
236
22%
51
26
Review compact with child
19
Information on Adult Education
Yes
No
4
9
Did you attend Family Events?
Yes
No
35
10
"Copyright © TECS. Inc.2016. All rights reserved. The copyright for this document and the
supplemental materials incorporated in it (including without limitation the text and graphics such as
tables, charts and graphs) is owned by Texas Educational Consultative Services, Inc. (TECS) and its
licensors."
27
Campus Improvement Plan for School Year 2016 – 2017
Goal 1:
Provide students a quality education that will demonstrate academic success and individual growth.
Objectives: By the end of school year 2016-2017, all students and all student groups will achieve the “Satisfactory” or
“Advanced” Performance Standard on the STAAR.
By the end of school year 2016-2017, 98% of all students and all student groups will achieve
developed/mastery on the TPRI/Math Benchmarks
.
By the end of school year 2016-2017, the attendance rate will be 97.2%.
Strategy/Activities
Resources
Strategy 1—Instruction: We
will increase the passing rates
on the state assessments
through the use of the TEKS
Resource System curriculum
and various other accelerated
instructional activities.
Admin. staff,
teachers, and
technology
equipment
partially funded
with ESEA, Title
I and State
Compensatory
Education funds
State and/or
local funds
Activities:
a. Teachers will use strategies
to encourage the use of
higher order thinking skills. (2)
b. Teachers will use hands on
manipulatives and games to
increase student thinking
skills. (2)
State and/or
local funds
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Teachers
Daily
Classroom
teacher
observation
Classroom
Teachers
Daily
Classroom
teacher
observation
Lesson plans
Improved
performance on
the state
assessments
Improved
performance on
the state
assessments
28
c. Continue using
interventions including tutoring
for reading, math, writing, and
science. (2)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Classroom
Teachers
Aug 2016-June
2017
Six week reports
Improved
performance on
the state
assessments
d. Individual classroom
teachers will provide small,
flexible groups to meet
student needs. (9)
State and/or
local funds
Principal
Classroom
Teachers
Aug 2016-June
2017
Principal
observation
e. Fluency checks will be
completed by teachers
periodically in grades 1-5. (2)
f. Classroom teachers will post
writing samples/products. (2)
State and/or
local funds
Teachers
Periodically
Fluency checklist
Pass TPRI/Math
Benchmarks
Improved
performance on
the state
assessments
Fluency level
increases
State and/or
local funds
Principal
Classroom
Teachers
Each six weeks
g. Students in Grade K-5 will
share their writing orally and
edit as appropriate. (2)
State and/or
local funds
K—5th Grade
Classroom
Teachers
Each six weeks
Writing samples
turned in to the
arts teachers for
evaluation
Students share
their writing
h. All teachers will use
journals for all subjects with
students and regularly
respond to student writing. (2)
State and/or
local funds
Principal
Classroom
Teachers
Aug 2016-June
2017
Principal will
randomly check
student journals
i. Students will have the
opportunity to participate in
accelerated intervention
programs. (2)
State and/or
local funds
Title I
Classroom
Teachers
Teacher Assistants
Intervention
Teachers
Aug 2016-June
2017
Progress
monitoring
$1,000 SCE
funds
Improved
performance on
the state
assessments
Improved
performance on
the state
assessment in
writing
Improved
performance on
the state
assessment in
writing
Improved
performance on
the state
assessments
29
j. Emphasize writing at all
Grade levels using the TEKS
Resource System. (2)
State and/or
local funds
Classroom
Teachers
Aug 2016-June
2017
Writing samples
k. Continue using Sky Ranch
to supplement the science
curriculum (2)
State and/or
local funds
Science Teacher
Spring 2017
Registration
completed
l. Provide time for teachers to
team and discuss successes,
failures, and students. (3)
State and/or
local funds
Principal
Teachers
Aug 2016-June
2017
Schedule
developed for
teaming time
m. Implement and continue to
develop strategies to ease the
transition from preschool to
public school by providing
parents with parenting
booklets, holding new student
orientation, meet-the-teacher
night, Head Start tour, and
home visits. (7)
State and/or
local funds
Title I
Principal
Kindergarten
Teachers, Head
Start Teacher
August 2016
April 2017
June 2017
Parent booklets
Sign-in sheets
n. Writing benchmarks will be
administered in 2nd and 3rd
grades and used to identify
problem areas so activities
can be implemented to
improve writing skills. (2)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Principal
Teachers
September 2016
December 2016
May 2017
Benchmarks
Improved
performance on
the state
assessment for
writing
Improved
performance on
the state
assessment for
science
Improved staff
morale and
student
performance
Preschool
students
assimilate
quickly
Improved
performance on
the state
assessment for
writing
30
Strategy/Activities
Resources
o. Require 30 minutes of
Accelerated Reading time for
all students. (2)
State and/or
local funds
p. Hire a fine arts teacher, full
time, to teach music and art
to all students. (9)
q. Implement a transition
program for Parker Grade 5
students moving to the middle
school.
$64,645 SCE
funds
State and/or
local funds
State and/or
local funds
Personnel
Responsible
Principal
Teachers
Timeline
Board of Trustees
Superintendent
Principal
Counselor
Grade 5 Teachers
Formative
Evaluation
Class schedules
Lesson plans
Summative
Evaluation
Meet individual
Accelerated
Reading goals
Aug 2016
Position
authorized
Position filled
January 2017-Jun
2017
Program
implemented
Successful
Middle School
Transition
Ongoing
31
Strategy/Activities
Resources
Strategy 2—Struggling
Students A quality education
will be provided to meet the
special needs of struggling
students through appropriate
interventions.
Admin. staff,
teachers, teacher
assistants, district
coordinator,
parent sup-port,
school library,
Reg. VIII,
supplies, and
computers.
Partially SCE
and Title I funded
Activities:
a. Students in at-risk
situations will be placed in an
intervention program based
upon current assessments
through Campus Care Team
meetings. (1)(9)
b. Head Start program will
focus on student literacy
development in learning
centers. (9)
c. Plan for the appropriate tier
level in all subject areas for
struggling students and
document all strategies used.
(9)
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
ESEA, T-I(A):
2 FTE Teachers;
$108,611
Success Center
Math and
Reading
contracts; and
supplies $4,282
State and/or local
funds
Principal
Intervention
Teachers
Classroom
Teachers
Care Team
As needed
Assessment
results and lists
of students
Progress
monitoring
Improved
performance on
the state
assessments
Head Start Teacher
Teacher Assistants
Daily
Teachers’ lesson
plans and
newsletter
Readiness test
State and/or local
funds
Principal
Aug 2016-June
Administrative
2017
Assistant/Counselor
Teachers
At-risk ID forms
504 forms
Care Team forms
Pass TPRI/Math
Benchmarks
Improved
performance on
the state
assessments
32
d. Students with disabilities
will receive Special Education
instruction and assessment
on their appropriate
instructional levels, related
services for which they
demonstrate an educational
need and qualify, and timely
reevaluation to help them
succeed. (9)
State and/or local
funds
Special Education
and
Regular
Education
Teachers
Assistants
Diagnosticians
Principals
Aug 2016-Jun
2017
ARD forms
Principal’s ARD
notebook
Pass TPRI/Math
Benchmarks
Completion of
IEP
State
assessments
e. Students meeting initial
criteria will be screened for
the dyslexia program and
placed in the appropriate
Scottish Rite program if they
qualify. (9)
State and/or local
funds
Administrative
Assistant
Counselor
Care Team
Dyslexia Therapist
Sep-Oct 2016
Jan-Feb 2017
Apr-Jun 2017
Care Team
results form
Pass TPRI
Improved
performance on
the state
assessment for
reading
f. Students with disabilities
will receive transition services
such as classroom
orientations at the Middle
School to prepare them for
the Middle School Program.
(9)
State and/or local
funds
Diagnostician
Special Education
Personnel
Mar-Apr 2017
ARD forms
Completion of
IEP
g. Panther Prep will be
offered to students who meet
the Panther Prep eligibility
criteria. (9)
State and/or local
funds
Title I
Director of Federal
Programs and
Curriculum
Principal
Classroom
Teachers
Aug 2016
Panther Prep lists
Yellow cards in
cumulative
folders
Successful
completion of
Panther Prep
h. Provide a STAAR Camp
State and/or local
Director of Federal
June 2017
Program
Improved
33
for students failing the 5th
Grade STAAR reading and/or
math tests. (9)
funds
Title I
i. Oral language development
will be provided to identified
students by the oral language
development teacher (1 & 9)
State and/or local
funds
j. Supplemental programs will
be implemented for students
in at-risk situations in reading,
math, science, and writing,
i.e., Success Center, tutorials,
paraprofessionals providing
one-on-one and small group
help. (9)
SCE
5.0 FTE
Paraprofessionals
$80,536 and
Tutors $1,000
k. An intervention teacher
and/or paraprofessional will
assist teachers with students
struggling with math. (9)
Programs and
Curriculum
Classroom
Teachers
Principal
Teachers
Oral Language
Teacher
implemented
performance on
the state
assessments
As needed
Assessments
given by the oral
language teacher
Pass TPRI
Classroom
Teachers
Paraprofessionals
Special Program
Teachers
Aug 2016-June
2017
Six week reports
Pass the state
assessments
SCE $55,613
1.0 FTE Teacher
Principal
Teachers
Paraprofessionals
Each six weeks
On-going
Six weeks reports
Teacher-made
tests
Pass AMI
Pass the state
assessments
l. A special language program
will be provided to identified
English language learner
students. (1) and (9)
State and/or local
funds
ESL Teachers
On-going
LPAC referrals
Lesson plans
Pass TPRI
Pass the state
assessments
m. Monitor the use of care
teams to ensure that they are
being properly implemented
and used. (2)
State and/or local
funds
Principal
On-going
Administrative
Assistant/Counselor
Principal and
counselor
observations
n. Provide supplemental
State and/or local
Teachers
Students
Pass
TPRI/MATH
BENCHMARKS
Pass the state
assessments
Students
Ongoing
34
interventions for students
transferring into Parker when
needed (9)
o. Conduct an attendance
recovery class for students in
at-risk situations due to low
attendance (9)
p. Provide a half-day/all day
prekindergarten program. (9)
funds
State and/or local
funds
Teachers
Sending Teachers
June 2017
State and/or local
funds
Board of Trustees
Superintendent
Director of Federal
Programs and
Curriculum
Aug 2016
$30,529 SCE
funds
identified
Interventions
implemented
Attendance
records Teacher
hired
perform at Grade
level
Program
authorized
Program
implemented
All student work
completed
35
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 3—Technology:
The campus will continue to
integrate technology into
instruction.
Admin. staff,
teachers, teacher
assistants,
computers,
technology
State and/or local
funds
Computer Lab
Assistant
Daily
Sign-up sheet
and lesson plans
Increased
student use of
computer lab
b. The computer lab will be
used for Internet access
during integrated lessons,
and research-based lessons.
(2)
State and/or local
funds
Classroom
Teachers
Daily
Sign-up sheets
Lesson plans and
observation
Increased
student use of
computer lab
c. Students will use
technology to enhance
learning and produce student
products. (2)
State and/or local
funds
Classroom
Teachers
Aug 2016-June
2017
Student products
d. Request new equipment to
address the need to replace
obsolete and nonfunctioning
technology equipment.
State and/or local
funds
Principal
Aug 2016
Campus budget
Improved
student
understanding of
the product
taught
Technology
equipment
current and
functioning
Activities:
a. Continue the regular
scheduling of classes into the
computer lab where the lab
manager will assist students
in its use (2)
36
Strategy/Activities
Resources
e. Practice good conservation
habits by turning off all
electrical devices when not in
use.
State and/or local
funds
f. Purchase two sets of 12
electronic devices to be made
available to teachers on a
check-out basis.
Personnel
Responsible
All Staff and
Students
Timeline
Principal
Aug 2016
Ongoing
Formative
Evaluation
Reminders during
staff development
meetings
Summative
Evaluation
Reduced energy
consumption
Purchase orders
issued
Electronic
devices received
and used by
teachers
37
Strategy/Activities
Resources
Strategy 4—Coordination of
Funds: All funding sources
will be carefully coordinated
to ensure the efficient use of
resources.
Admin. staff,
teachers, teacher
assistants
Activities:
a. Various Federal, State, and
local funds will be integrated
and coordinated throughout
the school to ensure their
effective use and the
elimination of duplication of
effort. General operating
funds will be used to provide
the basic instructional
program while other Federal
and State funds, including but
not limited to, Title I, Part A;
Title II, Part A; and State
Compensatory Education, will
be used to implement the
schoolwide program designed
to upgrade the entire
instruction program. (10)
State and/or local
funds
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Assistant
Superintendent
Principal
Aug 2016-Jul
2017
Campus
improvement
plan, federal
applications, and
lesson plans
prepared and
submitted
Annual
performance
reports
38
Goal 2:
Provide teachers with the curriculum, technology, instructional programs, and training necessary for student
growth.
developed/mastery on the TPRI/Math Benchmarks.
Strategy/Activities
Resources
Strategy 1—Staff
Development: High quality,
sustained staff development
will be provided to staff to
enhance the staff’s teaching
skills and knowledge
Admin. staff,
teachers,
teacher
assistants,
ESEA, Title I
and ESC
Region 8
Activities:
a. Teacher assistants will
receive training at the campus
level to add to their knowledge
of instructional strategies and
techniques. (4)
b. Teachers will attend
workshops when available
and appropriate to gain
insights for targeting weak
areas and working with
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
State and/or
local funds
Principal
Oct, Dec 2016
Jan-Feb 2017
Meeting agendas
Pass the state
assessments
State and/or
local funds
Title II
Principal
Teachers
Aug 2016-June
2017
Workshop
schedules
Sign-in sheets
Pass the state
assessments and
TPRI/MATH
BENCHMARKS
39
Economically Disadvantaged
students. (4)
c. Teachers and staff will
State and/or
attend staff development to
local funds
improve their knowledge in the Title II
core subject areas and
teaching skills. (4)
Principal
Teachers
Teacher Assistants
Aug 2016-June
2017
Training schedule
Sign-in sheets
Evaluations
Workshop
certificate
d. Classroom teachers will
receive professional
development on the
integration of technology into
instruction. (4)
State and/or
local funds
Technology
Coordinator
Teachers
Aug 2016-June
2017
Training schedule
Lesson plans
e. The school will recruit and
hire core academic subject
area teachers who meet
NLISD’s highly qualified
teacher standards.
(3) (5)
State and/or
local funds
Principal
SBDM Committee
As needed
Interviews
conducted
New personnel
hired
f. New teaching staff will be
provided ongoing professional
development on the continued
use of the TEKS Resource
System curriculum. (4)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Aug 2016-June
2017
Training schedule
Sign-in sheets
Evaluations
The TEKS
Resource
System fully
implemented
g. The discipline program will
be reviewed and updated for
consistency with current
disciplinary policies. (2)
State and/or
local funds
SBDM Committee
Aug 2016
Committee
agenda
Committee
minutes
Sign-in sheets
Program updated
40
Strategy/Activities
Resources
h. The Counselor will be
responsible for programs for
students on conflict resolution,
violence prevention, bullying,
and discipline management.
(4)
State and/or
local funds
i. Teachers will use
Professional Learning
Communities (PLC) to
improve their knowledge and
teaching skills. Cross-campus
planning days will be provided
throughout the year. (4)
State and/or
local funds
Personnel
Timeline
Responsible
Administrative
Aug 2016-June
Assistant/Counselor 2017
Formative
Evaluation
Training schedule
Summative
Evaluation
Reduction in
referrals for
disciplinary
problems
Curriculum
Coordinator
Principal
Curriculum Team
Leaders
Teachers using
PLC
Teachers better
prepared
Ongoing
Improved
performance on
the state
assessments
j. Teachers will be provided
training on the use of
programmable software, i.e.,
Easi Teach, DMAC, etc. (4)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Ongoing
Training schedule
l. Using different learning
styles training, teachers will
address needs of at risk and
economically disadvantaged
students. (4)(9)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Principal
Aug 2016
Training
scheduled
Students pass
TPRI/Math
Benchmarks
Teachers’ skills
improved
Improved
performance on
the STAAR
assessments by
at -risk and
economically
disadvantaged
students
41
Strategy/Activities
Resources
m. Training for Fundamental
Five will be provided to
teachers. (4)
State and/or
local funds
n. Provide specialized training
and professional development
for RtI and special education
teachers
State and/or
local funds
Personnel
Responsible
Principal
Timeline
Director of Federal
Programs and
Curriculum
Principal
Aug 2016
Formative
Evaluation
Training schedule
Summative
Evaluation
Teachers trained
Ongoing
Training Schedule
Teachers trained
42
Strategy/Activities
Resources
Strategy 2—Data Analysis:
Analyze data, report our
findings to campus staff, and
use the findings to improve
curriculum and instruction.
Admin. staff,
district
coordinator,
teachers, and
computers.
Activities:
a. Use DMAC and Istation
data to analyze students’
instructional strengths and
weaknesses. (1)
b. Use Fast Forword to
provide interventions to
students struggling with
foundational reading and
language skills.
c. Study the Item Analysis,
from the previous state
assessments, the TPRI, other
benchmarks, and Grade level
assessments to determine
areas of concern. (1)
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
State and/or
local funds
Principal
Technology
Coordinator
Teachers
Aug 2016
Data collected
and used
Improved
performance on
the state
assessments
State and/or
local funds
Principal
Teachers
Aug 2016-June
2017
Number of
struggling
students served
by the program
Improved
performance on
the state
assessments
State and/or
local funds
Principal
Teachers
Aug 2016-June
2017
Presentation of
information to
staff
Improved
performance on
the state
assessments
43
Strategy/Activities
Resources
Strategy 3—Curriculum:
The school will use the TEKS
Resource System curriculum
designed to enhance
performance of all students.
Admin. staff,
teachers, Reg.
VIII,
paraprofessionals,
outside
consultants,
supplies, ESEA,
Title I
Activities:
a. Teachers and assistants
will continue to refine their
skills for working with
struggling students. (3)
b. Teachers will be involved
in the selection of alternate
assessment instruments. (8)
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
State and/or local
funds
Principal
Teachers
Teacher Assistants
Aug 2016-June
2017
Paraprofessional
evaluations
Teacher
evaluations
Percentage
increase in
number of
students
performing
satisfactorily on
the state
assessments
State and/or local
funds
Principal
SBDM Committee
Teachers
Aug 2016-June
2017
Meetings held
Assessment
selected
44
Goal 3:
Provide a quality learning environment that is positive, safe, and supportive.
developed/mastery on the TPRI/Math Benchmarks.
Strategy
Resources
Strategy 1—Safe
Environment: A safe
environment will be
maintained.
Admin. staff,
teachers,
teacher
assistants,
custodial
maintenance
dept., school
commons area,
and supplies
Activities:
a. Custodians will inspect for
safety hazards during daily
cleaning and report potential
hazards. P.E. personnel and
classroom teachers will report
playground hazards promptly.
Maintenance personnel will
assist with repairs. (2)
State and/or
local funds
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Principal
Classroom
Teachers
Custodians
Daily
Equipment
inspected and
needed repairs
reported
Repairs
completed for a
safe playground
45
Strategy/Activities
Resources
Personnel
Responsible
Principal
Secretary
Clerk
Staff Members
Timeline
b. All outside doors with public
access will be locked during
the school day and visitors will
be asked to sign in and wear
a badge identifying that they
have checked in with the
office. All campus personnel
will wear ID badges. (2)
State and/or
local funds
c. Purchase and install
cameras at all campus
entrances
State and/or
local funds
d. Consider placing a School
Resource Officer on the
campus
e. Emphasize our logo:
Reuse, Recycle, Reduce,
Rethink by practicing
conservation in all areas.
f. Schedule regular
maintenance checks to
determine whether or not the
storm alert system is
operational. Document with a
report to the principal.
Formative
Evaluation
Visitor sign-in
sheet
Summative
Evaluation
Safer school
environment
State and/or
local funds
Technology
Director,
Maintenance
Director
Superintendent,
Board of Trustees
August 2016
Purchase order
Cameras
installed
August 2016
Position or
contract approved
Position or
contract filled
State and/or
local funds
Campus Green
Coordinator
Ongoing
Projects
implemented
Green
environment
State and/or
local funds
Maintenance
Director
Monthly
Reports
Storm alert
system
operational
Daily
46
Strategy/Activities
Resources
Strategy 2—Physical &
Emotional Needs of
Students: The physical and
emotional needs of all
students will be met with
special programs and
services.
Admin. staff,
counselor,
teachers, guest
speaker,
community
speaker,
supplies
Activities:
a. School nurse will schedule
health awareness programs
including the use of health
professionals to do
presentations, i.e., Tooth
Fairy, Rotary Club, dental
examination. (2)
b. The Administrative
Assistant/Counselor will
coordinate and provide a
guidance program through
regularly scheduled
classroom visits, small group,
and individual counseling. (2
& 9)
c. Red Ribbon Week will be
carried out in October to
include a school-wide
assembly and special events.
Drug abuse prevention
activities and classroom
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
State and/or
local funds
Nurse
Nov-Dec 2016
Mar-May 2017
Number of nurse
referrals
5% decrease in
the number of
students visiting
the nurse without
real illness
State and/or
local funds
Administrative
Assistant/Counselor
Bi-monthly
Teachers’
newsletter
Counselor’s
schedule
10% fewer office
referrals and
10% fewer bus
referrals
State and/or
local funds
Administrative
Assistant/Counselor
Teachers
Principal
October 2016
Feedback from
students and staff
Red Ribbon
Week activities
successfully
completed
47
guidance lessons will be
carried out throughout the
year. (2)
d. Provide a student hygiene
program involving the school
nurse and visiting
professionals. (2)
State and/or
local funds
Principal
Administrative
Assistant/Counselor
School Nurse
Aug, Dec 2016
Feb, Mar 2017
Program
implemented
Student hygiene
improved
f. Continue the community
mentoring program for
students. (2)
State and/or
local funds
Principal
Ongoing
Mentors assigned
g. Implement a Snack in the
Pack Program for weekend
nourishment for low income
students.
State and/or
local funds
Community
funds
Principal
Aug 2016
Program
implemented
Increased
passing rates on
the state
assessments
Increased
passing rates on
the state
assessments
48
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 3—Attendance:
Continue to improve
attendance through
motivational activities and
parent notification of
excessive absences so
students can reach their
maximum academic
achievement levels.
Campus
Admin.,
teachers,
teacher
assistants,
parent support,
local business
leaders,
volunteer
support,
supplies,
materials, and
equipment
State and/or
local funds
Principal
Teachers
Daily
Student
attendance report
97.2%
attendance
b. Parents will be notified in
writing of excessive
absences. (2)
State and/or
local funds
Principal
Attendance Clerk
Daily
97.2%
attendance
c. The attendance clerk will
call students’ parents when
the student is absent. (2)
State and/or
local funds
Daily
d. Economically
Disadvantaged students with
unique needs, i.e., clothing,
medical services, will be
provided these services to
encourage higher rates of
State and/or
local funds
District
children’s fund
Principal
Classroom
Teachers
Attendance Clerk
School Nurse
Copies of
excessive
absence
letters/list
Attendance data
Free and reduced
lunch records and
counselor’s input
97.2%
attendance
Activities:
a. Various incentives will be
offered to encourage perfect
attendance. (2)
Ongoing
97.2%
attendance
49
attendance. (2)
e. Parents will be provided
information on the importance
of perfect attendance and the
effect on student
performance. (2)
State and/or
local funds
District
children’s fund
Principal
Teachers
Aug 2016
Newsletter
97.2%
attendance
f. Provide a summer
attendance recovery program
for students with excessive
absences. (2)
State and /or
local funds
Attendance
Committee
June 2017
Program
implemented
Students make
up absences
50
Strategy/Activities
Resources
Strategy 4—School/Parent/
Community Involvement:
Parents and the community
will be involved in the
educational process by
providing support and
resources for instructional
services.
Admin. staff,
teachers,
teacher
assistants,
volunteer
support, PTO,
teaching aids,
and supplies.
Partially funded
with SCE
Activities:
a. Family events will provide a
variety of activities for
families. (6)
State and/or
local funds
Title I
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Grade Level
Teachers
Parent Involvement
Coordinator
Teachers
Sep 2016-June
2017
Activities
provided
Increase parent
involvement
On-going
Material provided
to parents using
websites,
conferences,
newsletters, etc.
Sign in sheets
Improved rate of
homework
completion
Participation in
the Back-toSchool Bash
Improved parent
involvement
b. Parents will be enlisted to
ensure that good homework
practices will be followed
using website, conferences,
newsletters, etc. (6)
c. Provide a kindergarten
orientation prior to the
beginning of school. Meet
with parents to explain the
expectations of students
entering the kindergarten
program. (2) (6)
State and/or
local funds
State and/or
local funds
Principal
Classroom
Teachers
Aug 2016
d. Continue participation in
the Back-to-School Bash and
provide parents with materials
State and/or
local funds
Title I
Parent Involvement
Coordinator
PTO
Aug 2016
Increase parent
involvement
51
to prepare their students for
school. (6)
Teachers
e. Parenting programs will be
available for parents with
information provided during
the Back-to-School Bash. (4)
(6)
State and/or
local funds
Title I
Principal
Administrative
Assistant/Counselor
Parent Involvement
Coordinator
Aug 2016
Sign-in sheets for
parents and
teachers
f. A Dyslexia Parent
Orientation and a GT Parent
Orientation will be provided
during the first six weeks of
school. (6)
g. The school will develop a
school parent compact and
parent involvement policy
jointly with parents to explain
the responsibilities of both the
school and parents and
emphasizes the timely
completion of homework. (6)
h. Parents will be encouraged
to sign up for access to Grade
Viewer by providing
information at the Back-toSchool Bash and six week
report card conferences. (6)
State and/or
local funds
Principal
Dyslexia Teachers
GT Teacher
Sep 2016
Newsletters,
parent notes
State and/or
local funds
Title I
Site-Based
Decision-Making
Committee
Parents
Parent Involvement
Coordinator
Oct 2016
May 2017
Compact and
policies
developed
Compact and
policies
disseminated to
parents
State and/or
local funds
Principal
Teachers
Ongoing
Number of
parents signing
up for access to
the Grade Viewer
Program
Increased
number of
parents
participating in
the program
i. Communication with parents
and the community will be
expanded by using local
bulletin boards, newspapers,
State and/or
local funds
Parent Coordinator
Classroom
Teachers
Web Master
Ongoing
School news
items reported in:
Newspapers
Campus web
Improved parent
involvement
Increased
percentage of
parents
completing the
Parenting
Program
Attendance at
orientations
52
campus web site, Panther
Alert, and teacher web sites.
(6)
PR Officer
sites
Teacher web
sites
Bulletin boards
Materials
distributed
j. Off-to-a-Good Start booklets
will be distributed to parents
of Head Start students. (7) (9)
State and/or
local funds
Title I
Teachers
Office staff
Parent Involvement
Coordinator
April 2017
k. Teachers will provide
current and accessible
information using various
technology and
communication tools and
platforms, including personal
web pages, email, and Grade
Book. (6)
State and/or
local funds
Classroom
Teachers
Webmaster
Aug 2016-June
2017
Web pages
updated
Improved
parental
involvement
l. Require a parent-teacher
conference for the fifth sixweek reporting period in
addition to the first six week
reporting period conference.
(6)
State and/or
local funds
Principal
Teachers
Fifth six-weeks
reporting period
Newsletter
Parent notices
Improved
parental
involvement
m. Conduct a transition
meeting with parents
concerning student schedules
and STAAR performance for
fifth Grade students and their
parents. (2)
n. Recruit more parents for
State and/or
local funds
Principal
Sixth Grade
Counselor
Teachers
After the fifth sixweek report cards
have been issued
Meetings
scheduled
Schedules
completed
Parent informed
State and/or
PTO
Ongoing
Parent contacts
Improved parent
Students better
prepared for
public school
53
the PTO. Use incentives and
explain how participation will
help their students. (6)
local funds
participation in
the PTO
54
o. Career Fair
Strategy/Activities
Community &
local business
Resources
Counselor
Spring 2017
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 5—Facilities: The
school will ensure that the
building and classrooms are
conducive to the teachinglearning process.
Admin. staff,
teachers,
maintenance
director,
superintendent
State and/or
local funds
Principal
Staff
Aug 2016-June
2017
Requests for
maintenance
submitted
Building
maintained in
good condition.
b. Upgrade lighting in the
main building hallways and
class-rooms to meet current
standards.
State and/or
local funds
Maintenance
Director
Aug 2016
Work order
issued
Lighting meets
current
standards
c. Paint the gymnasium and
repair the cracks in the main
building.
State and/or
local funds
Maintenance
Director
Aug 2016
Work order
issued
d. Repair/replace window sills
in the main building.
State and/or
local funds
Maintenance
Director
Aug 2016
Work order
issued
e. Address fire ant problem on
the playground.
State and/or
local funds
Maintenance
Director
Aug 2016
Work order
issued
f. Replace the leaking gutters
State and/or
Maintenance
Aug 2016
Work order
Gymnasium and
hallways in the
main building
painted
Windows
repaired or
replaced as
needed
Fire ants
eliminated on the
playground
Gutters replaced
Activities:
a. Monitor building and
grounds needs and notify
maintenance of needed
repairs.
55
between the gym and annex.
local funds
Director
Strategy/Activities
Resources
Timeline
g. Refinish the gym floor.
h. Purchase additional chairs
for public events in the gym.
State and/or
local funds
State and/or
local funds
Personnel
Responsible
Maintenance
Director
Principal
i. Replace worn-out teachers’
desks.
State and/or
local funds
Principal
j. Replace chairs in Grade 3
State and/or
local funds
State and/or
local funds
k. Install new intercom
issued
Formative
Evaluation
Work order
issued
Purchase order
issued
Summative
Evaluation
Gym floor
refinished
Additional chairs
available
Aug 2016
Purchase order
issued
Principal
Aug 2016
Maintenance
Director
Principal
Aug 2016
Purchase order
issued
Purchase order
issued
Teachers have
appropriate
furniture
Third Graders’
chairs replaced
Intercom
installed; school
safer
Aug 2016
Aug 2016
56
Appendix A: Schoolwide Program Components
Section 1114 of Public Law 107-110 (No Child Left Behind Act pf 2001) requires
schools implementing a schoolwide program using ESEA, Title I, Part A funds to
develop or amend a plan that describes how the school will implement the
components of a schoolwide program described in Section 1114(b) of the Act. Those
components are:
1. A comprehensive needs assessment of the entire school;
2. Schoolwide reform strategies that provide opportunities for all children to
meet the State’s proficient and advanced levels of student academic
achievement (STAAR);
3. Instruction by highly qualified teachers;
4. A high quality and ongoing professional development for teachers,
principals, and paraprofessionals, and if appropriate, pupil services
personnel, parents, and other staff;
5. Strategies to attract high-quality highly qualified teachers to high-need
schools;
6. Strategies to increase parental involvement;
7. Plans for assisting preschool children in the transition from early childhood
programs to local elementary school programs;
8. Measures to include teachers in the decisions regarding the use of
academic assessments;
9. Activities to ensure that students who experience difficulty mastering the
proficient or advanced levels of academic achievement standard required
by the State shall be provide with effective, timely additional assistance;
and
10. Coordination and integration of Federal, State, and local services and
programs.
Strategies and activities that support the ten required schoolwide program
components in this plan are identified with the corresponding number 1 through 10 as
listed above.
The school administrative staff, teachers, and counselors will provide individual
student academic assessments results in a language the parents can understand
including an interpretation of those results, to the parents of a child who participate
the academic assessments required by the State. Results together with an
explanation will be sent to parents. Parents of students who are not meeting
expectations will be asked to meet with the student’s teacher for a one-on-one
parent-teacher conference.
Texas Education Consulting Services (TECS) © 2016
Appendix B: State Compensatory Education and Title I A
Budgets and Full-Time Equivalent Staff
State Compensatory
Education
Campus
Position
FTE
Salary/Total
Parker
Payroll 6100
Reading/Math Intervention
Teacher
Teacher Assistant
Teacher Assistant (2nd grade)
Teacher Assistant Small Group
1
1
1
1
1
1
Benefits
$61,590
$32,039
PreK teacher
PreK assistant
Benefits
Tutoring
$50,250
0.5
0.5
$20 hr
Parker Total
$18,750
$5,839
$5,940
$1,000
$175,408
Title I Budget
Parker
Payroll 6100
Reading intervention teacher
Literacy Coach 21
Reading intervention teacher
Total 6100
100%
$49,180
17%
$10,254
100%
$49,177
$108,611
Contracted Services 6200
Success Center Reading
$1,357
$2,925
Total 6200
$4,282
Success Center Math
Supplies 6300
Oral Language
General Supplies
Total 6300
Total Parker
$100
$1,200
$1,300
$114,193
58
Appendix C: Program Evaluation for School Year 2015-2016
59
Aaron Parker Fast ForWord Computer Program Needs Assessment
Aaron Parker Campus
Kinder – 5th grade
Fast ForWord Computer Program
Is the program scheduled in a way that maximizes instructional time for all students and
teachers?
Yes, Fast ForWord classes are implemented throughout the regular school year, during which
time the students receive teacher-directed core curriculum instruction in their classroom.
Students who have been identified as needing extra support during Care Team meetings are
pulled out for 30 minutes five times per week or 3 times per week when scheduling will not
allow more days.
The pull out time is during the students’ allowed time stated on the master schedule to
accommodate teachers and students. Group size ranges from one to nine students- as a
small group size helps to maximize instructional or monitoring time with each student.
Has the program been implemented according to all program guidelines? If not how have you
modified the guidelines?
Yes, Fast ForWord guidelines are followed exactly as instructed. The Sci-Learn company has
been very cooperative with any concerns or needs. I had shared with the company how
difficult it was to have students for a 45 minutes block so the company changed to give
options of 30.minutes. In recent years scheduling students five times was also difficult with
so many pull out so the company last year gave us an option of three days a week we can set
for certain students. Sci-learn did in house research before changing their procedures to
verify that success would continue.
The protocol is to have a Fast ForWord “Coach” sit close to the students to monitor and help
with difficult activities. Every day the “Coach” receives an
E-mail showing the progress of the students from the day before which shows “flags” on
activities that needs her intervention. The student is sent home with a weekly progress report
explaining their strengths and weaknesses and other important information. E-mails are sent
to teachers, parents and administrators daily or weekly and can have one to eight reports
attached. The ability to pull up information on individual students is truly amazing.
Has the program been effective for all student groups? Why? Why not?
Yes, the Fast ForWord Computer program provide extra academic support and learning
opportunities in reading and language for struggling students including, at-risk students, ELL
students, Dyslexic , A.D.D., children of poverty and special education students
The Fast ForWord products build foundational elementary school reading and language skills
to help students learn successfully in the general classroom. Fast ForWord supports
60
Aaron Parker Fast ForWord Computer Program Needs Assessment
all children in meeting challenging state academic standards and improves state test scores.
This program helps develop listening accuracy, phonological awareness, and language
structures and moves elementary students who are reading below grade level toward grade
level reading skills
The Scientific Learning® family of products supports the Response to Intervention model by:

Building the cognitive skills of attention, memory, processing, and sequencing needed
for reading and learning

Delivering individualized, intensive daily sessions

Providing daily progress monitoring and evaluation
The earlier the at-risk student can be provided the appropriate intervention, the higher the
likelihood that student can successfully maintain class placement.
What is needed to improve the effectiveness of this program?
The “protected time” schedule can make it difficult to work out schedules. Unfortunately we
do not have any or few students to being totally full. The A.D.D. students’ benefits from early
morning service which cannot always happen. We have the majority of the students the last
thirty minutes of the day which they are tired and many leave early for ride accommodations.
It is critical that teachers send their students on time and not keep in classroom to make up
work that the student be responsible to come on time.
During the Parker Care Team meetings, as a group we discuss scheduling and decide the best
time to pull-out students. This proves to be very beneficial.
The Aaron Parker faculty has been supportive of the Fast ForWord program and has a better
understanding which of their students would benefit from this intervention.
Is the rate of student participation in this program reflective of the student demographics on
your campus? Why? Why not?
Yes, the majorities of my students are from the lower socially economic scale.
70% Parker economically deprived Title 1 School
Yes, majority of my students are White (77.8%)
No, almost all of my students are “at risk” students
No, I have more ELL student than Parkers demographics
Parker Percentages: Hispanic 7.8, Indian 3.4, Asian 1.3. Other 6.5%
61
North Lamar ISD/Aaron Parker Elementary
Program Evaluation
For School Year: 2015-2016
Literacy (K-2)
Is the program scheduled in a way that maximizes instructional time for all students and teachers?
Yes, the literacy classes are implemented during the regular school year. The scheduling is plugged
into the master schedule at Aaron Parker to accommodate teachers and students. Average
teacher/student ratio varies from 1:1 up to 1:4. A small class size helps to maximize instructional
time.
Has the program been implemented according to all program guidelines? If not, how have you
Yes
Has this program been effective for all student groups? Why? Why not?
Yes, the literacy program is designed for small group instruction with thirty minutes of intervention
per group. With small groups the students are able to obtain more personable instruction and
critiquing of their skills in reading and in writing.
Teacher responses/feedback from progress reports to adjust or make improvements to our
implementation process of the program. Keep the teacher –student ratio low; possibly 1:3.
Is the rate of the student participation in this program reflective of the student demographics on
your campus? Why? Why not? Yes
Ethnicity
White
Black
Hispanic
Other
Lunch
Programs
Free/Reduced
Literacy K-2nd Campus
12%
78%
2%
3%
1%
8%
.05%
11%
Literacy K-2nd
50%
Campus
68%
62
North Lamar ISD
Program Evaluation
2nd – 5th Grade Dyslexia Program
Yes, the dyslexia classes are implemented during the regular school year. The scheduling is plugged
into the master schedule at Aaron Parker to accommodate teachers and students. Average
teacher/student ratio is 1:4. A small class size help to maximize instructional time and is a
requirement of the Texas Scottish Rite Hospital criteria.
Has the program been implemented according to all program guidelines? If not, how have you
This program follows all the guidelines as outlined by Texas Scottish Rite Hospital for Children, PreFlight and Take Flight Dyslexia Curriculum, and the State Dyslexia Handbook. The dyslexia curriculum
is designed to develop phonemic awareness, phonic skills, vocabulary, fluency, comprehension skills,
spelling, and handwriting. Monitoring is done weekly to ensure that the Pre-Flight and Take Flight
Dyslexia Program is being implemented appropriately.
Yes, the dyslexia program is designed for small group instruction with forty five to sixty minutes of
intervention per Texas Scottish Rite Hospital for Children criteria. The dyslexia program has been
effective for students identified with characteristics of dyslexia. This program is most effective for
students with regular attendance and parental support at home. Comments included improvement
in reading, more confident, increased fluency, spelling, vocabulary, and comprehension
improvement. Parents and teachers alike have stated the effectiveness of the program and
acknowledge the growth of their students academically.
Use any parent or teacher responses/feedback from progress reports to adjust or make
improvements to our implementation process of the program. Keep the teacher –student ratio low;
possibly 1:3. Have instruction time extended from forty five minutes to sixty minutes to maximize
instruction.
Is the rate of the student participation in this program reflective of the student demographics on
your campus? Why? Why not? Yes
Ethnicity
White
Black
Hispanic
American
Indian
Asian
Other
Dyslexia 2nd - 5th
66.6%
0%
22.2%
Campus
77.8%
3%
7.8%
33.3%
0.00%
0.00%
3.4%
1.3%
6.5%
63
Lunch
Programs
Free/Reduced
Dyslexia 2nd - 5th
88.8%
Campus
68. %
64
North Lamar ISD/Aaron Parker Elementary
Program Evaluation
2nd-5th Success Center / Math and Reading (RTI)
Yes. The program is designed to accommodate no more than a 1:3 ratio. Smaller class sizes allow teachers
to individualize instruction based on the student’s area of weakness. Sometimes scheduling presents a
problem, and student schedules overlap which make the class size larger than a 1:3 ratio.
Has the program been implemented according to all program guidelines? If not, how have you modified the
guidelines?
Yes. Participation in the Success program is based on the guidelines set by the Success Center Program,
owned by Pam Christian. Students are placed in the program and their goals are set according to their
test scores.
Yes. A student’s test scores will identify his strengths and weaknesses. Teachers work to strengthen each
student’s weaknesses and fill in the gaps in his reading and math skills. It is individualized instruction.
Each student’s reading/math notebook reflects growth from the beginning of the school year until now. It
shows where gaps are closed and the student progresses to the next level.
Keep the teacher-student ratio low; keeping a ratio of 1:3 allows the program to be more successful.
Review scheduling to maximize instruction for students by keeping the class load at a 1:3 ratio.
Is the rate of the student participation in this program reflective of the
student demographics on your campus? Why? Why not?
Since a student’s participation in the Success program is solely an
academic decision, a student’s demographic has no bearing on his/her
placement in Success. However, the Success program is reflective of the
student demographics on campus.
Campus Percentages:
Success Center Percentages:
White: 77.8%
White: 86%
Black: 3%
Hispanic: 7.8%
Indian: 3.4%
Asian: 1.3%
Other: 6.5%
Black: 14%
Hispanic:0%
Indian 0%
Asian 0%
Other: 0%
Campus:
Success:
Free/Reduced Lunch: 68%
Free/Reduced Lunch: 71%
65
Aaron Parker Program Need Assessment 2015-2016
Aaron Parker Campus
Kinder – 5th grade
Oral Language Development Program
Is the program scheduled in a way that maximizes instructional time for all students and
teachers?
Yes, Oral Language classes are implemented throughout the regular school year, during
which time the students receive teacher-directed core curriculum instruction in their
classroom. Students who have been identified as needing extra support during Care Team
meetings are pulled out for 30 minutes two times per week and most of my students are
also in the Fast ForWord computer program three to five times per week and Literacy. I
closely monitor the O.L.D.P. students’ progress in the FF program. The FF program instructs
me on the activities and exact areas that the student has answered incorrectly the day
before.
The pull out time is during the students’ allowed time stated on the master schedule to
accommodate teachers and students. Group size ranges from one to four students- as a
small group size helps to maximize instructional time with each student. I presently have a
4th grade group that has six students which has not been a problem as they are older and
well behaved students.
During our final Care Team meeting in the spring, students are placed in Fast ForWord and
Oral Language Program. Higgins did not place any students in either of these programs so I
had the opportunity to come to Parker daily to service students in both programs. O.L.D.P
students were seen four times per week until Higgins placed students in my programs in
October.
Has the program been implemented according to all program guidelines? If not how
have you modified the guidelines?
Yes, the O.L.D.P was designed to teach Expressive (Speaking) and Receptive Language
(Listening) skills. Receptive skill trains the student to build active listening in the classroom,
reinforcing the ability to follow directions and answer questions appropriately. Expressive
skills help the child to communicate better by increasing their vocabulary, sequencing,
problem-solving, learn categories, synonyms, antonyms, homonyms, story knowledge, main
idea, classification, grammar, location and descriptive words, question words (who, what,
why, when and how) and comprehension.
Has the program been effective for all student groups? Why? Why not?
Yes, the O.L.D.P. was designed for small group instruction which is beneficial for the
students that present with language deficiency. When older students begin writing it
becomes very obvious that their language skills are low. Many of the upper grade students
were not identified in the lower grades because they passed the T.P.R.I. test. Poorer
language skills can create quite a challenge for the student as they move up in grade levels.
Originally the O.L.D.P program only serviced Kindergarten and 1st grade students. The
scientific research identifies for the most effective oral language development that contact
with younger students is crucial. In the past few years I have serviced the upper grades with
success. This program is most effective for students with regular attendance. It is important
66
Aaron Parker Program Need Assessment 2015-2016
to discover what will motivate the students I serve to want to learn and build their
confidence to take a risk to be wrong.
The “protected time” schedule can make it difficult to work out schedules between two
schools and other pull-out programs. Scheduling conflicts are very common for O.L.D.P.
students as they are often also in Speech Therapy and Math and Literacy pull-out programs
as well. Scheduling between two schools further complicates students’ scheduling.
Fortunately the Principal has allowed me to have some flexibility when needed on an
individual student’s need. During the Parker Care Team meetings, as a group we discuss
scheduling and decide the best time to pull-out students. This proves to be very beneficial.
The Parker faculty has been supportive of the O.L. program and has a better understanding
which of their students would benefit from language intervention. Comments from faculty
has been their observation of students being more confident, increased talking in classroom,
vocabulary and comprehension and listening improvement.
Is the rate of student participation in this program reflective of the student
demographics on your campus? Why? Why not?
Yes, the majorities of my students are from the lower socially economic scale and are
profoundly economically deprived reflective of their poor vocabulary skills and grammar.
70% Parker economically deprived Title 1 School
Yes, majority of my students are White (77.8%)
No, almost all of my students are “at risk” students
No, I have more ESL student than Parkers demographics
Parker Percentages: Hispanic 7.8, Indian 3.4, Asian 1.3. Other 6.5%
F.Y.I. recent years there has been growing concern about the “vocabulary gap” widening
between children from different socioeconomic groups. By age three, it is believed that
children growing up in poor neighborhoods or from lower-income families may hear up to 30
million fewer words than their more privileged counterparts.
Bjorn Carey, a Stanford psychologists researched this for fifty years, and have revealed the
sad truth that the children of lower-income, less-educated parents typically enter school with
poorer language skills than their more privileged counterparts. By some measures, 5-year-old
children of lower socioeconomic status score more than two years behind on standardized
language development tests by the time they enter school.
67
Aaron Parker Elementary Program Evaluation
Program: Title 1 Math
Year: 2015-2016
Effectiveness of this program:
 Is program scheduled in a way that maximizes instructional time for all
students and teachers?
Yes. Pull out times are scheduled 4 or 5 days a week, every week (unless state
testing or holidays occur.) Length of times varies depending on the allotted time in
each class’s schedule (30 minutes.) Class sizes range from a 1:2 ratio to a 1:7
(teacher to student) ratio.
However, a problem is created if there are more than 4 or 5 students in a class.
When you are doing a small group intervention having more than 4 students is not
really small group. Students do not get the individual attention they need if there
are too many in a group.
 Has the program been implemented according to all program guidelines? If
not how have you modified the guidelines?
There are no specific guidelines for Title 1 Math. We are allowed by the district to
determine student need and develop a program based on that. We research what
each grade level (K, 1st, 2nd, 3rd, 4th, and 5th) is required to know by the end of the
school year, according to the TEKS and develop lessons and activities to cover that
material. We also use a variety of online interactive resources throughout the school
year to allow kids time to practice what they are learning via games and technology.

Yes. Lessons are designed to cover material just as they would be in the regular
classroom. So, if a student does not comprehend a concept their teacher has
introduced in the classroom, we reintroduce it and extend their learning further.
Grade
Students in Title 1 Math at
BOY (before 2nd six weeks)
Students in Title 1 Math after
2nd six weeks
Students in Title 1 all year
(Special Education Students)
3rd
4th
5th
10
12
0
11
15
2
11
12
5
68
In some cases, small group intervention is not as effective when you have more than
4 students in a group, because you are not able to devote as much attention to each
student as they need.
 What is needed to improve the effectiveness of this program?
Continued utilization of updated materials and exposure to new and inventive
strategies to help teach the new TEKS; as well as, maintaining a low teacher to
student ratio will aide in maximizing the effectiveness of the program. Scheduling
maximum allowable opportunities to have pullouts is also a necessity.

Is the rate of the student participation in this program reflective of the student
demographics on your campus? Why? Why not?
Parker Percentages:
White: 77.8%
Black: 3%
Hispanic: 7.8%
Indian: 3.4%
Asian: 1.3%
Other: 6.5%
Free/Reduced Lunch: 68 %
Title 1 Math (3-5)Percentages:
White: 76.9%
Black: 0%
Hispanic: 0%
Indian: 5.1%
Asian: 0%
Other: 17.9%
Free/Reduced Lunch: 82.5 %
Title 1 math students are somewhat representative of the overall demographics at
Parker. Parker is a smaller campus; in a rural community, so that plays a big role in
determining what demographics are prevalent in the school.
K-2
Ethnicity
White
Black
Hispanic
Other
Lunch Programs
Free/Reduced
Math K-2
12%
2.3%
0%
6%
Campus
78%
3%
8%
11%
Math K-2
64%
Campus
68%
69
Appendix D: Assurances and Good Practices
State and Local Effort
State and local funds are used to provide the regular program of instruction for
all students to include general operating costs of instruction, which includes
expenses related to buildings, maintenance, and utilities, as well as salaries
and related expenses for instructional and support staff and instructional
materials.
Improvement and Enhancement
State Compensatory Education funds are used to improve and enhance the
regular program of instruction for students who are at risk of academic failure
or of dropping out of school as defined in the state rules and North Lamar
Independent School District’s at-risk criteria.
Coordination of Funding
All federal, state and local funds received by the North Lamar Independent
School District will be coordinated to ensure that all of the programs are
operated in an effective and efficient manner. All students are guaranteed
equal access to all foundation programs and services. The integrity of
supplemental programs is maintained.
Coordination of Instruction
Instruction will be coordinated between and among regular classroom
teachers and special program staff who are serving students in the same
content area. Instructional coordination will be skill and concept specific for
activities that include assessment, instructional activities and on-going
monitoring of student progress. Special emphasis is given to collaborative
planning between regular classroom teachers and the staff of the special
programs.
70

Schertz-Cibolo-Universal City Independent

Transcription

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