Geneva Bailey Intermediate School Campus

Transcription

North Lamar Independent School
District
Geneva Bailey Intermediate School
Campus Improvement Plan for School Year 2016 - 2017
Prepared by Texas Educational Consultative Services, Inc.
2028 East Ben White Blvd., Suite 200
P. O. Box 18898
Austin, Texas 78760-8898
866.513.5515
Texas Educational Consultative Services, Inc. © 2016
Bailey Builds Character
Vision Statement
Through academics and technology, Bailey Intermediate School will work with
parents and the community to establish a safe, creative environment to foster selfesteem and ensure that our students develop into responsible, productive citizens as
well as life-long learners.
Bailey Intermediate School—Campus Improvement Plan
2
Bailey Intermediate School Committee Membership:
School Year 2016-2017
NAME
Brittany Moreland
Stephen Keenum
Cheryl Stephens
Keitha Chalupa
Shannon Collard
Teresa Brown
Jenene Cannon
Mandy Scott
JoAnna Bankston
Sherry Torres
Angela Compton
POSITION
th
4 Grade Teacher
5th Grade Teacher
Special Education
Counselor
RtI Teacher
Paraprofessional
PE Teacher/Music
Community Member
Parent
Business
Principal
TELEPHONE
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.272.6919
903.737.2031
903.491.2202
903.737.7971
NAME
Alexandria Walters
Toni Preston
Christi Coe
Keitha Chalupa
Christina Weemes
April Reams/Stormie Scott
Tracey Prunty
Shelley Landers
Elizabeth Exum
Brian Bankston
Angela Compton
POSITION
th
4 Grade Teacher
5th Grade Teacher
Special Education
Counselor
RtI Teacher
Paraprofessional
PE Teacher
Community Member
Parent
Business
Principal
TELEPHONE
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.737.7971
903.517.4733
903.249.4112
903.227.0857
903.737.7971
3
Table of Contents
Table of Contents
Vision Statement ......................................................................................................... 2
Committee Membership .............................................................................................. 3
Table of Contents ........................................................................................................ 4
Report of Findings ..................................................................................................... 5
Introduction .......................................................................................................... 5
Campus Characteristics .............................................................................................. 5
Campus Strengths ................................................................................................... 5
Demographics ............................................................................................................. 6
STAAR Results ........................................................................................................... 9
Student Findings ....................................................................................................... 12
Current Programs...................................................................................................... 14
Staff Findings ............................................................................................................ 15
Teacher Demographics ......................................................................................... 15
Parent and Community Involvement Findings ........................................................... 19
Technology Findings ................................................................................................. 21
Facilities Findings...................................................................................................... 22
Campus Priorities ...................................................................................................... 23
Recommendations .................................................................................................... 23
Appendix 1— Staff Survey Results ........................................................................... 25
Appendix 2— Parent Survey Results ........................................................................ 26
Geneva Bailey Intermediate School Campus Improvement Plan 2016 - 2017 .......... 28
Appendix A: Schoolwide Program Components....................................................... 53
Appendix B: State Compensatory Education and Title I (A) Budgets and Full-Time
Equivalent Staff ......................................................................................................... 54
Appendix C: Program Evaluation, School Year 2014-2015...................................... 55
Appendix D: Assurances and Good Practices ......................................................... 68
NOTE: The Bailey Intermediate School elects to coordinate its ESEA, Title I and
SCE funds to implement a schoolwide program to upgrade the entire educational
program at the school pursuant to Section 1114 of Public Law 107-110 (The No Child
Left Behind Act). Per the Texas Financial System Accountability Resource Guide
(FASRG) Module 1, Program Intent Code 30, SCE funds supplement the Title I
Schoolwide Program on the Bailey campus.
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North Lamar Independent School District
Bailey Intermediate School
Report of Findings for School Year 2016 - 2017
Introduction
The Site-Based Decision-Making Committee met on January 27, 2016, to develop a
needs assessment of Bailey Intermediate School for school year 2016-2017. Dan
Arrigona a 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 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, a parent
survey, and professional opinions to arrive at the strengths and needs discussed in
this report.
Campus Characteristics
Geneva Bailey Intermediate School serves grades 4 and 5. The campus is rated as
“Met Standard” in the 2015 state accountability rating system. This rating represents
a decrease in performance in the state accountability system from 2013-2014, when
the school earned academic distinctions for Academic Achievement in
Reading/English Language Arts, Top 25% in Student Progress; Top 25% in Closing
Achievement Gaps, and Postsecondary Readiness.
Campus Strengths
Members of the Site-Based Decision-Making Committee highlighted the school
climate as a positive element of Bailey Intermediate School. The campus is very
child focused, with a strong special education inclusion program, support for students
with RtI and dyslexia programs, a supportive environment where staff teamwork is
encouraged, and a strong collaborative atmosphere. Committee members highlighted
the positive impact on student performance of the campus practice of “stacking”
homework, in which homework subjects are alternated day-to-day.
Committee members indicated that discipline on the campus is generally very good.
The expectations that teachers have for students are generally met. The campus
has implemented a “strike system” as a means of discipline. Students in the program
are given three “strikes” before a more stringent disciplinary program is implemented.
5
Demographics
As reported in the 2014-2015 Texas Academic Performance Report (TAPR) the
ethnic distribution of the students at Bailey Intermediate School is 82.8% White, 8.6%
Hispanic, and 4.3% African American. In 2013-2014 the student ethnic distribution
was 84.6% White, 7.2% Hispanic, and 3.9% African American. In both years other
ethnic groups make up the remainder of the ethnic distribution of the students.
The identification of students in special circumstances such as at-risk, economically
disadvantaged, and English Language Learners, and what their social and
instructional needs might be have a significant impact on student performance. The
student population at the school was 55.2% Non-Educationally Disadvantaged,
44.8% Economically Disadvantaged, 37.9% At-Risk, and 3.4% English Language
Learners. The campus had a mobility rate of 9.1% and an attendance rate of 96.9%
in 2013-2014, the last year for which there was data at the time of the writing of this
report.
In the prior year, as reported in the 2013-2014 TAPR, the student population at the
school was 51.8% Non-Educationally Disadvantaged, 48.2% Economically
Disadvantaged, 35.3% At-Risk, and 2.8% English Language Learners. The campus
had a mobility rate of 10.1% and an attendance rate of 97.1% in 2012-2013.
Other data found in the 2014-2015 TAPR for the campus have been reviewed and
illustrate the following student demographics for Bailey Intermediate School. Fields
with an asterisk (*) indicate that the student group was too small to report in the
TAPR system.
6
Campus Student Groups
Campus and State Percentages
Eco Disad
ELL
At-Risk
African
American
Hispanic
White
Other
State 2015
58.8%
18.2%
51.2%
12.7%
51.8%
29.4%
6.1%
Campus 2015
44.8%
3.4%
37.9%
4.3%
8.6%
82.8%
4.3%
Campus 2014
48.2%
2.8%
35.3%
3.9%
7.2%
84.6%
4.3%
Campus 2013
51.1%
4.3%
25.9%
3.5%
4.9%
84.6%
7.0%
Year
7
Attendance Rate
2013-14
95.9%
African
Hispanic
American
97.1%
97.9%
96.7%
2012-13
95.8%
96.9%
97.1%
96.5%
96.8%
96.5%
97.6%
2011-12
95.9%
97%
97.8%
97.5%
97%
96.5%
98.1%
2010-11
95.7%
97.2%
98.2%
97.9%
97.2%
96.9%
97.9%
2009-10
95.5%
97%
97.7%
96.8%
97%
96.6%
Year
State
Campus
97.1%
Eco.
Disad.
96.7%
98.8%
White
ELL
*
8
STAAR Results
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.
Bailey Intermediate
Reading / English Language Arts
Year
SY
2015
SY
2014
SY
2013
SY
2012
Campus
African
American
Hispanic
77%
92%
88%
82%
94%
87%
67%
76%
93%
92%
84%
96%
88%
71%
80%
90%
75%
73%
92%
85%
64%
79%
84%
73%
88%
84%
78%
82%
State
White
Eco.
Disad.
ELL
9
Writing
State
Campus
SY 2015
72%
73%
African
American
*
SY 2014
72%
78%
SY 2013
63%
SY 2012
71%
Year
Hispanic
White
*
74%
Eco.
Disad.
59%
*
50%
82%
69%
*
79%
71%
*
82%
71%
*
79%
*
*
1%
68%
83%
ELL
*
10
Science
State
Campus
SY 2015
78
81
African
American
*
SY 2014
78
82
SY 2013
82
SY 2012
80
Year
62
84
Ec.
Disad.
73
*
67
84
76
*
74
*
*
74
66
*
76
*
62
78
67
*
Hispanic
White
ELL
*
11
Student Findings
Research shows that a number of personal, social, and health factors impinge on
students' academic performance. In consideration of 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 are judged primarily by the
performance of students on the State of Texas Assessments of Academic Readiness
(STAAR) exams. The STAAR measures student and school performance. 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 and dropout rates. 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.
In general, with exceptions noted below, student performance in 2014 – 2015 on the
STAAR exams remained relatively unchanged from performance in 2013 – 2014.
Committee members highlighted the positive impact of the JUMP program on
campus student performance and levels of engagement. The program is communitydriven and grounded in teacher and student interest. The JUMP program allows
teachers to choose areas of focus in which they are interested and students to
choose among 17 real-world subject areas of interest. Each session of the program
lasts for nine weeks, at the end of which students showcase a community-focused
service or product.
Student Strengths:
The campus passing rate for Grade 4 Reading, 87%, was 13 percentage points over
the state average of 74%. The campus passing rate for Grade 4 Writing, 73%, was 3
percentage points over that state average of 70%.
The campus passing rate for Grade 5 reading, 98%, was 11 percentage points higher
than the state average of 87%. The campus passing rate for Grade 5 Science, 81%,
was 9 percentage points higher than the state average or 72%.
The all grades Math passing rate of 96% was 18 percentage points over the state
average in 2013 – 2014, improving on scores from the 2012 – 2013 school year
when the all Grade Math passing rate for the campus was 93%, 14 percentage points
higher than state average. Math was not included in the state accountability system
ratings for 2014 – 2015, however.
Passing rates for the Writing and Science tests also exceeded the state averages
by 6 and 4 percentage points respectively.
12
High passing rates on the STAAR were attributed to the use of Response to
Intervention (RtI), Istation, and the effective use of Care Teams.
The campus attendance rate for 2013 – 2014 (the latest year reported by the Texas
Education Agency at the time of this report) of 97.1% exceeds the state attendance
rate of 95.9%. This rate of student attendance is due in part to a number of campus
initiatives, including the Panther Bucks program, and one-on-one conversations
between teachers, principals, and students who are experiencing absences.
Committee members stated that incoming Bailey students were generally wellprepared, with the strongest levels of preparation evidenced by students
matriculating to the campus from the district’s Everett Elementary School. Students
who do not evidence the preparation levels to succeed at the campus are placed in
intervention programs.
Student Needs:
Student performance declined on STAAR exams for some groups and subjects from
the prior academic year. The performance of Hispanic students declined on Grade 4
Reading from 75% in 2013 – 2014 to 56% in 2014 – 2015. The performance of
White students declined on Grade 4 Writing from 82% in 2013 – 2014 to 74% in 2014
– 2015. The performance of Economically Disadvantaged students on Grade 4
Writing declined from 69% in 2013 – 2014 to 59% in 2014 -2015. The performance of
Hispanic students declined on Grade 5 Science from 67% in 2013 – 2014 to 62% in
2014 – 2015.
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Current Programs
Currently there are several programs in place to enhance the basic instructional
program at the campus. These programs include, but are not limited to the following:
ESEA, Title I, Part A—Improving Basic Programs Operated by Local Education
Agencies: Bailey Intermediate School implements a schoolwide program with Title I
funds to upgrade the entire instructional program by providing two reading and math
intervention teachers using interventions, including but not limited to, Fast ForWord,
and Study Island. Instructional supplies and materials, as well as professional
development and parent involvement activities are also paid for with these funds.
ESEA, Title I, Part C—Education of Migratory Children: The district is in a shared
services arrangement with Education Service Center Region 8 that provides
recruitment and training services for the district.
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 provide supplemental
educational services including, but not limited to, tutoring and instructional supplies
and materials for 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 Bailey Intermediate include Success Center
Reading, resource math, and inclusion for reading, math, science, social studies, and
writing. A teacher goes into the regular classrooms for inclusion to assist students
with disabilities. A self-contained classroom is also available at Bailey. Speech
therapy, OT/PT, and other services are available on an “as needed” basis. All
Special Education 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).
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 must be a key component in any successful school
program.
Results of a staff survey conducted mid-year during the 2015 – 2016 school year are
included in Appendix 1 of this Report.
Teacher Demographics
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. The
TAPR for spring 2015 illustrate the following teacher demographics for the campus.
Ethnicity of Teachers
Afri Amer Hispanic
9.9
0.0
White
90.1
Other
0.0
Ethnicity of
of Teachers
Teachers
Ethnicity
Other
Other
0%
0%
Afri Amer
Hispanic 10%
0%
White
White
90%
90%
15
Ethnicity of Students
Afri Amer Hispanic
3.9
7.2
White
84.6
Other
5%
Other
4.6
Ethnicity of Students
Afri
Amer
4%
Hispanic
7%
White
84%
Teachers by Years of Experience
Beginning
0.0%
1-5 Yrs.
19.9%
6-10 Yrs. 11-20 Yrs. >20 Yrs.
13.2%
43.0%
23.9%
Teachers by Years of Experience
Beginning
0%
>20 Yrs.
24%
1-5 Yrs.
20%
11-20 Yrs.
43%
6-10 Yrs.
13%
16
Average Years of Experience
Total Yrs. In District
15.2
12.5
In District,
12.5
Total Yrs.,
15.2
Staff Strengths:
Committee members report very high levels of morale among staff. One of the
contributing strengths on the campus is the teachers’ experience. Bailey teachers
average 15.0 years of experience of which 11.4 years are in the district. Sixty-seven
point one percent of the teachers have more than 10 years of experience, compared
to the state average of 42.9 percent.
Professional development is of generally high quality with teachers’ training needs
being met. Professional development offerings are inclusive of all teachers and
campus administrative staff. Each spring teachers complete a survey to indicate
areas of need or interest in professional development. Committee members reported
that areas highlighted in the responses to the survey are generally offered in the
succeeding year. Much of this professional development occurs through Education
Service Center Region 8 and through attendance at specialized conferences.
Learnings from professional development opportunities are shared at staff meetings.
Evaluations of professional development opportunities are shared with the principal.
The committee indicated that teachers focused on reaching a bond with their
students. The campus has implemented a Campus Care team in which the principal,
counselor, special education teacher, and RtI intervention specialist meet with each
17
teacher each six weeks for enhanced focus on high needs students. The committee
indicated that both of these programs contribute to the success of Bailey’s students.
The committee reported that there are cross-campus planning meetings at Bailey.
Staff Needs:
The school needs to improve the diversity among its teachers. While 10% of the
teachers on campus are African American, there are no Hispanic teachers. Hispanic
students make up the largest minority population. (See charts and graphs on pages
15 and 16 depicting the ethnicity of teachers and students)
The committee agreed that there is a need for a fine arts teacher on the campus. In
addition, committee members noted that, with the growth in the system of state
assessments, the counselor is pulled away from student support to testing
administration.
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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.
A parent survey is included as Appendix 2 of this report. While the responses to the
survey are positive, the percent of parents returning is small. Nine percent of the
surveys were returned to the campus.
Parent/Community Strengths:
The school communicates with parents through Panther Alerts, Grade Viewer,
Remind 101, text messages, and notes that are sent home with student work.
Teachers send Graded papers home with students every week.
Bailey Intermediate School parents responding to the survey reported that they are
comfortable visiting the campus and are generally satisfied with the campus
communications. Their preferred time for family events is in the evening and their
preferred method of communication is through phone calls or text messages.
The campus publishes a newsletter online. Teachers have individual web pages.
Local businesses have been very good about providing school supplies,
merchandise to be used as incentives, and cash donations to help the school
purchase things that they otherwise would not be able to purchase. Businesses and
community members provide crucial involvement with the campus JUMP program.
The local newspaper and radio station provide campus news to the community.
Brookshire Brothers supermarket and Home Depot are active campus supporters.
The fire and police departments come out to talk about safety practices. The local
television meteorologist also makes presentations to the students concerning the
weather.
Parent/Community Involvement Needs:
The committee indicated that the campus PTO is very small. Currently a small
nucleus of parents participates in the Parent Teacher Organization (PTO). More
participation on the part of parents in the PTO was also stated as a need. Committee
members ventured the idea that PTO effectiveness and levels of parent involvement
could increase with a meeting at the beginning of the year focused on setting goals
for involvement of the organization on campus.
19
There were no community needs identified by the committee.
20
Technology Findings
Technology is rapidly and dramatically changing teaching and learning. 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 district has a technology coordinator that visits the campus every other week
assisting the staff with technology concerns. A staff member has also been
designated as the campus representative for handling minor technology problems.
The district has provided additional band width on the campus.
The committee reported that the district’s technology department is responsive,
responding within two days of the submission of a work order.
Bailey Intermediate School has two stationary computer labs. Committee members
report that there are two to three computers in each class. In addition, there are 75
Chromebooks for use on the campus. Use of the Chromebooks is rotated across
subjects. Students attend a Chromebook class as a way of improving the effective
use of these devices. The district continues to update technology as funding permits.
Technology Needs:
Internet access is still lacking in some students’ homes. This community issue can
negatively impact students’ full use of digital textbooks and other tools. The school
overall needs more electrical outlets and possibly an updated electrical grid to better
support a growing number of devices.
21
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:
The district is undertaking a facilities study to determine exactly what the district
needs to do to bring its buildings up to date. Staff is very excited about this as facility
needs have always been one of the needs identified during the planning process.
Maintenance is responsive, continuing the improvements in service begun in the past
few years. Most needs are addressed quickly and satisfactorily.
Janitorial service continues to be excellent.
The district has provided some new furniture.
Facility Needs:
Some furniture needs to be replaced. The need for a budget item to take care of
furniture replacement on a rotational basis was voiced by the committee.
The committee noted that there are foundation problems on the campus, exposed
pipes, some collapsed ceiling tiles, and leaks in several of the classrooms.
Maintenance has attempted to patch the roof in an effort to solve the problem;
however, it still exists. This should be a priority item since students are getting wet
when it rains.
Committee members also indicated problems on the campus with rodents.
The facility layout is not conducive to full utilization of current technology.
22
Campus Priorities
Committee members identified a number of priorities for the campus during the
needs assessment meeting. Many of these priorities focus on student learning and
include: an emphasis on writing across the curriculum; improved documentation in
the areas of special education; more effective use of the DMAC system; and
continued support and improvement of the JUMP program.
Recommendations
1. Following Grade 4 students in 2013 – 2014 as they progressed to Grade 5 in
2014 – 2015, STAAR Writing passing rates declined over the two years for
every reported student group. Campus wide, the decline for the students as
they moved up a Grade level was six percent. For White students the decline
was 8% as they moved from Grade 4 to Grade 5. For Economically
Disadvantaged students the decline was 12%. Campus leadership should
analyze these results in more detail, with the consideration of additional
concentration on writing. Staff training in the area may be beneficial as may
additional tutorials.
2. The campus administrator should continue to seek to diversify the teaching
staff, with an emphasis on recruiting Hispanic teachers so that the ethnicity of
the staff more closely resembles that of the students.
3. The need for a fine arts teacher was mentioned. The district should consider
addressing this need if funds are available. Apparently many talented
students could benefit from a fine arts class or classes.
4. More parents serving as volunteers and participating in the PTO was indicated
as a need. It is recommended that staff try to recruit more parents by
personally inviting them to serve as a volunteer or PTO participant. Staff may
also want to explain how parental involvement can help their students to be
more successful in school.
5. Since some students do not have Internet access at their homes, it is
recommended that the school set aside an hour or so after school during
which students without Internet access could use the school’s computers.
6. Additional wiring and electrical power was cited as needed to run all the new
technology equipment. It may not be feasible to spend the funds to provide
the necessary wiring and electricity at this time in view of the facilities study
the district is in the process of conducting.
7. In an effort to address the worn out furniture, it is recommended that the
campus administrator set up a budget item each year to provide funds to
replace equipment that is no longer usable on a rotating basis.
23
8. Since maintenance has not been able to satisfactorily repair the leaking roof, it
is recommended that a professional roofer be contacted to repair the leaks.
This is considered to be a priority item since students are actually getting wet
in the classroom when it rains.
24
Appendix 1— Staff Survey Results
NORTH LAMAR INDEPENDENT SCHOOL DISTRICT
Bailey Intermediate School Staff Survey 2015
39 surveys submitted / 55 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
3.82
3.55
3.61
2.95
3.64
3.44
3.26
3.68
3.68
3.54
3.08
3.69
3.79
3.56
Maximum
Scores
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3.77
4
3.79
4.51
4.42
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 20105-2016.
Bailey Intermediate School Parent Survey 2016
Grade
EE (Early Education)
PK (Pre-Kindergarten)
K (Kindergarten)
1st (First)
2nd (Second)
3rd (Third)
4th (Fourth)
5th (Fifth)
Homework
It was beneficial
Child was assigned too much
Child was not assigned enough
Difficult subjects for your Child
English-Language Arts
Math
Social Studies-History
Science
Student/Parent/Teacher Compact
Yes
No
Unsure
Parents, which areas take part?
Attend School events
Volunteer
Bailey
20
12
23
4
3
9
19
5
16
16
27
18
Scheduling Family Events
Morning
Midday
Afternoon
Evening
Fridays
Comfortable Visiting?
Yes
No
Sometimes
Communication Satisfaction
Yes
No
sometimes
Best way to communicate
Notes
In person
Mailed letter
Phone calls/text
Email
Groupme
Campus Enrollment
Percentage of returned surveys
Bailey
7
5
9
14
28
3
27
2
3
15
9
7
18
15
348
9%
26
Attend R&R
View Resource Videos
Attend Conference
Review compact with child
7
5
26
14
Information on Adult Education
Yes
No
0
7
Did you attend Family Events?
Yes
No
22
8
Surveys direct mailed
Surveys handed in by students
Returned via NL website
Total
0
31
1
32
27
Geneva Bailey Intermediate School Campus Improvement Plan 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 school year 2016-2017, the attendance rate will be: 97.2 %.
Strategy/Activities
Resources
Strategy 1—Instructional
Strategies All Students: All
students will have equal
access to all facilities and
programs for which they
qualify.
Admin. staff,
teachers,
teacher aids,
and district
coordinator.
Partially funded
with SCE funds,
Accelerated
Math
Instruction, and
Title I Part A
Activities:
a. The GT program will be
offered to meet individual
needs of students. (2)
b. In order to create a least
restrictive environment, ARD
Committees will be involved in
planning and placement of
students with disabilities. (9)
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
State and/or
local funds
GT Teacher
Aug 2016-June
2017
Number of
students identified
GT program
State and/or
local funds
ARD Committee
Aug 2016-July
2017
ARD
committee/CARE
team meetings
Advanced
performance on
the state
assessments
Improved student
performance on
the state
assessments
28
Strategy/Activities
Resources
c. Inclusion, Success Center
Reading, DZ, Accelerated
Instruction, and mentoring by
High School students will be
offered to meet the goals of
individual student’s IEPs and
used across the curriculum.
(9)
d. Strategies and
modifications will be used by
classroom teachers to meet
special needs of students. (9)
State and/or
local funds
e. Teacher or teaching
assistant will be available to
work with students in all least
restrictive environments. (9)
State and/or
local funds
f. The campus will have
available speech therapy, OT,
PT, a counselor, adaptive PE,
music, etc. (9)
State and/or
local funds
g. Special services will be
provided students identified
with dyslexia to meet their
individual needs. (9)
h. Guidance and counseling
services will be provided to
students on a regular basis.
(2)
State and/or
local funds
State and/or
local funds
State and/or
local funds
Personnel
Responsible
Special Ed
Teachers
Timeline
Formative
Evaluation
ARD meeting
documentation
Summative
Evaluation
Meet
expectations on
the appropriate
state
assessments
Principal
Classroom
Teachers
Special Education
Teachers
Classroom
Teachers
Special Ed
Teachers
As needed
ARD/CARE team
meeting-Grade
book
documentation
Improved student
performance on
the state
assessments
Daily
Daily schedule
Improved student
performance on
the state
assessments
Classroom
teachers
Special Ed.
Teachers
Therapists
Therapist
Daily
Daily schedule
Improved student
performance on
the state
assessments
Daily
Daily schedule
Counselor
Each six Weeks
Counselor
schedule
Improved student
performance on
the state
assessments
Improved student
performance on
the state
assessments
Aug 2016-July
2017
29
Strategy/Activities
Resources
Personnel
Responsible
Computer Teacher
Timeline
i. Computer classes will be
provided weekly to all
students. (2)
State and/or
local funds
j. Students will use integrated
technology through various
activities in the classroom. (2)
State and/or
local funds
Technology
Coordinator
Classroom
Teachers
Weekly
k. RtI interventions such as
Education Galaxy, Istation,
Study Island, Think Through
Math, and ABC YA will be
used as intervention programs
to accelerate academic skills
for reading, math, and science
for identified students who are
in at-risk situations. (2) (9)
ESEA, Title I (A)
iStation, Study
Island, Think
Through Math,
ABC YA, and
math supplies
$2,061; 1.50
FTE Teachers
$76,368
Classroom
Teachers
Teaching
Assistants
Intervention
Teachers
Daily
l. All students will be provided
training and/or counseling
services on how to become
responsible citizens in the
school community. (2)
State and/or
local funds
Counselor
Classroom
Teachers
Each six weeks
Weekly
Formative
Evaluation
Computer lab
schedule
Lesson plans,
student products
Student
technology
proficiencies
Daily schedule
Homework
assignments,
counselor, lesson
plans completed
on a regular basis
Summative
Evaluation
Proficiency in
school software
applications,
such as Google
Classroom
Improved student
performance on
the state
assessments
Improved student
performance on
the state
assessments
Stronger school
climate – fewer
office referrals,
fewer bullying
referrals
30
Strategy/Activities
Resources
Personnel
Responsible
Homeroom
Teachers
Timeline
m. Homeroom teachers will
teach students test-taking
skills during STAAR focus
time. (2)
State and/or
local funds
n. Continue using a science
camp to supplement the
science curriculum (2)
Formative
Evaluation
Lesson plans to
include test-taking
skills
Summative
Evaluation
Improved student
performance on
the state
assessments
State and/or
local funds
Science Teachers
Spring 2017
Registration
completed
Principal
Counselor
Teachers
Ongoing
Homework
completed
Assistant
Superintendent
Principal
Aug 2016-June
2017
Campus
improvement
plan,
federal
applications, and
lesson plans
prepared and
submitted
Improved student
performance on
the state
assessments
Improved student
performance on
the state
assessments
Annual
performance
reports
o. The homework policy will
continue to be emphasized
and enforced. (2)
State and/or
local funds
p. 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
education program. (10)
State and/or
local funds
Jan-Apr 2017
31
Strategy/Activities
Resources
Personnel
Responsible
Principal
Counselor
Grade 5 teachers
Timeline
Formative
Evaluation
Program
implemented
Summative
Evaluation
Grade 5 students
ready for middle
school
q. Implement a transition
program for Grade 5 students
to help ensure a successful
transition to middle school and
preparation for career
pathways.
r. Conduct a STAAR Camp for
5th Graders not passing the
STAAR reading and/or math
tests. (9)
State and/or
local funds
State and/or
local funds
Director of Federal
Programs and
Curriculum
June 2017
STAAR Camp
implemented
Students
participate
Improved student
performance on
the state
assessments
s Conduct Panther Prep for
students needing help with
lost skills. (9)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Aug 2016
Program
implemented
Students
prepared for the
next Grade level
t. Conduct an attendance
recovery program for students
in at-risk situations due to low
attendance. (9)
State and/or
local funds
Summer School
Teachers
Sending Teachers
June 2017
Teacher hired
Attendance
records
All student work
completed
u. The library will be open for
students to read and also
access the computers for
educational games. (2)
State and/or
local funds
Principal
Aug 2016
Library open
Students better
prepared for the
beginning of
school
v. Continue to implement the
JUMP and other enrichment
programs on the campus.
State and/or
local funds
Principal
Aug 2016 – June
2017
Program
attendance
Student
outcomes
Jan 2017- June
2017
32
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 2—Instructional
Strategies Students with
Special Needs: Students
who indicate a need for
intervention will be evaluated
and provided interventions to
address their individual needs.
Admin. staff,
teachers, district
coordinator,
outside
consultant,
parent support,
school library.
Partially funded
with SCE funds.
State and/or
local funds
Reading Lab and
Math Lab Teacher,
RtI teachers,
Paraprofessional
Aug 2016-June
2017
Assessment
Improved student
performance on
the state
assessments
b. Students who are not able
to do Grade-level work will be
recommended for
interventions through the three
tier intervention model (RtI).
(9)
State and/or
local funds
Intervention
teachers
Daily
End of each six
weeks
Campus Care
team reports
Improved student
performance on
the state
assessments
c. After school tutoring for
math, reading, and science,
will be offered as needed. (9)
SCE
Tutors $1,000
Classroom
Teachers
Daily
Lesson plans
d. High School mentors will be
provided for struggling
students to increase self-
State and/or
local funds
Classroom
Teachers
Daily
Sign-in sheet
Improved student
performance on
the state
assessments
Improved student
performance on
the state
Activities:
a. Intervention classes will be
provided for identified
students that are at risk in
reading and math, i.e.,
Success Reading, Education
Galaxy, etc. (9)
33
esteem and academic
proficiency. (9)
assessments
e. Weekly tutoring during
block time for students who
failed to perform satisfactorily
on the state assessment for
math and reading last year will
be provided. (9)
SCE
Supplies $900
Classroom
Teachers
Weekly
Lesson plans
Improved student
performance on
the state
assessments
f. Teachers will use the
DMAC, and benchmark data
to identify students in at-risk
situations. (1)
State and/or
local funds
Classroom
Teachers
Sep 2016
DMAC report
Benchmark
results
Improved student
performance on
the state
assessments
g. ESL teachers will use
special language
methodologies to provide
accelerated instructional
strategies to English
Language Learners. (9)
h. Struggling students will
have accommodations made
to their instruction through
Campus Care Team
meetings. (9)
i. Coordinate with the staff at
Everett to ensure struggling
students are properly
identified and placed based on
individual student needs.
(2)(7)
State and/or
local funds
Classroom
Teachers
ESL Endorsed
Teachers
Weekly
Lesson plans
Improved student
performance on
the state
assessments
State and/or
local funds
Intervention
Teachers
As needed
Campus Care
team meeting
Improved student
performance on
the state
assessments
State and/or
local funds
Principals
Ongoing
ARD meetings
Care teams
Students
properly
identified and
placed
34
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 3—Curriculum: All
students will meet or exceed
the campus objectives in
reading, math, writing, and
science.
Admin. staff,
district
coordinator,
contracted
services
State and/or
local funds
Classroom
Teachers, GT
Teacher, Principal
Weekly
Lesson plans
weekly
Improved student
performance on
the state
assessments
b. Students will have
increased access to current
technology. (2)
State and/or
local funds
Classroom
Teachers
Weekly
Lesson plans
c. Increase percentage of
advanced performance on the
state assessments in reading,
writing, math, and science by
providing accelerated
instructional activities. (2)
State and/or
local funds
Classroom
Teachers, GT
Teacher, Principal
End of each six
weeks
Daily
Benchmark
testing
d. Writing in the content area
will be implemented to
improve students’ writing
State and/or
local funds
Teachers
Ongoing
Benchmarks
Improved student
performance on
the state
assessments
Increase
percentage of
students
receiving
advanced
performance on
the state
assessments
Improved student
performance on
the state Writing
Activities:
a. Teachers will actively seek
activities to challenge
students’ problem solving
abilities for each lesson so
that students will become
independent thinkers capable
of solving problems and
thinking critically. (2)
35
skills. (2)
e. Emphasize Writing at all
grade levels including tutorials
and other interventions as
needed. (9)
assessment
State and/or
local funds
Director of Federal
Programs and
Curriculum
Principal
Ongoing
Benchmarks
Improved student
performance on
the state Writing
assessment
36
Goal 2:
Provide teachers with the curriculum, technology, instructional programs, and training necessary for student
growth.
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 1—Curriculum:
The TEKS Resource System
will be used to facilitate
instruction.
Admin. staff,
district
curriculum
coordinator
State and/or
local funds
Principal
Jul-Aug 2016
Improvement on
assessment
Improved student
performance on
the state
assessments
b. Teachers will coordinate
writing topics by Grade level
and align with state
assessment scoring
expectations. (2)
State and/or
local funds
Grade Level
Representative
Aug 2016-Feb
2017
Lesson plans and
common
assessments
Improved student
performance on
the state
assessments
c. Teachers will use the TEKS
Resource System curriculum.
State and/or
local funds
Principal
Classroom
Aug 2016-June
2017
Lesson plans
Improved student
performance on
Activities:
a. Performance on the STAAR
and observation data will be
analyzed to guide instruction.
(1)
37
(2)
Teachers
the state
assessments
TEKS Resource
System fully
implemented
d. Professional development
on the use of the TEKS
Resource System will be
provided to all staff. (4)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Aug 2016
Training schedule
Sign-in sheets
Evaluations
e. Teachers will be involved in
the selection of additional
assessment instruments.
Based on performance,
instructional modifications
may be made as well as the
consideration of new
strategies and activities to
address the needs disclosed.
(1) (8)
State and/or
local funds
Principal
SBDM Committee
Team Leaders
Quarterly
As needed
SBDM committee
minutes
Benchmarks
Improved student
performance on
the state
assessments
f. Teachers will use
information from the DMAC
Program to evaluate student
needs and guide instruction.
(2)
State and/or
local funds
Teachers
Ongoing
Teachers using
data
Improved student
performance on
the state
assessments
g. Implement Fundamental
Five and Schoolwide
Enrichment Model (SEM). (9)
State and/or
local funds
Assistant
Superintendent
Principal
Aug 2016
Enrichment time
provided
Benchmarks
Improved student
performance on
the state
assessments
38
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 2—Highly Qualified
Staff: The school will
maintain highly qualified
teachers and
paraprofessionals.
Admin. staff
Teachers
Reg. 8 ESC
State and/or
local funds
Classroom
Teachers
Nov 2016
Apr, June 2017
Pre-acquisition
form approved and
conference
attended
Increased
number of
students passing
the STAAR math
and science
tests
b. Teachers will participate in
a professional development
needs assessment and
professional development
opportunities will be provided
for teachers based on the
needs assessment.(4)
c. Training opportunities for
paraprofessionals will be
provided. (4)
ESEA, Title II,
Part A
Classroom
Teachers
Director of Federal
Programs and
Curriculum
Aug 2016-June
2017
Professional
development signin sheets
Workshop
certificate
Improved
student
performance on
the state
assessments
ESEA, Title I,
Part A
Paraprofessional
Trainer
Aug 2016-June
2017
Staff development
sign-in sheets
e. Teachers will be trained in
discipline management,
conflict resolution, and
ESC Region 8
Principal
Teachers
Aug 2016-May
2017
Staff development
schedule
Workshop
Improved
student
performance on
the state
assessments
Staff trained
Reduction in
discipline
Activities:
a. Math and science teachers
will have the opportunity to
attend the State, regional, or
national conferences. (4)
39
violence prevention. (4)
certificates
referrals
f. Teachers will use
Professional Learning
Communities (PLC) to
improve their knowledge and
teaching skills. (4)
State and/or
local funds
Director of Federal
Programs and
Curriculum
Ongoing
Teachers actively
participating in
PLCs
Teachers better
prepared
Improved
student
performance on
the state
assessments
g. Provide cross-campus
planning periods and campus
PLC planning sessions
throughout the school year.
(4)
State and/or
local funds
Director of Federal
Programs and
Curriculum
As scheduled
Planning periods
scheduled
Staff better
informed and
teaching skills
improved
h. The school will recruit and
hire core academic subject
area teachers who meet the
NLISD’s highly qualified
standards. (5)
i. Provide professional
development for teachers
working with minority
students. (9)
State and/or
local funds
Principal
SBDM Committee
As needed
Interviews
conducted
New personnel
hired
State and/or
local funds
Director of Federal
Programs and
Curriculum
Aug 2016
Training schedule
Sign-in sheets
Teachers better
prepared to work
with minority
students
j. Encourage teachers to be
trained in the use of the ESL
methodology and to obtain the
ESL certification. (4)(9)
State and/or
local funds
Dec 2016
May 2017
Teachers enrolled
in ESL training
Improved
performance on
the STAAR
assessment by
ELLs
k. Seek qualified teachers
whose demographic makeup
State and/or
local funds
Director of Federal
Programs and
Curriculum
Principal
Itinerant ESL
Teacher
Principal
Ongoing
Ethnic balance
achieved in
Improved
performance of
40
is reflective of the
demographic makeup of the
student population. . (3)(5)
l. Hire a fine arts teacher to
address the needs of
interested students. (2)
m. Provide professional
development in Writing. (4)
n. Provide professional
development for the
Fundamental Five Program.
(9)
teaching staff
State and/or
local funds
Superintendent
Board of Trustees
Aug 2016
Position approved
and filled
State and/or
local funds
Director of Federal
Programs and
Curriculum
Ongoing
Staff encouraged
to attend
State and/or
local funds
Director of Federal
Programs and
Curriculum
Principal
Aug 2016
Training schedule
all students
population
groups
Needs of
students
addressed
Improved
performance on
the state Writing
test
Teachers trained
41
Strategy/Activities
Resources
Strategy 3—Technology: All
staff will integrate technology
into instruction.
Technology
Coordinator,
Handouts,
Computer Lab
Activities:
a. All teachers will integrate
technology into their
classroom instruction that will
produce student products. (9)
b. Teachers will update their
web pages and Grade Book
regularly and ensure that their
web pages are accessible
from the campus web page.
(6)
c. Campus technology
representatives will address
minor technical problems on
campus.
d. Teachers and other staff
will attend professional
development activities that
demonstrate how technology
can be integrated into the
instructional program. (4)
e. Practice good conservation
by turning off all electrical
devices when not in use.
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Campus
Technology
Representative
Classroom
Teachers
District Technology
Coordinator
Web Master
Principal
Teachers
Weekly
Lesson plans
Student products
produced
Weekly
Web pages
updated
Improved
parental
involvement in
the education of
their children
State and/or
local funds
Campus
Technology
Representative
Aug 2016-June
2017
Representative
available
State and/or
local funds
Director of Federal
Programs and
Curriculum
Technology
Coordinator
Aug 2016-June
2017
Training schedules
Sign-in sheets
Evaluations
Minor technology
problems are
solved by the
Representative
Technology
integrated into
the instructional
program
State and/or
local funds
All Staff and
Students
Ongoing
Lesson plans
State and/or
local funds
State and/or
local funds
Reduced energy
consumption
42
Goal 3:
Provide a quality learning environment that is positive, safe, and supportive.
Strategy
Resources
Strategy 1—Attendance:
Students will have a 97.0
percent or above attendance
record and exhibit good
citizenship practices.
Admin staff,
teachers,
teacher aides,
volunteer
support, parent
support, guest
speakers,
community
leaders,
custodial staff,
teaching aids,
computers,
supplies
State and/or
local funds
Activities:
a. Students will be recognized
for perfect attendance. (2)
b. All staff will emphasize the
importance of perfect
attendance to students and
parents. (2)
State and/or
local funds
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Classroom
Teachers
June 2017
Attendance
records
Attendance rate
improved
All Staff
Aug 2016-June
2017
Attendance
records
Attendance rate
improved
43
Strategy
Resources
Timeline
State and/or
local funds
Personnel
Responsible
Principal
Teachers
c. Various incentives will be
used to encourage perfect
attendance, i.e., gift
certificates, prizes, etc. (2)
d. The JUMP program and
other enhanced learning
opportunities will help improve
attendance.
e. Staff will communicate with
parents of students with
excessive absences
explaining the importance of
regular attendance and legal
ramifications. (2)
Aug 2016-June
2017
Formative
Evaluation
Attendance
records
Summative
Evaluation
Attendance rate
improved
State and/or
local funds
Principal
Teachers
Aug 2016-June
2017
Attendance
records
Attendance rate
improved
State and/or
local funds
Principal
Teachers
Aug 2016-June
2017
Attendance
records
Attendance rate
improved
44
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 2—School/Parent/
Community Involvement:
By providing the best
possible circumstances for
student learning, parent and
community support will
increase.
Admin. staff,
teachers,
teaching aids,
district
coordinator,
parent support,
volunteer
support,
supplies
State and/or
local funds
Principal
Classroom
Teachers
Clerk
Aug 2016-June
2017
Attendance records
Increase in
attendance rate
b. Report card conferences
with parents will be held at
the end of 1st six weeks. (6)
State and/or
local funds
Classroom
Teachers
Oct 2016
Sign-in sheet
c. Periodic newsletters will be
provided online by each
teacher to keep parents
informed. (6)
d. Parenting training will be
offered to parents after
advertising during the Backto-School Bash. (6)
State and/or
local funds
Classroom
Teachers
Aug 2016-June
2017
Newsletters placed
on line
State and/or
local funds
Counselor
Oct 2016
Training advertised
Training scheduled
Sign-in sheet
Increased parent
participation in
parent-teacher
conferences
Increased parent
participation in
their child’s
education
Increased parent
participation in
classes
Activities:
a. Parents will be contacted
through multiple avenues,
including by phone, text,
email, and visits concerning
absences of students
according to state and district
policies. (6)
45
Strategy/Activities
Resources
Personnel
Responsible
Parent Coordinator
Timeline
Formative
Evaluation
Materials provided
to parents
Summative
Evaluation
Improved
performance on
the STAAR
assessments
and discipline
e. Provide materials for
parents dealing with
parenting, homework,
attendance, bullying, etc. at
the Back-to-School Bash. (6)
State and/or
local funds
f. Award Panther Points to
students for parents’
participation in parenting
activities. (6)
State and/or
local funds
Parent Coordinator
Dec 2016, May
2017
Points awarded
Improved parent
participation in
parenting
training
g. Reading, math, music, and
technology/science events
will be offered to encourage
parental support of student
learning. (6)
State and/or
local funds
Classroom
Teachers
Parent Coordinator
Aug 2016-May
2017
Sign-in sheet
Increased parent
participation in
family events
h. Parents will be informed of
their child’s performance on
the STAAR by written
notification with explanation
and by parent-teacher
conference if the student is
not meeting expectations. (6)
State and/or
local funds
Principal
Classroom
Teachers
May 2017
Results sent to
parents
Parent-teacher
conferences held
Increased parent
participation in
their child’s
education
i. The school will update the
school parent compact and
parent involvement policies
jointly with parents to explain
the responsibilities of both the
school and parents including
emphasis on the timely
State and/or
local funds
Title I Planning
Committee
Parent
Involvement
Coordinator
Oct 2016,
May 2017
Compact and
policies updated
Compact
disseminated to
parents
Ongoing
46
completion of homework. (6)
j. Consider brief programs
and competition involving
students to improve parent
participation at school. (6)
State and/or
local funds
Principal
Teachers
Aug 2016-Jun
2017
Programs planned
Increased
parental
involvement
k. The school will participate
in the Back-to-School Bash to
encourage parental/
community involvement at the
campus. (6)
State and/or
local funds
Principal
Parent
Involvement
Coordinator
Staff
Aug 2016
Back-to-School
Bash
Increased
parental
involvement
l. The importance of
becoming involved in their
students’ education will be
explained to parents during
the Back-to-School Bash. (6)
State and/or
local funds
Principal
Parent
Involvement
Coordinator
Aug 2016
Back-to-School
Bash
Increased
parental
involvement
m. Notices for parent
involvement event will include
information as to how the
event will benefit the parents
and students. (6)
State and/or
local funds
Parent
Involvement
Coordinator
Ongoing
Parent notices
Improved parent
participation in
parent
involvement
events
n. Recruit parents to
participate in the PTO by
personal contacts. (6)
State and/or
local funds
PTO members
Ongoing
Contacts made
Increased parent
participation in
the PTO
47
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 3—Safe and
Orderly Environment: The
school climate will be safe,
orderly, and clean.
Admin. staff,
teachers,
district
coordinator,
custodial/maint.
dept., volunteer
support, parent
support
State and/or
local funds
Director of
Maintenance
Custodial Staff
Daily
Maintenance
schedule
Buildings clean
and operational,
conducive to a
learning
environment
b. Students will follow school
rules, maintain a strong
discipline, observe code of
conduct, or experience the
consequence of on campus
suspension.
State and/or
local funds
Principal
Classroom
Teachers
Daily
Office referrals
Decrease in the
number of office
referrals
c. Appropriate personnel will
follow the crisis management
plan during emergency
situations.
State and/or
local funds
All Staff
Aug 2016-June
2017
Crisis plan
Staff and
students ready
to deal with an
emergency
d. All visitors will be asked to
sign in and wear a visitor’s
badge.
State and/or
local funds
All Staff
Daily
Name badges
available
Sign-in sheet
Safe school
environment
Activities:
a. Custodians will take care
of daily routine cleaning;
maintenance will be
responsible for the building
safety (electrical, structural,
etc.)
48
Strategy/Activities
Resources
Personnel
Responsible
Resource Officers
Principal
Crisis Intervention
Team
Timeline
e. Students who have a need
for behavioral intervention will
be attended to by the
Intervention Team.
State and/or
local funds
f. The Discipline Committee
will meet to address discipline
concerns regarding individual
students.
g. Consider installing
cameras to record individuals
entering the campus and
assist in securing the campus
entrance
As needed
Formative
Evaluation
Intervention
Emergency task
form
Summative
Evaluation
Staff and
students ready
to deal with an
emergency
State and/or
local funds
Principal
Discipline
Committee
As needed
Committee minutes
Staff will deal
with discipline
concerns
State and/or
local funds
Principal
Counselor
Aug 2016
Purchase order
issue
Principals’ meeting
System installed
49
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 4—Emotional,
Social, and Physical WellBeing: Students will show
emotional, social, and
physical well-being.
Admin. staff,
district
coordinator,
teachers
State and/or
local funds
Counselor,
Principal
Classroom
Teachers
Weekly
As needed
Lesson plans,
speakers
Reduction in
Code of Conduct
violations,
reduced number
of discipline
referrals
b. Red Ribbon Week
Activities will be carried out in
October. (2)
State and/or
local funds
Counselor
Oct 2016
c. Use the DARE program for
the 4th and 5th grades.
State and/or
local funds
School Resource
Officer
Aug 2016-June
2017
d. Emphasize our logo,
Reuse, Recycle, Reduce,
Rethink, by practicing
conservation in all areas.
State and/or
local funds
Campus “Go
Green”
Coordinator
Ongoing
Daily scheduled
Reduction in
activities/newsletters Code of Conduct
violations,
reduced number
of discipline
referrals
Lesson plans
Reduction in
Code of Conduct
violations,
reduced number
of discipline
referrals
Projects
Green
implemented
environment
Activities:
a. Character building will be
emphasized throughout the
school. Guest speakers and
activities such as field trips
will be utilized when
appropriate. (2)
50
Strategy/Activities
Resources
Personnel
Responsible
Discipline
Committee
Counselor
Timeline
e. Bullying prevention will be
emphasized throughout the
school year.
State and/or
local funds
f. Hold student recognition
every semester to promote
student successes. (9)
g. Provide human sexuality
education to students.
Aug 2016
Formative
Evaluation
Policy updated
Summative
Evaluation
Reduced rate of
incidents
State and /or
local funds
Counselor
Each six weeks
Schedule
Counselor
Each six weeks
Schedule
Improved
student
performance on
the state
assessment
Improved
student
understanding
State and /or
local funds
51
Strategy/Activities
Resources
Personnel
Responsible
Timeline
Formative
Evaluation
Summative
Evaluation
Strategy 5-Facilities:
Buildings and equipment will
be maintained in such a way
that they provide an
environment conducive to the
teaching-learning process.
Maintenance
Dept.
Director of
Maintenance,
General
Operating Fund
Activities:
a. Repair cracks in walls as
they occur.
State and/or
local funds
Maintenance
Department
Summers 2016
and 2017
Work orders
submitted
Cracks repaired
b. Instructional equipment
and furniture will be
maintained so that it is in
proper condition to provide
the instructional support for
which it was designed.
State and/or
local funds
Principal
Aug 2016-June
2017
Furniture and
equipment
inventoried
Furniture and
equipment are
all in good
condition
c. Improve the playground
equipment and area.
State and/or
local funds
Maintenance
Department
Aug 2016
Work orders issued
d. Repair leaks in the roof.
State and/or
Consider hiring a professional local funds
roofer to make necessary
repairs.
Maintenance
Department
As soon as
possible
Contract awarded
Playground
equipment and
area improved.
Leaks repaired
e. Improve campus
technology infrastructure with
upgrades to the electrical
grid, Wi-Fi, and broadband
access.
Maintenance
Department
As soon as
possible
Contract awarded
State and/or
local funds
Infrastructure
improved
52
Appendix A: Schoolwide Program Components
Section 1114 of Public Law 107-110 (No Child Left Behind Act of 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 provided 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
participates in 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 oneon-one parent-teacher conference.
53
Appendix B: State Compensatory Education and Title I (A)
Budgets and Full-Time Equivalent Staff
State Compensatory
Education
Campus
Position
FTE
Salary/Total
Bailey
Payroll 6100
Tutoring
$20 hr.
$1,000
$1,000
Total 6100
Supplies 6300
Instructional Supplies
$900
Total 6300
$900
Bailey Total
$1,900
Title I Part (A) Budget
Bailey
Payroll 6100
Math intervention teacher
Reading intervention teacher
100%
$50,769
50%
$25,599
Total 6100
Supplies 6300
$76,368
Math
$100
Reading
$100
Edmentum: Study Island
$1,861
General Supplies
$500
Total Supplies
$2,561
Total Bailey
$78,929
54
Appendix C: Program Evaluation, School Year 2015-2016
55
56
57
58
59
60
61
62
63
64
65
66
67
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.
68

Geneva Bailey Intermediate School Campus

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