Alton Elementary Campus Improvement Plan: 2013-2014

Transcription

Alton Elementary School
Campus Improvement Plan 2013-2014
“Where Your Child Belongs!”
“Where EXCELLENCE is a STANDARD, and there are NO LIMITS to
the POSSIBILITIES!”
Table of Contents
Alton Campus Advisory Committee 2013-2014 ......................................................................... 4
Brenham ISD Parent Involvement Policy................................................................................... 5
Brenham ISD Mission Statement ................................................................................................ 5
Alton Elementary School Mission Statement ............................................................................. 5
Alton Elementary School Motto ................................................................................................. 5
Alton Elementary Campus Goals and Objectives...................................................................... 6
Goal 1: Inspire student success through innovating and creative instructional methods. .......... 6
Goal 2: Develop, motivate and support all employees to create a challenging and empowering
educational environment. ............................................................................................................ 6
Goal 3: Promote family and community involvement. ............................................................... 6
Goal 4: Maintain and upgrade district facilities to meet current and future needs. .................... 6
Goal 5: Maintain a Safe and Secure Environment. ..................................................................... 6
Goal 6: Prioritize and promote financial responsibility. ............................................................. 6
No CHILD Left Behind Act, Performance Goals and Objectives ............................................ 7
AEIS and AYP Reports .............................................................................................................. 10
Alton Elementary Comprehensive Needs Assessment............................................................. 14
Demographics/Attendance ......................................................................................................... 14
Demographics .............................................................................................................................. 14
Attendance ................................................................................................................................... 16
At-Risk ......................................................................................................................................... 17
LEP ............................................................................................................................................... 18
Student Achievement .................................................................................................................. 19
2013 STAAR Comparison .......................................................................................................... 20
AYP Comparison ........................................................................................................................ 22
DRA .............................................................................................................................................. 24
Retention Rate ............................................................................................................................. 26
School Culture and Climate ....................................................................................................... 27
Parent Survey .............................................................................................................................. 28
School Organization/Staff Quality, Recruitment, and Retention ........................................... 30
Alton Elementary Campus Improvement Plan: 2013-2014 .................................................... 32
Goal #1: Inspire student success through innovative and creative instructional methods ........ 32
Objective 1.1 ......................................................................................................................... 32
Objective 1.2 ......................................................................................................................... 35
Objective 1.3 ......................................................................................................................... 37
Objective 1.4 ......................................................................................................................... 38
Objective 1.5 ......................................................................................................................... 40
Goal #2: Develop, motivate and support all employees to create a challenging and
empowering educational environment. ..................................................................................... 42
Objective 2.1 ......................................................................................................................... 42
Objective 2.2 ......................................................................................................................... 43
Goal #3: Promote family and community Involvement ........................................................... 44
"Objective 3.1 ....................................................................................................................... 44
Goal #4: Maintain and upgrade district facilities to meet current and future needs. ................ 46
Objective 4.1 ......................................................................................................................... 46
Goal #5: Maintain a Safe and Secure Environment ................................................................. 47
Objective 5.1 ......................................................................................................................... 47
Goal #6: Prioritize and promote financial responsibility .......................................................... 48
Objective 6.1 ......................................................................................................................... 48
APPENDIX .................................................................................................................................. 49
Campus Existing Program: State Comp. (163) ......................................................................... 49
Campus Existing Program: Title I, Part A (211) ...................................................................... 49
Campus Existing Program: Title I, Part A School Improv. ...................................................... 49
Campus Existing Program: Title III.......................................................................................... 49
Federal Jobs Bill.......................................................................................................................... 49
Alton Campus Advisory Committee 2013-2014
Rebecca Mertz, PK Teacher
________________________________
Tammy Murphy, Kindergarten Teacher
________________________________
Cheryl Foerster, First Grade Teacher
________________________________
Jennie Krause, Second Grade Teacher
________________________________
Ashton Randermann, Third Grade Teacher ________________________________
Tom Spall, Fourth Grade Teacher
________________________________
____________, Parent Representative
________________________________
Joyce Dean, Community Representative
________________________________
Melissa Gillespie, Instructional Coach
________________________________
Debra Eckert, Sp. Ed. Teacher
________________________________
______________, Instructional Aide
________________________________
Charlene Stewart, PE Coach
________________________________
Jodie Koehl, Counselor
________________________________
Monte Shields, Assistant Principal
________________________________
Michael Ogg, Principal
________________________________
Brenham ISD Parent Involvement Policy
Education is most successful when there is a strong partnership between home and school. It is
the goal of Brenham ISD to develop and strengthen this partnership. Parents are encouraged to
become involved in their child’s education in the following ways:

Reviewing the Student Code of Conduct and the Student Handbook with their child at the
beginning of each school year and signing and returning the enclosed statements which
indicates that the parent/s and child understand and consent to the responsibilities in these
documents.

Placing a high priority on education and being committed to making the most of
educational opportunities provided by the school.

Attending parent/teacher conferences and adhering to the responsibilities stated in the
Brenham ISD. Teacher/Parent/Student Partnership Agreement for Student Success.

Supporting the goal of students becoming lifelong learners.

Participating in volunteer programs, tutoring and mentorship programs, site based
committee activities, parent/school academic activities, meetings, parent organizations,
and other programs that support school/parent collaboration to the fullest extent possible.
Brenham ISD Mission Statement
Brenham ISD in partnership with our students, their families and the community, will develop
the academic, vocational, and social abilities of all students so that they will be productive
citizens in an ever changing world.
Alton Elementary School Mission Statement
Alton Elementary provides a safe, nurturing environment, which inspires young minds and
develops a lifelong love of learning, resulting in students performing at their highest potential.
Alton Elementary School Motto
Alton Elementary, where excellence is a standard, and there are no limits to the possibilities.
Alton Elementary Campus Goals and Objectives.
Goal 1: Inspire student success through innovating and creative
instructional methods.
Objective 1.1 90% of all students and all student groups will perform at the grade level standard
as measured on the DRA (Diagnostic Reading Assessment) grades K-2.
Objective 1.2 90% of all students and all student groups will perform at the grade level standard
as measured on the STAAR (State of Texas Assessments of Academic Readiness) grades 3-4.
Objective 1.3 All special program students will fulfill the requirements of the Individual
Education Plan (IEP).
Objective 1.4 All limited English proficient students will perform at the grade level standards as
measured on the DRA grades K-2, STAAR grade 3-4, or fulfill the requirements of their IEP.
Objective 1.5 Attendance for Alton Elementary will meet or exceed 97%
Goal 2: Develop, motivate and support all employees to create a
challenging and empowering educational environment.
Objective 2.1 All teachers will be fully certified.
Objective 2.2 All teachers and staff will attend professional development to help increase
student achievement.
Goal 3: Promote family and community involvement.
Objective 3.1 50% of parents will have participated in parent activities by the end of May 2014.
Goal 4: Maintain and upgrade district facilities to meet current and
future needs.
Objective 4.1 Maintenance will be monitored closely to allow the campus schedule and
activities to run smoothly.
Goal 5: Maintain a Safe and Secure Environment.
Objective 5.1 Discipline referrals will decrease 5% by the end of May 2014.
Goal 6: Prioritize and promote financial responsibility.
Objective 6.1 Campus budget will be monitored and used to help student progress.
No CHILD Left Behind Act, Performance Goals and
Objectives
To facilitate the implementation of the No Child Left Behind Act, the U.S. Department of
Education identified five performance goals and objectives that focus on student achievement.
These goals and objectives were required to be adopted in the submittal of the consolidated state
application to receive funds under the No Child left Behind Act.
1. Performance goal 1: By 2013-2014, all students will reach high standards, at a minimum
attaining proficiency or better in reading/language arts and mathematics.
1.1. Performance Indicator: The percentage of students, in the aggregate and for each
subgroup, who are not at or above the proficient level in reading on the State’s
assessment. (Note: These subgroups are those for which the ESEA requires state
reporting as identified in section 1111 (h) (1) (C) (I) and include students disaggregated
by race, ethnicity, gender, disability status, migrant status, English proficiency, and
status as economically disadvantaged).
1.2. Performance Indicator: The percentage of students in the aggregate and in each
subgroup, who are not at or above the proficient level in mathematics on the State’s
assessment. (Note: These subgroups are those for which the ESEA requires state
reporting as identified in section 111 (h) (1) (C) (I) and include students disaggregated
by race, ethnicity, gender, disability status, migrant status, English proficiency, and
status as economically disadvantaged).
1.3. Performance Indicator: The percentage of Title I schools that make adequate yearly
progress.
2. Performance Goal 2: All limited English proficient students will become proficient in
English and reach high academic standards, at a minimum attaining proficiency or better in
reading/language arts and mathematics.
2.1. Performance Indicator: The percentage of limited English proficient students,
determined by the cohort, who have attained English proficiency by the end of the
school year.
2.2. Performance Indicator: The percentage of limited English proficient students who are at
or above the proficient level in reading/language arts on the State’s assessment, as
reported for performance indicator 1.1.
2.3. Performance indicator: The percentage of limited English proficient students are at or
above the proficient level in mathematics on the State’s assessment, as reported for
performance indicator 1.2.
3. Performance Goal 3: By 2013-2014, all students will be taught by highly qualified teachers.
3.1. Performance Indicator: The percentage of classes being taught by “highly qualified”
teachers (as the term is defined in section 9101 (23) of the ESEA, in the aggregate and in
“high-poverty” schools (as the term is defined in section 1111 (h) (1) (C) (viii) of the
ESEA).
3.2. Performance Indicator: The percentage of teachers receiving high-quality professional
development [as the term “professional development” is defined in section 9101 (34)].
3.3. Performance Indicator: The percentage of paraprofessionals (excluding those whose
sole duties are translators and parental involvement assistants) who are qualified. (See
criteria in section 1119(c) and (d).
4. Performance Goal 4: All students will be educated in learning environments that are safe,
drug free, and conducive to learning.
4.1. Performance Indicator: The number of persistently dangerous schools, as defined by the
State.
5. Performance goal 5: All students will graduate from high school.
5.1. Performance Indicator: The percentage of students who graduate from high school, with
a regular diploma, disaggregated by race, ethnicity, gender, disability status, migrant
status, English proficiency, and status as economically disadvantaged, calculated in the
same manner as used in the National Center for Education Statistics reports on the
Common Core of Data.
5.2. Performance Indicator: The percentage of students who drop out of school,
disaggregated by race, ethnicity, gender, disability status, migrant status, English
proficiency, and status as economically disadvantaged; calculated in the same manner as
used in the National Center for Education Statistics reports on the Common Core of
Data.
Ten Components of a Title I Schoolwide Program Plan
NCLB Section 1114 (b) (1) requires a Title I schoolwide program plan to contain each
of the following ten components as well as related measurable goals and strategies for
implementation:
1. A comprehensive needs assessment of the entire school (including the needs of migrant
children as defined in Section 1306) with information about the academic achievement of
children in relation to the state academic content standards as described in Section
1111(b)(1).
2. Schoolwide reform strategies that:
a) Provide opportunities for all children to meet the state's proficient and advanced
levels of student academic achievement described in Section 1111(b)(1)(D).
b) Use effective methods and instructional strategies based on scientific research
that:
o Strengthen the core academic program in the school.
o Increase the amount and quality of learning time, by providing an
extended school year, before- and after-school and summer programs and
opportunities, and an enriched and accelerated curriculum.
o Include strategies for meeting the educational needs of historically
underserved populations.
c) Address the needs of all children in the school, especially those of low achieving
children and those at risk of not meeting the state academic content standards
who are members of a population targeted by the schoolwide program. The services
of such a program include:
o Counseling, pupil services, and mentoring services.
o College and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which
may include applied learning and team-teaching strategies.
o The integration of vocational and technical education programs.
d) Address how the school will determine if such needs have been met.
e) Are consistent with the state plan and any local improvement plans.
3. Instruction by highly qualified teachers
4. High-quality and ongoing professional development for teachers, principals, and
paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable
all children in the school to meet the state academic content standards in accord with Section
1119 and subsection 1114 (a)(4).
5. Strategies to attract highly qualified teachers to high-need schools.
6. Strategies to increase parental involvement through means such as family literacy
services in accordance with Section 1118.
7. Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local
elementary school programs.
8. Measures to include teachers in decisions regarding the use of academic assessments
(described in Section 1111[b][3]) to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
9. Effective, timely assistance for students who experience difficulty in attaining the
proficient or advanced level of the academic content standards as required by Section
1111(b)(1). Students' difficulties must be identified in a timely way and in such a way as to
provide information on which to base effective assistance.
10. Coordination and integration of federal, state, and local services and programs,
including programs supported under NCLB, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and job
training.
AEIS and AYP Reports
For the 2009-2010 school year, Alton Elementary School’s rating under the TEA’s Campus
Accountability Rating was identified as “Academically Unacceptable.”
The African American subgroup scores were identified as being too low. While other subgroups
also had a decrease in scores compared to prior years, the African American scores in Reading
where the indicator which led to the campus receiving an Academically Unacceptable rating.
Due to this reason, Alton Elementary School developed a Campus Leadership Team (herein
“CLT”). This current school year (2013-2014) the team consist of the following staff:
PK – Rebecca Mertz
Kindergarten – Tammy Murphy
First Grade – Cheryl Foerster
Second Grade – Jennie Krause
Third Grade – Ashton Randermann
Fourth Grade – Tom Spall
Special Education – Debra Eckert
Instructional Coach – Melissa Gillespie
Counselor – Jodie Koehl
Assistant Principal – Monte Shields
Principal – Michael Ogg
Assistant Superintendent of Federal Program – Janet George
Campus Intervention Team External Contact – Carol Reid
The 2009-10 CLT will assist in gathering and analyzing campus data related to the cause of the
Academically Unacceptable rating. During the following years the CLT helps evaluate the
programs used and the direction Alton Elementary was/is taking to ensure that the campus does
not receive any future unacceptable ratings from the state.
In addition to the Academically Unacceptable rating, Alton Elementary School also did not meet
the federal standards for Adequate Yearly Progress (“AYP”) in 2010-2011. Similar to AEIS, the
African American subgroup was the indicator for the campus not meeting AYP. Due to the
Performance Improvement/Safe Harbor provision, Alton Elementary School has one year to
improve its AYP. Failure to do so will require Alton Elementary to create an additional
leadership team to gather and analyze data.
In 2011-2012, Alton Elementary increased its state rating from Academically Unacceptable to
Academically Acceptable. In addition , Alton Elementary School did meet the federal standards
for Adequate Yearly Progress (“AYP”). Through the Improvement/Safe Harbor provision, Alton
Elementary School meet AYP standards. Currently the school is rated as a Focus Campus in
Stage One, Year Two of AYP.
Through meetings and observations, the CLT produced a School Improvement Plan (“SIP”). The
2012-2013 Campus Plan contains recommendations and steps that Alton Elementary School will
use to help improve their campus rating. The CLT will review this plan for the 2013-2014
school year. No indication has been given it Alton Elementary will be required to update the
School Improvement Plan (“SIP”).
The recommendations are as follows:
Major
System
Targeted
Major
System
Targeted
Components
STAAR
Student
Support
Academic
Focus
STAAR
Instruction
Strategic
Planning
Strategies,
Initiatives, and
Redesign
The campus needs to
review its retention
procedures, analyze
the causes, and seek
alternative solutions.
The principal should
conduct regular
scheduled meetings
throughout the year
with grade level
teams and individual
teachers to review
assessments, grades,
and the SLR data
Evidence of
Implementation
Evidence of
Impact
Resources Required
and Person(s)
Responsible
Six Weeks data
discussions.
Reduction in
campus wide
retention
Campus administrators,
classroom teachers
Meeting records
Increase of
assessment scores
and student
success on the
STAAR
Campus administrators,
classroom teachers,
Instructional coach
Major
System
Targeted
Major
System
Targeted
Components
Strategies,
Initiatives, and
Redesign
Evidence of
Implementation
Evidence of
Impact
Resources Required
and Person(s)
Responsible
STAAR
Culture
Climate
Safe and
Orderly
School with
Effective
Discipline
Management
Monitor the
consistent
implementation of
the new discipline
plan
Meeting records,
written plan
Decrease in
discipline referrals
Assistant principal,
discipline committee,
campus budget
STAAR
Curriculum
Assessment
Targeted
Professional
Development
(PD) with
Support
Identify the training
that all teachers
need and assure it is
received
Meeting records
Principal, assistant
principal, Instructional
coach, classroom
teachers, campus
budget
STAAR
Curriculum
Assessment
Targeted
Professional
Development
(PD) with
Support
Meeting records
STAAR
Instruction
Instructional
Processes /
Pedagogy
Lesson plans
Walk-through and
PDAS
documentation
reveals the use of
effective reading
and math
strategies
K-4 teacher,
Instructional Coach
STAAR
Instruction
Instructional
Processes /
Pedagogy
Additional planning
time should be
provided for grade
level teams. Teachers
should identify
needed instructional
materials during the
planning days.
Instructional maps
should create for
each six weeks.
Teachers need to
either use the
exemplar lessons
from CSCOPE or
model their own
lessons after them to
reflect the emphasis
on critical thinking
and problem solving.
Establish regular
planning times and
guidelines for grade
level teams. All
grade level content
teams should meet
at least weekly for
planning sessions.
Collaborative
planning and peer
observation will
promote more
consistent use of
effective teaching
strategies.
Student
performance on
the STAAR
assessments will
be at satisfactory
levels
Student
performance on
the STAAR
assessments will
be at satisfactory
levels.
Meeting records
Walk-through
documentation
reveals the use of
effective reading
and math
strategies
K-4 teachers,
Instructional coach
Principal, assistant
principal, classroom
teacher, Instructional
Coach, campus budget
Major
System
Targeted
Major
System
Targeted
Components
Strategies,
Initiatives, and
Redesign
Evidence of
Implementation
Evidence of
Impact
Recommendations
for an
attendance/enroll
ment model which
benefits all
elementary
students in the
district will be
presented to the
Board of Trustees.
Walk-through
documentation will
reveal the
consistent use of
the new system
STAAR
Other
Strategic
Planning
The district needs to
review its school
choice enrollment
policy
Research results
STAAR
Instruction
Ongoing
Monitoring of
Instruction by
Administrators
If Walk-throughs and
student performance
data are not
satisfactory, teachers
should have a
conference and plans
for growth. If the
performance of the
teacher and students
do not improve,
appropriate
personnel actions
should be taken.
Walk-through
documentation
Resources Required
and Person(s)
Responsible
CIT Team, principal
Principal, district
administrators
Alton Elementary Comprehensive Needs Assessment
Alton Elementary School Campus Improvement Team looked at the following data in
determining the campus needs:




TAKS Campus Summary Report
AEIS Data Report/Euphoria Software - No TPM Breakdown
Data from the Parent Survey
Survey of Developmental Tasks (SDT)
Demographics/Attendance
Data Sources Reviewed:
 PEIMS Reports
 AEIS Reports
 AYP Reports
 Registration Reports
Alton Elementary School was identified as an Academically Unacceptable campus by TEA for
the 2009-2010 school year. In 2010-2011, Alton Elementary was able to improve on its state
rating by receiving an “Academically Acceptable rating. However, Alton was unable to meet the
federal standards of “AYP.” In 2011-2012, Alton was able to meet the federal standards through
Performance Improvement/Safe Harbor. In 2012-2013, the campus met the new state
requirements on the STAAR tests. In addition, Alton received two distinctions for academic
achievement in math and “Top 25%” student progress. Alton Elementary School contains grades
from Pre-K to fourth grade. In Brenham ISD, parents are allowed to choose which elementary
campus they would like to have their child attend. Each Spring semester, new students may
enroll in the district with the addition of allowing parents to transfer their children from one
elementary school to the other. The following information in this section will provide a breakdown of campus subgroups from current and previous school years, attendance rate for the past
two school years, At-Risk numbers, and LEP student numbers.
Demographics
Since 2008 Alton Elementary has averaged a range of total students from 450 to 575. As of
September 2013, Alton Elementary currently has 470 students enrolled. The ethnicity comprises
of 200 African American students (43%), 191 Hispanic students (41%), 83 White students
(18%), and 457 Economically Disadvantage students (97%). There are significant changes in
sub-group when looking back to the previous school years at Alton Elementary.
The previous chart shows the number of students in each subgroup since the 2008-2009 school
year. The campus make-up for each subgroup is indicated above each bar on the chart.
Since, the 2008-2009 school year there has been an increase in the number of Hispanic, African
American and Economically Disadvantage students have maintained a consistent number.
However, their percentage has increased each year due to the decrease in overall student
numbers. In addition, there has been a steady decrease in the percentage of the White student
population since the 2008-2009 school year.
Summary of Identified Needs:
 Make sure to provide staff development that will help teachers reach the needs of
Economically Disadvantage students.
 Provide staff development for teachers and staff on working with multi-cultural
classrooms.
 Express need for the district to look into aligning attendance zones for all three
elementary schools. This has been a request by Alton Elementary since 2009 and will be
continued.
 Push more to the community that “Alton Elementary School is the Place to Be,” in hopes
that students and parents will not wish to transfer at the end of each school year.
Attendance
Preliminary attendance data for the past four school years show an increase in percentage points
with the exceptions of K, and second grade. The greatest increase came from first grade with
1.8%. The highest attendance rate for the 2012-2013 school year came from fourth grade with a
96.6%.
When comparing grade levels to the previous school year (PK 2009-2010 to Kindergarten 20102011) there was an increase in the attendance rate. However, all grade levels and overall
attendance did not meet the district goal of 97%. The focus should be kept on maintain this
average through our the current school year.
 Provide more incentives to individual students, classrooms, and grade levels for obtaining
perfect attendance for each week, month, six-weeks, semesters, and year.
 Contract parents using the AlertNow system when children miss a certain number of
days.
 Continue to have teachers contact parents when students miss two or more consecutive
days.
 Improve Attendance Committee meetings when students have a large number of
absences.
At-Risk
Over the past few school years, 65%-75% of Alton’s student population has been identified as
At-Risk. With the exception of the 2012-2013 school year, Alton Elementary At-Risk population
makes up at least 70% or above of the student body.
LEP
Since the 2006-2007 school year, Alton Elementary has had an increase in the LEP student
population. Each school year has had an additional number of students identified than the
previous year. During the 2010-2011 school year Alton Elementary campus population was
comprised of 22.2% identified LEP students.
When viewing TAKS and STAAR data, scores have continuously gone down since 2007.
However, there has been an increase in LEP scores on TAKS and STAAR since 2010. In 2012,
students took the STAAR test for the first time. Scores are a reflection of the TAKS to STAAR
bridge scores.
Summary of Identified Needs for At-Risk and LEP data:
 Provide teachers training on how to reach the needs of At-Risk and LEP students.
 Provide training in the ELPS for ELL teachers and staff.
 Make sure that all teachers have the opportunity to complete their ESL certification in
order to better serve the needs of our LEP students.
 Provide parent information and meetings for our LEP population, making sure that they
understand the procedures of the campus/district while providing helpful ideas on how
they can help their child at school.
 Look at providing some type of the tutoring program, before, during, or after school, for
our students that are identified At-Risk or LEP.
 Look at the possibility of adding a bilingual aide to help assist the ELL teachers and
identified students.
Student Achievement
 TAKS Data
 AEIS Reports
 PEIMS Reports
 AYP Reports
 TELPAS
 Euphoria Data
Prior to the 2009-2010 school year, Alton Elementary was consistently rated by TEA as a
Recognized campus. Alton Elementary has the distinguish honor of being the first campus in
Brenham ISD to be identified Recognized. In 2009-2010, the campus was identified as being
Academically Unacceptable and did not meet the requirements for AYP in Reading. Due to this
reason Alton Elementary had to implement a number of steps in order to improve our campus
rating and increase our AYP status.
In 2010-2011, Alton Elementary was able to increase the state rating from Academically
Unacceptable to Academically Acceptable. However, the campus was not able to meet the AYP
requirements in Hispanic reading. Due to this, Alton was identified as a Stage One school. In
2011-2012, Alton met the AYP requirements through School Improvement/Safe Harbor.
Currently, Alton is identified as a Focus Campus in Stage One, Year Two.
In 2012-2013, Alton Elementary was able to met the Texas’s standards on the STAAR test. The
campus was able to meet the requirements of Index 1 – Student Achievement, Index 2 – Student
Progress, and Index 3 – Closing Performance Gaps. In addition, Alton Elementary was able to
earn two of the three Destinction Designation for: Academic Achievement in Mathematics and
Top 25% Student Progress.
The following is the TEA 2013 Accountability Summary for Alton Elementary school. A more
detailed summary of the 2013 STAAR test can be found following the TEA information.
2013 STAAR Comparison
The information above is provided by TEA to show the new overall rating system from the
STAAR tests.
As stated earlier, Alton Elementary School met the accountability standards for the 2013 STAAR
tests. Alton was scored in three index areas and was required to meet a certain target score. The
index areas are as follows:
Index 1 – Student Achievement – Target Score – 50 / Alton Score – 64
Index 2 – Student Progress – Target Score – 30 / Alton Score – 46
Index 3 – Closing Performance Gap – Target Score – 55 / Alton Score – 65
Index 4 – Postsecondary Readiness – N/A
Alton Elementary was also able to earn two of three Distinction Designation in:
Academic Achievement in Mathematics
Top 25% Student Progress
However, when examining the 2013 STAAR, TEA recommended to note the how each subgroup
performed on each individual STAAR test. The target passing rate for each subgroup in each
test was set at 50% This percent is the number of students who met phase-in 1 for Level 2 and
above. This same phase-in 1 will be used again for the 2013-2014 STAAR tests. When
evaluating the data closely, knowing the target scores, the following was found:
 Reading – Percent of Met Phase-In 1 (Target 50%)
o All students – 60%
o African American – 47%
o Hispanic – 64%
o White – 80%
o Eco Dis – 57%
o Sp. Ed. – 72% - Not enough to count as a subgroup
o ELL – 50% - Not enough to count as a subgroup
 Math
o African American – 69%
o Hispanic – 74%
o White – 92%
o Eco Dis – 72%
o Sp. Ed. – 78% - Not enough to count as a subgroup
o ELL – 61% - Not enough to count as a subgroup
 Writing
o African American – 50% - Not enough to be counted as a subgroup
o Hispanic – 37%
o White – 77%
o Eco Dis – 45%
o Sp. Ed. – 89% - Not enough to be counted as a subgroup
o ELL – N/A
 Four areas did not meet the target score: Reading-African American and Writing-All
Students, Hispanic, and Eco. Dis.
 Writing is a concern across all subgroups. The focus needs to be placed on making sure
that all grade levels implement the Lucy Calkins Writer’s Workshop. In addition, major
focus needs to be placed on writing across content areas.
 Provide times to make sure that the district writing specialist is meeting with teachers to
talk about good writing instruction. Special attention needs to be placed on the
subgroups: All students, African American, Hispanic, and Eco. Dis.
 While math was the subject that carried Alton to meet the state standard, the scores were
still low. Attention should be placed on providing quality mathematics instruction to all
grade level students. Special attention needs to be placed on the African American
subgroup.
 Focus on reading instruction at all grade levels. Attention needs to be brought to the
subgroups: All students, African American, Hispanic, and Eco. Dis.
 Due to the number of students that did not reach an advanced stage on the STAAR, the
focus needs to be placed at the K-2 level in order to help our students meet the academic
rigor of the STAAR.
AYP Comparison
In 2009-2010 Alton Elementary did not meet Adequate Yearly Progress (AYP) in the area of
reading. African American scores on the Reading TAKS test were at a 55%. Thus, Alton
received its first warning in AYP. In 2010-2011, Alton Elementary did not meet AYP in the
reading area for the second time. Alton Elementary fell into the Stage I requirements for AYP
status. In addition to reading Alton was also marked below AYP status in math. Subgroup areas
that were flagged as being too low were All Students in reading, Hispanic in reading and math,
and Economically Disadvantage in reading.
This information will be left in the campus plan until TEA gives notice to Texas school districts
on the requirements of NCLB. The following is a comparison of AYP scores without the use of
TPM:
 Make sure teachers receive training in staff development in the areas of reading and
math, especially with differentia instruction and high level thinking. AYP funds can be
used for the training.
 Focus on improving Hispanic scores in both Reading and Math
 Keep African American and math scores moving upward.
 Focus staff development at the lower grade level to make sure that students are at or
above grade level performance when they enter the third grade.
 Work with a PSP specialist to review data and performance to improve test scores.
 Focus staff development on improving reading scores.
 Follow through with CSCOPE for vertical alignment and more rigor on lessons.
 Share data with teachers about the progress of grade levels for AYP standards.
DRA
In 2011-2012, the campus began to implement the DRA, Diganositic Reading Assessment for
grades K-2. In 2013-2014, grades K-4 will implement the DRA. The objective will be to
provide more information for student reading levels. The data would allow teachers to place
students into the correct guided reading levels. Data from 2011-2012 and current year scores
show the following:
In 2012-2013, the campus continues with the use of the DRA as an instrument to help guide
teachers in the balanced literacy approach. The third grade teachers were given staff
development on the DRA. The following is the Fall data from the DRA for students in 1st-3rd.
Kindergarten students will not take their first DRA until January. The data below show the
number of students that are below their grade reading level and the ones that are at or above their
grade reading level.
 Make sure that teachers adequately implement Guided Reading Strategies in their
classroom.
 Provide support for teachers with the addition of a Reading Interventionist who will work
with students and teachers on reading skills.
 If funds allow, hire additional tutors to help teachers with small group reading practices.
 Identify students with weak reading skills in 2011-2012 and make sure to quickly provide
some type of support to help improve their reading skills in 2012-2013.
 Make sure teachers are using TPRI and DRA intervention tools to help students master
certain skills.
Retention Rate
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
Alton-K 6.1%
3.5%
7.8% 10.3% 7.2%
5.4%
K-D
7.8%
6.6%
8.0%
8.6%
6.5%
3.2%
S
2.8%
3.6%
2.4%
2.3%
2.2%
Alton-1 12.5%
11.0%
12.9%
8.9%
10.3%
2.1%
13.8%
1-D
11.5%
12.1%
8.7%
12.6%
6.9%
6.8%
S
5.9%
5.5%
5.3%
4.7%
4.7%
Alton-2 6.4%
9.0%
7.3%
2.5%
6.3%
4.4%
20.6%
2-D
5.8%
8.4%
5.0%
4.2%
6.9%
5.9%
S
3.5%
3.2%
3.0%
2.8%
2.8%
Alton-3 7.6%
1.3%
2.4%
6.8%
7.7%
2.9%
13.0%
3-D
3.4%
1.4%
3.2%
2.5%
4.7%
4.3%
S
2.8%
2.5%
2.3%
2.0%
1.9%
Alton-4 0.0%
1.3%
0.0%
0.0%
4.7%
2.1%
5.8%
4-D
1.1%
0.3%
0.0%
0.0%
0.9%
1.7%
S
1.6%
1.3%
1.2%
1.1%
1.2%
1%
Data was collected from the past six school years on the retention rate for grades Kindergartenfourth grade. Data indicates that the campus has a high percentage rate of student retentions.
The lowest retention rate comes from fourth grade. The highest retention rate can be found in
first and second grades. In 2012-2013, first and second grades have had the highest retention
rate.
 The campus needs to find alternatives to student retention.
 Students that are retain need to be identified and monitor.
 RtI training for the campus to make sure that teachers understand how to help students
who may be behind academically.
School Culture and Climate
 Discipline Reports
 Staff Survey
Discipline was a large concern for teachers, students, and parents of Alton Elementary during the
2009-2010 school year. A staff survey was given by the new and current school principal at the
beginning of the 2010-2011 school year. The staff was asked if the school had an effective
discipline procedure in place. Only 7 staff members indicated that Alton had an effective
discipline program. Over 20 staff members disagreed that Alton had an effective discipline
program. In addition, staff members were asked if school leadership consistently enforced rules
for student conduct. The majority of the staff that responded indicated that they disagreed with
that statement (16). Only 9 staff members agreed that the campus leadership was effective when
dealing with discipline.
During the 2009-2010 school year, Alton Elementary had 74 out-of-school suspensions. In
2011-2012, Alton had only 11 out-of-school suspensions, a drop of 63 suspensions. The
following chart shows the type of disciplinary action taken by the administration team in 20102011 for PEIMS reportable actions.
Due to the district moving into a new PEIMS reporting system, data could not be gathered from
the previous school years to compare discipline actions and consequences that were not
reportable on PEIMS.
In 2010-2011, the campus administration purchased the Second Step program. The Second Step
program is campus wide that teaches students skills to help them succeed socially and
academically. The program is taught by the classroom teachers to their homeroom students.
Also in 2010-2011, the campus may more of a push to use positive reinforcements to
acknowledge students who demonstrated good character traits. Star Student of the Week, Star
Student of the Month, Best Bus Ever, Positive Referrals, and teacher recognition were steps
implemented this past year to increase the positive reinforcements. Campus administration made
efforts to be more visible than previous school years. Administrators have been frequently in
hallways and classroom acknowledging students for good behavior or correcting off task
behaviors. Teachers were encouraged to make positive phone calls home to parents and to stay
in constant contact with them. A Discipline Committee was formed during the 2010-2011
school year to discuss concerns and ideas with student character traits. In 2012-2013, the
campus went away from the Second Step program and moved into the Common Core program
which focuses on certain character trait each month. There was a dramatic drop in suspensions
and in-school-suspensions for the 2011-2012 school year. Credit could be given to the discipline
committee and the focus of the campus on classroom instruction and positive reinforcements.








Continue to look for more ways to use “Positive Reinforcements” to help improve
student discipline.
Continue implementing the Second Step program with students. During the 2011-2012
school year, an additional part time counselor will be provided. One of the job
descriptions for this counselor will be to implement this program to the students in each
classroom.
Use a consistent campus wide rules and procedures at every grade level.
Provide a survey for parents and community members to fill out in order to receive their
input.
Continue will visible administration.
Look at providing more parent involvement activities.
Increase enrollment in the campus PTO program.
Continue the use of a discipline committee to discuss campus concerns and ideas when
dealing with behavior.
Parent Survey
Each year, Alton Elementary School has a parent survey that is sent to the parents before the end
of the school year. In 2012-2013, a parent survey was sent out in May. In all, 128 surveys were
sent back to the school. Parents rated a total of 23 statements from Strong Agree to Strong
Disagree. The following are the statements that the parents were asked to rate. Parents ranked
each statement by (1) Strongly Agree, (2) Agree, (3) Neutral, (4) Disagree, or (5) Strongly
Disagree. The 129 results were averaged together. The following is the statements and average
results for the 2012-2013 Parent survey:























I feel welcome at my child’s school – 1.37
I am informed about my child’s progress – 1.46
I know what my child’s teacher expects of my child – 1.53
My child is safe at school – 1.59
My child is safe going to and from school – 1.60
There is adequate supervision before and after school – 1.54
Teachers show respect for all students – 1.63
Students show respect for all students – 1.94
The school meets the social needs of the students – 1.58
The school meets the academic needs of the students – 1.62
The school expects quality work of its students – 1.51
The school has an excellent learning environment – 1.57
I know how well my child is progressing in school – 1.58
I like the school’s report card/progress reports – 1.47
I respect the school’s teachers – 1.35
Overall, the school performs well academically – 1.64
The school succeeds at preparing children for future work – 1.63
The school has a good public image – 1.76
Our school staff communicates the belief that all students can learn – 1.58
The school’s assessment practices are fair – 1.53
My child’s teacher helps me to help my child learn at home – 1.65
I support my child’s learning at home – 1.31
I feel good about myself as a parent – 1.29
Summary of Identified Needs
 Overall, parents strongly agreed or agreed with the statements.
 The top four concerns gathered from the parent survey were:
o Students show respect for all students – 1.94
o The school has a good public image – 1.76
o My child’s teacher helps me to help my child learn at home – 1.65
o Overall, the school performs well academically – 1.64
 Focus on the four areas above can be addressed by:
o Student discipline and focusing on character development in our students.
o Keep promoting the good things happening in Alton as frequently as possible.
o Develop better communication skills with our parents in order to help our children
be successful.
School Organization/Staff Quality, Recruitment, and
Retention
 AEIS
 Master Schedule
 CIT Minutes
 CEIC Minutes
 Faculty Meeting Minutes
In 2012-2013, Alton Elementary employed 40 certified teachers, 2 certified administrators, 1
counselor, 2 secretaries/clerical staff, 1 LVN, and 15 paraprofessionals. All staff meet the high
qualified criteria for the state.
In 2011-2012 school year, Alton will lose at PK teaching slots which will be moved to another
elementary campus. The move was to provide similarity in PK between each of the three
elementary schools in the district.
Over the past four years, Alton has increased the number of teachers with experience from 1-5
years and over 20 years. There has been a slight increase with beginning teachers and a slight
decrease with teachers having experience 6-10 years.
The past few years, Alton Elementary has lost teachers to the other districts or elementary
campuses in BISD. This past year, 2012-2013, Alton only lost one teacher and one
paraprofessional. The teacher retired at the end of the year and one paraprofessional chose to
change career paths. Since 2012, Alton has not lost a teacher to another campus in the district.
The data have maintained the same average for staff experience for the 2012-2013 school year. .
Two new teachers were hired at the end of the 2013 school year. Both are beginning their first
year in teaching.
Alton Elementary campus was built in different stages. The first part of the campus was built in
1950 with additions coming in 1974 and 1980. Portable buildings have been added to the
campus throughout its existence. The campus is comprised of three main classroom buildings
that hold different grade levels: Building One – Kindergarten, first grade, Life Skills, Computer
Labs, one PK classroom and counselor’s office. Building Two – Second grade, Speech services,
and diag. office. Building Three – Third grade, fourth grade, Content Mastery, Resource, and
Inclusion classrooms. The school office is located in the main building along with the cafeteria
and school library. Two PK classrooms are each located in a portable near the main building.
The HOSTS program, ELL room, literacy library, and ISS room are all located in portable
throughout the grounds of the campus. The Art, Music and gym and are located across the street
from the campus. The campus has a number of electrical, plumbing, flooding, and outdated
resources issues. The district has begun to take steps in discussing the requirements of having a
bond voted on by the public. In 2011-2012 a school bond was passed. The bond includes a new
elementary school, which will replace the current Alton Elementary campus. The school
building itself will remain intact and use in other programs in the district.
 Maintain high qualified staff for upcoming school years.
 Retain quality experience teachers and bring in new teachers to share ideas.
 Take appropriate steps in helping district if the bond is placed before the community.
 Allow teacher and staff input on the new school building design.
 Provide teachers and staff highly quality training to make sure that Alton continues to
move upward in their campus rating.
Alton Elementary Campus Improvement Plan:
2013-2014
Goal #1: Inspire student success through innovative and creative
instructional methods
NCLB Goal: 1
Objective 1.1
90% of all students and all student groups will perform at the grade level standard as measured
on the DRA (Diagnositic Reading Assessment) grades K-3.
NCLB Objective: 1.1, 1.3
Summative Evaluation: AEIS, AYP, DRA summary reports.
Strategy
Resource
Renaissance Learning –
Early Star Literacy
diagnostic assessment
T1 #2
Title I
Part A
$2901
TEKS Resource System
Person Responsible
Teachers K-4
Timeline
August
2013- May
2014
Local
K-2 Teachers
Six Weeks
Unit Assessments
T1 #1
Local
K-4 Teachers
Six Weeks
Accelerated Reading
Program
T1 #2
Title I
Part A
$2901
K-2 Reading
teachers
Six Weeks
Evaluation
Data on students
collected to show
reading growth
for the school
year
Teachers are
able to view and
print pacing
charts from the
TEKS Resource
System.
Teachers follow
units that cover
grade level
standards.
Item Analysis
Summary Sheets
used to review
data from tests.
AR Tests taken
daily.
Summary
Progress Sheets
Strategy
Met
'13-‘14
Strategy
Resource
Person Responsible
Timeline
Evaluation
Monte Shields, Asst.
Principal Jodi Koehl,
Counselor, Mellisa
Gillespie, Instructional
Coach
RtI Team
T1 #2, #8
Six Weeks
Minutes from
meetings
monitored and
reviewed.
Local
Junior Achievement
(Social Studies)
T1 #10
Jr.
Achieve
Ron Eilers
1st grade –
Spring
2014
Teacher Survey
Karen WinklerCARS Coord;
Community Vol.
August
2013 - May
2014
Volunteer
Mentors using
PAT,STAR, and
DRA data; Sign in
Sheet
Title I
Part A
$5075
K-4 Reading
Teachers
KinderJan. and
May; 1st4th-Sept.,
Jan., and
May
Data from the
sheets will be
collected,
monitored, and
reviewed.
Phonics Program
Grade K-2
T1 #2, #9
Local
Grade K-2 Reading
teachers, Melissa
Gillespie,
Instructional
Coach, Melanie
Hewett, Reading
Specialist
Daily
Lesson Plans will
reflect the use
of the program.
Great Leaps
T1 #2, #9
Local
Monte Shields, AP,
Kellie Fontenot, Diag,
Instructional Aides
Daily
Instructional Coach
T1 #4
Title I
Part A
$66290
Melissa Gillespie,
Instructional Coach
Daily
Instructional Tutor
T1 #2
Title I
Part A
$8,100
Michael Ogg, Principal,
Melissa Gillespie,
Instructional Coach,
Tacy Brumwell -tutor
CARS Reading Program
T1 #2, #9
DRA Class Summary Kits
T1 #1
Develop Balanced
Literacy Program in K3rd
T1 #2, #9
Title I
Part A $55,295
Title I
Part A
$66290
Melissa Gillespie,
Instructional
Coach, Michael
Ogg, Principal
Fluency screener and
lesson to help
struggling students
Support for teachers
in creating an
effective
instructional lesson.
Daily
Schedule of tutors
working with students
who have been
identified by the RtI
August
2012May2013
Sign in sheets
for teachers
attending
training with
Instructional
Coach
Strategy
Met
'13-‘14
Strategy
Resource
Person Responsible
Learning Lab
State
Comp -
$60,880
Classworks
T1 #1, #9
AYP $14,000
Timeline
Evaluation
Debra EckertLearning Lab
Teacher
Weekly
Attendance
recorded and
kept on file.
Learning Lab
documentation.
Computer Lab
Aides, Michael
Ogg- Principal,
Monte Shields-AP,
Melissa GillespieInstructional Coach
Six
Weeks
Attendance and
records of logins kept on file.
Documentation
of student
progress by
tutors and
classroom
teachers. DRA
assessment data.
Login in data
from program.
Monitoring
charts
Login in data
from program.
Monitoring
charts
Level Literacy
Intervention Kit.
T1 #2, #9
Title I
Part A
$3499
Melissa Gillespie,
Instructional
Coach, tutors
Six Weeks
iStation for K-2
T1 #2, #9
Title I
Part A
$2950
Classroom teachers
Six Weeks
A Starfall – Computer
program for reading
intervention
T1 #2, #9
Title I
Part A
$270
Classroom teachers
Six Weeks
Reading Specialist
State
Comp
$47,951
Melanie Hewitt
Daily
Student progress
monitoring and
attendance rosters
Provide PK programs for the
community. Prepared students
for Kindergarten
State
Comp
$201,171
PK teachers – Rebecca
Mertz, Michelle
Schlottmann, Debhora
Ware. PK aides
Daily
Attendance
rosters, PK end
of year screening
Cycle Review
Local
2nd and 3rd grade
teachers, Michael
Ogg, Principal,
Melissa Gillespie,
Instructional Coach
Daily
Power Burst by Instructional
Coach
T1 #4
Title I
Part A
$66290
Melissa Gillespie
Each
month
Grade level meetings
to determine weekly
TEKS target during
the 30 minute review
time each day. Cycle
Review Calendar
Sign-in sheet. Review
of best teaching
practices
Strategy
Met
'13-‘14
Objective 1.2
90%. Of all students and all student groups will perform at the grade level standard as measured
on the STAAR (State of Texas Assessments of Academic Readiness) grades 3-4.
NCLB Objective(s): 1.1, 1.2, 1.3
Summative Evaluation: AEIS, AYP, TAKS, and STAAR summary reports.
Strategy
Resource
Person
Responsible
Timeline
Evaluation
Instructional
Focus Doc. Are
followed by
teachers. Lesson
plans reflect
IDFs and YAGs.
Item analysis will
be completed
each six weeks.
TEKS Resource
System
Local
3-4 teachers
Six Weeks
Unit Assessments
T1 #1
Local
CIA members,
3-4 teachers
Six
Weeks
Local
1-4 teachers,
Principal-Michael
Ogg, Assistant
Principal-Monte
Shields
Six
Weeks
Item analysis will
be collected,
monitored, and
reviewed.
Reading Teachers,
Melissa Gillespie,
Kellie Fontenot, Diag,
Instructional Aides
Daily
Fluency screener and
lesson to help
struggling students
Weekly
Attendance
recorded and logins kept on file.
Daily
Schedule of tutors
working with students
who have been
identified by RtI
Six Weeks
Minutes from
meetings
monitored and
reviewed.
January
Provide time and a
structure process for
teachers to analyze
STAAR Data.
Item Analysis Data
Sheet
Great Leaps
Classworks
T1 #1, #9
Instructional Tutor
T1 #2
RtI Team
T1 #2, #8
Data-Driven Decision
Making
AYP $14,000
Title I Part A
$8,100
Local
Local
Teacher
Michael Ogg,
Principal, Melissa
Gillespie,
Tacy Brumwell -tutor
Monte Sheilds, Asst.
Principal, Jodie Koehl,
Counselor, Melissa
Gillespie,
Instructional Coach
Michael OggPrincipal,
rd
3 & 4th grade
teachers.
Strategy
Met
'13-'14
Strategy
Campus Retreat
T1 #4, #10
Resource
AYP
Person
Responsible
Michael OggPrincipal, Alton
Elementary
School staff.
Lesson Objectives
posted for all to see
Local
PK-4 teachers
Instructional Coach
T1 #4
Title I Part
A $66290
Melissa Gillespie,
Instructional
Coach
Timeline
Evaluation
Strategy
Met
'13-'14
August
Sign in sheet for
staff. Conduct a
STAAR Study with
staff, which includes
taking the STAAR
test, scoring the
results, and analyzing
the level of difficulty.
Yes, the
retreat was
held at the
beginning of
summer.
Daily
Lesson plans and
classroom 360
walk-throughs
reflect
objectives posted
in classrooms
Daily
Student progress
on grade level
standards in the
classroom.
BrainPop
T1 #2
Title I Part
A $1121
Classroom
teachers
Daily
Increase
awareness in
Science and
Social Studies
TEKS. Lesson
plans and student
progress
iStation – Reading
T1 #1
Title I Part
A - $2950
for grades
K-2. Free
for 3-4
Classroom
teacher, Melissa
Gillespie,
Instructional
Coach
Six Weeks
Login in data
from program.
Monitoring charts
Reading Specialist
State Comp
$47,951
Melanie Hewitt
Daily
Student progress
monitoring and
attendance
rosters
Power Burst by
Instructional Coach
T1 #4
Title I Part A
$66290
Instructional
Coach, Melissa
Gillespie
Each
month
Sign-in sheet. Review
of best teaching
practices
Objective 1.3
All special program students will fulfill the requirements of the Individual Education Plan (IEP).
Summative Evaluation: AEIS, AYP, & STAAR summary reports.
Timeline
Evaluation
Strategy
Met
'13-'14
Yes
Strategy
Resource
Person
Responsible
G/T Update Training
(Gifted/Talented)
GT/Local
GT Teachers
Semester
Attendance,
certificates
Special Ed.
K-4 teachers
Principal-Michael
Ogg
Assistant
Principal-Monte
Shields
Diag.- Kellie
Fontenot
Aug-May
2013-2014
ARD Notices sent
and meetings
scheduled.
Local and
State
Comp Ed
Principal-Michael
Ogg
K-4 teachers
Counselor-Jodie
Koehl, Melissa
Gillespie,Instructional Coach
Each Six
Weeks
Referral process
for special
education and
dyslexia
Special Education
Referrals
Special Ed.
Diag-Kellie
Fontenot
Counselor-Jodie
Koehl
Aug-May
2013-2014
Referrals will be
tracked on a
specific timeline
for referral and
reassessment
process.
Basic Language
(Dyslexia) Class
State
Comp
$47,951
Reading
Specialist:
Melanie Hewett
Weekly
Attendance and
documentation on
each student will
be kept on file.
T1 #4, #10
ARD Committee
Meetings
RtI Team
T1 #2, #8
Objective 1.4
All limited English proficient students will perform at the grade level standards as measured on
the DRA grades K-2, STAAR grade 3-4, or fulfill the requirements of their IEP.
Summative Evaluation: AEIS, AYP, SDAA, RPTE, & TAKS summary reports.
Strategy
Resource
Person
Responsible
Timeline
Evaluation
LPAC will determine
identification and
placement of LEP
students.
Local
LPAC Committee
Each six
weeks
Documentation of
meeting
Bilingual Instructional
Aides
Title III $25,065
ELL Teachers,
ELL aides,
Principal-Michael
Ogg
Daily
Instructional aide
schedule on file.
Bilingual Specialist
Title III $40,977
Lillian Arreola,
Bilingual teacher,
ELL Teachers-
Daily
Classroom
schedule, lesson
plans, STAAR
scores, TELPAS
scores, RPTE.
ELL/LEP classrooms
Local
ELL Teachers
and aides
Daily
Lesson plans
RPTE (Reading
Proficiency Test of
English) (TELPAS)
T1 #1
Local
Counselor-Jodie
Koehl
Spring
2014
Unit Assessments
T1 #1
Local
CIA members, 14 teachers
Each Six
Weeks
Local
1-4 teachers,
Principal-Michael
Ogg, Assistant
Principal-Monte
Shields
Each Six
Weeks
Classroom
teachers
August
2013-May
2014
Teacher
Weekly
Item Analysis Data
Sheet
Continue ELPS
Training for
Teachers
T1 #4
Learning Lab
Spec.
Ed./State
Comp $30,229
Strategy
Met
'13-'14
Every student
will score at or
above the state
proficiency level.
Item analysis will
be completed
each six weeks.
Item analysis will
be collected,
monitored, and
reviewed.
Provide staff
development for
teachers on using
the ELPS
Attendance
recorded and
kept on file.
Learning Lab
documentation.
Yes
Resource
Person
Responsible
ClassWorks
T1 #1, #2
Strategy
Timeline
Evaluation
AYP - $14,000
Teacher
Weekly
Attendance
recorded and logins kept on file.
English in a Flash
T1 #2
Title I Part
A -$2901
Part of
Renaissance
Computer Lab
Aides, Jodie
Koehl, Counselor
Fall 2013Spring
2014
ESL Attendance
and records kept
on file
Instructional Coach
T1 #4
Title I Part A $66,290
Melissa Gillespie,
Instructional Coach
Daily
Student progress on
Reading screenings
such as: DRA, STAAR,
and Star Literacy.
State Comp
$15,249
Sonya Rocha,
bilingual PK aide,
Michelle
Schlottmann, PK
teacher
Daily
PK end of year
screening.
Woodcock Munoz
testing
PK Bilingual Aide
Strategy
Met
'13-'14
Objective 1.5
Attendance for Alton will meet or exceed the district's goal of 97% for the 2013-2014 school
year.
NCLB Objective(s): 5.1, 5.2
Summative Evaluation: AEIS, AYP reports
Strategy
Resource
Parent Contact
T1 #6
Local
Attendance
Committee Review
Local
Incentives for
perfect attendance
T1 #6
Home visits
Student
Activity
Fund
Local
Attendance Reports
Local
Parent Liaison
T1 #6
SIP Funds $13,950
Person
Responsible
Monte Shields
Asst. Principal,
Classroom
teachers,
Alisand Miles –
Parent Liaison
Michael Ogg,
Principal, Monte
Shields, Asst.
Principal
Principal-Michael
Ogg, Asst.
Principal-Monte
Shields, Parent
Liaison –Alisand
Miles, Classroom
Teachers,
Attendance
Clerk-Gail S.
AP-Monte
Shields, Parent
Liaison-Alisand
Miles,
Classroom
teachers
Assistant
Principal-Monte
Shields,
Attendance
Clerk-Gail S.
Parent LiaisonAlisand Miles
Timeline
Evaluation
Six Weeks
Attendance Data
Six Weeks
Attendance
Data/TxEIS
Six weeks
Perfect
Attendance
Awards
Six Weeks
Documentation of
home visits
Six weeks
Weekly
Report given to
the CEIC.
Minutes are
taken on the
report.
Documentation on
parent
conferences or
home visits
Strategy
Met
'13-'14
Parent Information
Night
T1 #6
Parent
Involvement
Title Funds
$1686
Grade Level
Attendance Challenge
Local
Google Parent
Contact Form
Local
Michael Ogg,
Principal, K-4
Teachers and
staff
Monte Shields,
Assistant
Principal, Gail
S., Attendance
Clerk
Michael Ogg,
Principal, All
teachers
October
24, 2013
Daily
Daily
Parent Sign-in
sheet. Discuss
the attendance
policy and
instructional
practices with
parents
Print out of daily
attendance
percentage for
grade level and
campus
Spreadsheet of
parent contact
made by staff
Yes
Yes
Goal #2: Develop, motivate and support all employees to create a
challenging and empowering educational environment.
NCLB Goal: 3
Objective 2.1
All teachers will be fully certified.
Summative Evaluation: District Highly Qualified compliance report.
Resource
Person
Responsible
Local
PrincipalMichael Ogg
Human
Resource Dir.Daphne Long
Each
Semester
Local
Human
Each
Semester
Local
Human
Each
Semester
Certification of
attendance.
Local
Principal-Michael
Ogg
Human Resource
Dir.-Daphne Long
Each
Semester
Certification of
attendance.
Local
Principal-Michael
Ogg
Dir. Of Tech-Rod
Leer
Each
Semester
Certification of
attendance.
Teacher Mentors
Local
Principal-Michael
Ogg, Human
Resource Dir.Daphne Long,
Mentor Teachers,
New Teachers
Each
Semester
Sign in sheet of
meetings held with
Mentor teachers and
current new teachers
to the career in
education
Instructional Coach
T1 #4
Title I
Part A
$66290
Melissa Gillespie,
Instructional Coach
Daily
Sign-in sheets of
teachers who
attended reading
training
Strategy
Partnership with local
Universities and Colleges
Certification Information
Professional Development
Paraprofessional Development
Technology Training
Timeline
Evaluation
Records of
student
observation and
student teacher
observation
Records of
teachers talking
and passing
required
certification
exams.
Strategy
Met
'13-'14
Objective 2.2
All teachers and staff will attend professional development to help increase student achievement.
Summative Evaluation: District Highly Qualified compliance report.
Strategy
Met
'13-'14
Resource
Person
Responsible
Timeline
Evaluation
Local
Principal-Michael
Ogg
Janet George,
Bonnie
Brinkmeyer
Summer
2013
Attendance
certificates
from
workshops
Local
Principal-Michael
Ogg
Byron McAdams
ELL/Bilingual
Teachers
Summer
2013
Attendance
certificates
from
workshops
ESC VI
Principal-Michael
Ogg
Bonnie
Brinkmeyer
Summer
2013,
Spring
2014
Attendance
certificates
from
workshops
Local
Melissa Gillespie,
Instructional
Coach, Loyce Van
Hook – Math
Specialist
Summer
2013,
Spring
2014
Sign-in sheets of
teachers who
attended reading
training
Campus Planning Event
AYP funds $20,000
Michael Ogg,
Principal, Bonnie
Brinkmeyer, BISD
Curriculum Director,
CEIC team members
August
2013
Sign-in sheets for
staff attending
retreat
Lucy Calkins Writing Workshop
T1 #4
Local
Language Arts
teachers K-4
August
2013
Sign-in sheet for
staff attending
Yes
Local
Language Arts
Teachers, Melanie
Hewett, Reading
Speicalist
Daily
Lesson Plans that
indicate when and
what phonic skill is
being taught
Yes
January 3,
2014
Sign-in sheet of
staff attending
training on
strategies for
vocabulary
Yes
Strategy
All staff will be trained in
strategies to meet the high
levels of the STAAR tests.
T1 #4
Teachers of ELL/Bilingual
students will attend
professional staff development
to enhance their teaching
skills.
T1 #3, #4
G/T teachers will attend the
required 30 hours and 6 hours
update for training.
T1 #4, #10
DMI Math Workshop
Phonics Training for K-3
teachers
T1 #4
Sheltered Instruction
T1 #4
Local
All staff
Yes
Goal #3: Promote family and community Involvement
NCLB Goal: 5
"Objective 3.1
50% of parents will have participated in parent activities by the end of May 2014.
Summative Evaluation: AEIS, AYP reports
Strategy
Resource
Person
Responsible
Timeline
Evaluation
Strategy
Met
'13-'14
Parent/Teacher Conference
T1 #6
Local
Classroom
Teachers
Annually
Parent sign-in
sheet. Parent
Involvement
documentation.
Parent/Teacher/Student
Compact
T1 #6
Local
PK-4 Teachers
Princ.-Michael
Ogg
September
17, 2013
Compacts kept
on file
Yes
Parent Information Night
T1 #6
Parent
Involvement
Title Funds
PrincipalMichael Ogg,
PK-4 Teachers
October
24, 2013
Parent sign-in
sheet.
Yes
Special Ed.
Funds
Diag. –Kellie
Fontenot
As needed
ARD notices,
ARD
committee
signatures.
LPAC Meeting
Local
LPAC
Committee
Head-Jodie
Koehl
Parent LPAC
member
Each six
weeks
Documentation
of LPAC
minutes
PTO
T1 #6
Local
PTO
President
Monthly
Sign-in sheet
VIPS (Parent Volunteers)
Local
PTO/VIPS
Coordinator
Weekly
Sign-in sheet
ELL/Bilingual
Teachers
Bilingual
Instructional
Aides
As needed
Handbook,
Code of
Conduct
CARS Director –
Karen Winkler
Weekly
Mentor Sign-in
sheet
ARD Meetings
Translations of campus
information are provided in
Spanish.
T1 #6
CARS
T1 #6
Title I $53,295
No
Yes
Timeline
Evaluation
Strategy
Met
'13-'14
Local
CEIC team
members
Monthly
Meeting
Number of
parents who
participate on
site-based
committees
and activities
computed as a
result of
DEIC/CEIC
ideas.
Yes
New Parent Student
Orientation
T1 #6, #7
Local
Principal-Michael
Ogg, Asst.
Principal-Monte
Shields
August
2013
Sign-in sheet
Yes
Parent Liaison
T1 #6
SIP Funds $13,950
Principal-Michael
Ogg, Ailsand
Miles-Parent
Liaison
Weekly
Documentation
of parent
conference or
contact
Yes
Local
Technology
Director-Rob
Leer
Monthly
Reports on
phone message
contact with
parents
Yes
Strategy
Campus Improvement
Team
School Messenger
T1 #6
Resource
Person
Responsible
Goal #4: Maintain and upgrade district facilities to meet current and
future needs.
NCLB Goal: N/A
Objective 4.1
Maintenance will monitor closely to allow the campus schedule and activities to run smoothly.
NCLB Objective: N/A
Summative Evaluation: Campus Ground Evaluation
Strategy
Resource
Brenham ISD Maintenance
Local
GCA Services Group of
Texas
Local
Campus grounds
Walk Through
One Line Work Orders
Person
Responsible
Dir of MainTom Gore,
Asst PrincMonte Shields
Director of
Custodial
Services-Felix
Rodriguez
Timeline
Evaluation
Daily
Work Orders.
Daily
Custodian time
sheets
Local
Assistant
PrincipalMonte Shields,
Jon Forsythe
Six weeks
Local
Tom Gore
Daily
Documentation
of areas
around the
school that
need
maintenance.
Documentation
of completion
records.
Strategy
Met
'13-'14
Goal #5: Maintain a Safe and Secure Environment
NCLB Goal: 4
Objective 5.1
Discipline referrals will decrease 5% by the end of May 2014.
NCLB Objective: 4.1
Summative Evaluation: PEIMS 425 report, Discipline Records
Resource
Person
Responsible
Timeline
Evaluation
Core Essentials
Local
CounselorJodie Koehl,
Asst PrincipalMonte Shields,
Each Six
Weeks
Morning announcements,
class discussion,
incentives, and character
certificates.
Counseling
Local
CounselorJodie Koehl
As needed
Documentation of
conference.
Each
Semester
Faculty Meeting Sign-in
sheet
Each six
weeks
ARD referrals and
documentation.
Referrals for students
with BIPs
August
2013
Student/Parent
signatures
Strategy
Assist.
Principal
Monte
Shields
Diag. Kellie
Fotenot and
Gari Beth
Christensen
Asst
PrincipalMonte
Shields
Campus Crisis Plan
Local
Behavior Intervention
Plan
Special Ed.
Funds
Student Code of
Conduct
Local
Conduct Folders
Local
Classroom
Teachers
Weekly
Parent signature
Teacher/Parent/Student
Compac
Local
Michael
OggPrincipal
September
17, 2013
Student/Parent/Teacher
signatures on file.
Discipline Referral
Update
Local
Assistant
Principal-Monte
Shields
Six Weeks
Agenda and break down
of referrals
Raptor System
Local
Front
Office
Daily
Sign in log
Strategy
Met
'13-'14
Yes
Strategy
Resource
The campus will
continue to conduct fire
drills and tornado drills
as necessary.
Technology Bullying
Report
Local
Local
Person
Responsible
Assistant
PrincipalMonte
Shields
PrincipalMichael
Ogg, Asst.
PrincipalMonte
Shields
Timeline
Evaluation
Monthly
Fire Drill Log
As needed
Reports sent to
administration on
bullying incidents on
campus
Strategy
Met
'13-'14
Goal #6: Prioritize and promote financial responsibility
NCLB Goal: N/A
Objective 6.1
Campus budget will be monitored to help student progress.
NCLB Objective: N/A
Summative Evaluation: Campus Budget
Strategy
Resource
Person Responsible
Timeline
CEIC Budgeting
Local
CEIC Members
April and
May 2014
Local
Principal-Michael
Ogg
District Finance
Support-Kim Horne
As needed
Local
PTO President,
Principal-Michael
Ogg
EDP System
PTO Fundraiser
Decrease energy
usage.
Local
Tom Gore
September
2013
August
2013
August
2014
Evaluation
Strategy
Met
'13-'14
Draft and finalize
budget for the 20142015 school year.
Budget funds will be
maintained and updated
on the district's EDP
system
Money will be collected
and placed in the PTO
funds.
Utility bills.
Yes
APPENDIX
School Year 2013 – 2014
Some campuses in Brenham ISD are designated School wide Title I campuses. Where possible,
Brenham ISD coordinates all of its federal, state and local resources, including State
Compensatory funds, to accomplish the goals of each campus in impacting the quality of
instruction provided to all students.
Campus Existing Program: State Comp. (163)
Campus Existing Program: Title I, Part A (211)
Campus Existing Program: Title I, Part A School Improv.
Campus Existing Program: Title III
Federal Jobs Bill

Alton Elementary Campus Improvement Plan: 2013-2014

Transcription

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