2019-2020 Beaumont Independent School District

Beaumont Independent School District

Homer Drive Elementary School

2019-2020 Accountability Rating: F

Board Approval Date: October 17, 2019

Homer Drive Elementary SchoolGenerated by Plan4Learning.com 1 of 41

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Mission StatementThe mission of Homer Drive Elementary is to assure that the scholars are provided the opportunity to learn the needed skills, values, and knowledge to

be an important part of our school and community.

VisionIn collaboration with our community, Homer Drive Elementary is transforming into a modelschool where scholars can achieve their fullest academic and social-emotional potential .

Value Statement"Home of the Believers,Scholars, Professors, and Bobcat University"

The Campus Improvement Plan is a living, working document based upon the needs of HomerDrive Elementary, this document can/will be modified as needed, throughout the school year.


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Table of Contents

Comprehensive Needs Assessment 5Demographics 5Student Academic Achievement 7School Processes & Programs 10Mission Statement: 13Vision Statement: 13Perceptions 16

Priority Problem Statements 18Comprehensive Needs Assessment Data Documentation 19Goals 22

Goal 1: To increase student achievement so that the campus continues to meet TEA's accountability standards at the end of the 2019-2020 school year.22Goal 2: To attract and retain an outstanding workforce. 25Goal 3: To ensure safe and secure schools. 26Goal 4: To ensure student attendance and engagement. 28Goal 5: To increase parent/family engagement and community collaboration. 30

Comprehensive Support Strategies 32Title I Schoolwide Elements 33

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 331.1: Comprehensive Needs Assessment 33ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 332.1: Campus Improvement Plan developed with appropriate stakeholders 332.2: Regular monitoring and revision 342.3: Available to parents and community in an understandable format and language 342.4: Opportunities for all children to meet State standards 352.5: Increased learning time and well-rounded education 352.6: Address needs of all students, particularly at-risk 36ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 363.1: Develop and distribute Parent and Family Engagement Policy 363.2: Offer flexible number of parent involvement meetings 37

2019-2020 Campus Site-Based Committee 38Campus Funding Summary 39


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Addendums 40


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Comprehensive Needs AssessmentRevised/Approved: May 31, 2019

Demographics

Demographics Summary

Homer Drive Elementary is an elementary campus that serves scholars from prekindergarten through 5th grade. Homer's enrollment as ofOctober 2019 was 699 with the majority of the student population being African-American. It is the mission of Homer Drive Elementaryto inspire and prepare all scholars for lifelong success by providing the opportunity to acquire the necessary skills, values, and knowledgeto receive an exemplary education in a safe learning environment. Homer Drive Elementary offers instructional programs designed tomeet the individual needs of the student demographic population. The regular education program is the largest instructional program,which includes Dyslexia, English as a Second Language (ESL), and Gifted and Talented (GT). The Special Education Program focuses onthe unique needs of scholars, and provides services through Preschool Program for Children with Disabilities (PPCD), and Inclusion.

GradeLevel

Total Count

NHorPI

AAAIor

ANAsian Hispanic White

2+

Races

Ec.

Dis.

PPCD 18 0 8 0 1 5 3 1 11PK 86 0 66 0 1 13 4 2 66K 106 0 90 0 0 12 3 1 861st 103 0 91 0 0 8 2 2 832nd 92 0 85 0 0 5 0 2 733rd 108 0 98 0 0 8 1 1 824th 97 0 84 0 0 12 0 1 675th 90 0 77 1 0 4 3 5 59

Percentage 0% 86% 10%Total 700 0 599 1 2 67 16 15 527


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Demographics Strengths

CHAMPS/Foundations Training is consistent.There is a true appreciation of various cultures.The culture and climate has shifted. Parents are pleased with the changes that have been made.We are beginning the school year with 86% certified staff and an opening for PPCD, Kinder,5th grade, and two openings for third grade.


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Student Academic Achievement

Student Academic Achievement Summary

Homer Drive will continue exploring new and inventive ways to utilize resources that will foster scholar success. The requirements foraccelerated instruction at Homer Drive are being addressed with fidelity. Professional Learning Communities (PLCs), Data Driven Instructionmeetings (DDI), Student Learning Reports (SLR) , coaching provided by the Curriculum Coordinator and Reading Coach, STAAR 360,Imagine Math, and manipulatives are among the many tools Homer Drive has available to ensure the strategies are designed to improvescholar performance.

2017-2019 STAAR Test Comparison-Approaches by Subject

3rdGrade

2017Approaches

2017Meets

2017Masters

2018Approaches

2018Meets

2018Masters

2019Approaches

2019Meets

2019Masters

ReadingHomer 62% 31% 15% 47% 14% 10% 54% 16% 9%District 52% 30% 18% 56% 22% 12% 54%State 72% 45% 29% 76% 42% 24%

MathHomer 62% 32% 12% 46% 19% 9% 53% 15% 5%District 54% 28% 14% 51% 21% 8% 51%State 76% 48% 25% 77% 46% 23%

4thGrade

2017Approaches

2017Meets

2017Masters

2018Approaches

2018Meets

2018Masters

2019Approaches

2019Meets

2019Masters



WritingHomer 52% 23% 6% 35% 11% 1% 34% 7% 2%Homer Drive Elementary SchoolGenerated by Plan4Learning.com 7 of 41

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4thGrade

2017Approaches

2017Meets

2017Masters

2018Approaches

2018Meets

2018Masters

2019Approaches

2019Meets

2019Masters

District 50% 21% 6% 40% 21% 4% 43%State 63% 32% 10% 61% 38% 10%

5thGrade

2017Approaches

2017Meets

2017Masters

2018Approaches

2018Meets

2018Masters

2019Approaches

2019Meets

2019Masters



ScienceHomer 63% 26% 6% 57% 15% 3% 40% 18% 2%District 53% 23% 8% 54% 20% 7% 47%State 73% 41% 17% 75% 40% 16%

Student Academic Achievement Strengths

PLCs will continue to be a driving force when analyzing data and tracking scholar progress.More frequent DDIs will be a conducted to analyze data, ensure adequate instruction, and track scholar progress.Homer Drive will continue to participate in district level competitions such as basketball, soccer, and track. Scholars will also have the opportunity toparticipate in cheer leading, 4-H, and band.Scholars will continue to participate/compete in the District Level University Interscholastic League (UIL).Homer Drive has shown an increase in math performance on the STAAR 2019 administration."Data Talks" will be held each nine weeks to monitor nine weeks and benchmark assessment results through Eduphoria.Consistent use of Saxon-Phonics will help build reading skills in K- 2 scholars.The implementation of Nehaus will help build reading capacity and comprehension in PK scholars.ROAR Volunteer Program will continue to assist 2nd grade scholars in improving reading skills.Periodic home visits will be made by the principal and/or assistant principal.


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Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: The number of 4th grade scholars meeting grade level in reading will increase by 10% by June 2020. Root Cause: Scholars need tohave more access to the school's library and computers.

Problem Statement 2: The percentage of 4th grade writing scores will increase by 15% by June 2019. Root Cause: Scholars are not exposed to variousgenres of writing in lower grades.


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School Processes & Programs

School Processes & Programs Summary

Teachers at Homer Drive Elementary use the online district curriculum which is aligned with the state's curriculum standards. Campus assessments,STAAR 360, district wide common assessments, and mock testing data are used to help plan instruction and guide teachers in targeting areas of instructionthat scholars need additional help for stronger understanding. Campus teachers participate in district wide strategic planning which allows them to discusscommon areas of concern and generate best practices for presenting information to scholars for deeper understanding.

Homer Drive Elementary follows the district-mandated curriculum for instruction and assessment. Instructional programs are designed to meet theindividual needs of the scholars. The largest instructional program is the regular education program. Campus-based instructional and extracurricularprograms that enhance academic achievement include:

Accelerated Reader

Accelerated Math

Accelerated Reader and Accelerated Math are computer-based programs offered through Renaissance Learning. Theseprograms are designed to improve students' fluency, vocabulary, reading comprehension and math.

Basketball This program is offered to 4th and 5th grade students, and is used to promote self-esteem, school spirit, a basketballskill set, and good sportsmanship.

Young Scholars Club

Grades 3rd -4th

Young Scholars Club is a mentor program for 3rd and 4th grade students. The program, led by Manning's, buildsconfidence, self-esteem, and enforces positive behavior.

Dyslexia The Dyslexia Program provides screenings, instruction, intervention, and parent meetings and trainings for studentswith Dyslexia. Students may qualify for the program according to the TEA guidelines in the areas of reading,handwriting, phonics, and spelling.

Eduphoria Eduphoria is an online tool for student assessment data. It provides teachers and administrators with datadisaggregation by grade level, subgroups, etc. Classroom walkthrough data, T-TESS, district professional developmentand RTI are all housed on Eduphoria.

Galaxy Math Galaxy Math is a one-to-one tutoring approach for scholars. The program has a space theme; for example, students canearn “moon rocks” by completing work and staying on task. The program is scripted, and tutors are expected to followthe scripts without reading them or memorizing them. The content of the lessons focuses on understanding andproficiency with addition and subtraction.

Jason Project Jason Learning is non-profit organization and is in partnership with National Geographic. JASON provides multimediacurricular experiences in science, technology, engineering, and math (STEM) for 5th grade students, and correspondingprofessional development for educators in a wide variety of formal and informal education environments.


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Accelerated Reader

Accelerated Math


UIL The University Interscholastic League offers the most comprehensive literary and academic competitive program in thenation. These activities, which exist to complement the academic curriculum, are designed to motivate scholars as theyacquire higher levels of knowledge, to challenge students to confront issues of importance, and to provide scholars withthe opportunity to demonstrate mastery of specific skills.

Student Council Student Council is an extracurricular activity for scholars. They are elected by their peers and gain a wealth ofleadership and community service experience through the program.

Track Meet This program is offered to 5th grade scholars, and is used to promote self-esteem, school spirit, and goodsportsmanship.

4-H At Homer 4th and 5th grade scholars will be able to participate in 4-H activities. 4-H is all about fun, friendship, &family. Participants get to compete in various projects such as cooking, public speaking, talent, photography, and somuch more. Scholars also get involved by performing multiple service projects to help in our community.

Soccer This program is offered to 4th and 5th grade students, and is used to promote self-esteem, school spirit, a soccer skillset, and good sportsmanship.

Band 20-25 scholars are selected from grades 4 & 5 to particpate in the school band. Band also requires discipline anddedication. It forces scholars to work together to produce one sound using various instruments.


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Accelerated Reader

Accelerated Math


Honor SocietyStudents who excel academically and model exceptional responsibility can become members through a local selectionprocess that concludes with induction into the school’s National Elementary Honor Society chapter.

Membership provides an outstanding means to prepare and shape students for their middle level and high schoolexperiences.Membership is based onthe following traits:

Scholarship- Per national guidelines, at a minimum, students must have a cumulative GPA of 85, B, 3.0 on a 4.0 scale,or equivalent standard of excellence. (Each school chapter is allowed to require a higher cumulative GPA.)

Responsibility The responsible student is one who demonstrates many positive qualities, including (but not limited to):

high standards of honesty and reliabilitya cooperative and supportive dispositioncourtesy, concern, and respect of othersgood citizenship

Thus, responsibility can be demonstrated in the student’s behavior at school, at home, and in the community.

Service- This quality is defined as the voluntary contributions made by a student to the school or community, withoutdirect financial or material compensation to the individual performing the service. Chapters are called upon to engagetheir membership in meaningful service-learning activities and to promote the value of service among all of thestudents in the school.

Leadership- Student leaders are often viewed as those students who are resourceful, good problem solvers, involved inand promoters of school activities, idea contributors, dependable, and who are both organized and organizers.

This quartet of traits—scholarship, responsibility, service, and leadership—when recognized and demonstrated inmembers of the NEHS chapter, builds stronger individual students. This is a core belief of the organization.


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Accelerated Reader

Accelerated Math


Communites in Schools Communities In Schools has helped students choose success by ensuring their access to the “Five Basics:”

A one-on-one relationship with a caring adult1.A safe place to learn and grow2.A healthy start and a healthy future3.A marketable skill to use upon graduation4.A chance to give back to peers and community5.

Mission Statement:

The mission of Communities In Schools of Southeast Texas is to surround students with a community of supportempowering them to stay in school and achieve in life.

Vision Statement:

The vision of CISSET is to develop public/private partnerships to assist the educational system in keeping students inschool through direct involvement with the student and the student’s family. The goal is to meet the individual needs ofstudents by working closely in a coordinated and collaborative effort with school personnel, parents, families,volunteers, businesses, and social service agencies.


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Accelerated Reader

Accelerated Math


Brain Pop BrainPop

(styled BrainPOP) is a group of educational websites with over 1,000 short animated movies for students in gradesK-12 (ages 6 to 17), together with quizzes and related materials, covering the subjects of science, social studies,English, math, engineering and technology, health, and arts and music. BrainPop is used in more than 20% of U.S.schools and also offers subscriptions for families and homeschoolers. It is also used in schools in Mexico, France,Spain, Israel and several other countries, where it offers videos in local languages that are designed for students inthose countries. BrainPop is available by subscription but has some free content, including a movie of the day, severalfree movies from each topic area, educators materials, including lesson plans, and an extensive library of educationalgames called GameUp. Its free smartphone and tablet application accesses BrainPop's free and subscription content.

The videos and other materials are designed to engage students and assist teachers and home schoolers; they arealigned to state education standards. Most of the videos feature the characters Tim and Moby.

In addition to BrainPop.com for older children, the company offers BrainPop Jr. for younger children (grades K-3),BrainPop Español, BrainPop Français, BrainPop ELL for non-native speakers learning English, BrainPop Educators, afree site for teachers and parents to post materials and interact with BrainPop and each other, GameUp and MyBrainPop, a tool for students and teachers to record learning accomplishments.

Small Group Intervention Instruction will be intensified by focusing on fewer high priority reading skills during lessons and scheduling multipleand extended instructional sessions. One-on-one or small group instruction will also provide intensity as students havemore opportunities to practice and respond. One-on-one instruction includes giving students feedback based on theirindividual responses, teaching students to mastery based on individual learning progress, and planning instruction withmaterials and an instructional sequence that meets individual student needs.

Student progress will be monitored regularly using progress monitoring measures to assess whether the program is oncourse and to determine whether a team of professionals needs to refine the instructional program to enhanceachievement growth.

Campus Technology

The campus has technology in each classroom, including a document camera, projector, and 2-3 student computers. Teachers are trained in the use oftechnology integration for instruction. The campus has two functioning computer labs that are used daily by all grade levels for instruction, enrichment andintervention purposes. There are six mobile computer carts with 30 computer in each cart that can be checked out to classrooms for scholar use. HomerDrive plans to update technology in each classroom by purchasing additional interactive smart boards and projectors in each classroom. The primaryscholars also have access to a limited amount of iPads.


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Highly Effective Teachers

Homer Drive Elementary has 37 teaching positions. Out of the 37 positions, 32 positions are currently filled with employees that are state certified for theclasses they teach as required by the Every Student Succeeds Act (ESSA). The campus takes pride in recruiting and retaining quality teachers. Workingwith the district, Homer Drive provides opportunities for teacher to continue improving through staff development opportunities, teacher mentoring, andopportunities to observe other quality teachers.

Transition

Continue with home visits throughout the summer to bridge the gap of communication between the school and home.Tucked in Tuesdays will continue under the direction of Dr. George.Continue with Meet the Teacher Night prior to the first day of school.Utilize personnel from feeder middle school to assist with the transition to fifth grade.Form a working relationship with the feeder high school to create an effective mentoring program for the 2019-2020 school year.

School Processes & Programs Strengths

Campus provides a variety of positive extracurricular activities for students to keep students interested and involved in the school including StudentCouncil, National Honor Society, Young Scholars Club, 4-H, Dance/Drill Team, Soccer Team, 5th Grade Track Team, and the Basketball Team.Celebrating the importance of students and staff being drug free through Red Ribbon Week activities.Collaboration of teachers by grade level and between grade levels.Weekly meeting of grade level Professional Learning Communities.DDIs will will be held after each district assessment.Additional lab time (45 minutes) will be provided weekly to each homeroom teacher for students to practice targeted ELAR and math skills.Homer Drive is planning to include library in the 45 minute rotation for PE, library and Art.Interactive smart boards were purchased and will be used in classrooms across different grade levels.Implementation and continuation of Tucked in Tuesdays to foster a love of reading.


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Perceptions

Perceptions Summary

Homer Drive Elementary is dedicated to providing a quality education for every scholar in our school through ongoing partnerships with parents andcommunity members. Effective family engagement includes the full engagement of all families through:

Campus Parent Involvement PolicyParent Teacher Association (PTA Membership drives will occur throughout the 2019-2020 school year. )Parent SurveysParent School CompactsGoals NightParent Educational Activity NightsStudent/family member eventsStudent performance programsAward's Day EventsHome visits

Scholar discipline and behavior affects the school's culture and climate. The Safe and Civil Schools Survey will be analyzed and discussed with the staff toensure that all parents, students, and staff feel a sense of security at Homer Drive Elementary.

To help increase positive scholar behavior and decrease negative scholar behavior the campus will continue to implement the CHAMPs system with fidelityfor classroom behavior and the Foundations system for campus behavior in common areas. Below are additional resources used to promote positive studentbehavior:

Daily scholar behavior logsParent contact by the teacherParent contact by an administratorScholar loss of privilegesIn-school suspensionOut of school suspensionPositive referralsScholar in need of assistance formsRestorative discipline practicesEncourage parents to join the PTA. Work with parents to create a PTA board with assigned officers


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Perceptions Strengths

Goals Night, Parent-Teacher Conferences and other activities that involve parents in academic programs.Monthly parent newslettersBlackboard Connect system is used to communicate with our stakeholders and to keep parents informed about announcements.Community Support from Westgate Baptist Church, Manning's, Keller Williams, and Chick-fil-A.ROAR program to help 2nd grade students strengthen reading ability.Parent volunteers opportunities including school parties and chaperons on field trips.Perfect attendance and honor roll celebrationsAwards programs

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Insubordination accounts for 37.5% of all discipline incidents among the entire scholar population. Root Cause: Incoming andveteran teachers don't receive professional development that is catered specifically to insubordination.


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Priority Problem Statements

Problem Statement 1: The number of 4th grade scholars meeting grade level in reading will increase by 10% by June 2020.Root Cause 1: Scholars need to have more access to the school's library and computers.Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: Insubordination accounts for 37.5% of all discipline incidents among the entire scholar population.Root Cause 2: Incoming and veteran teachers don't receive professional development that is catered specifically to insubordination.Problem Statement 2 Areas: Perceptions

Problem Statement 3: The percentage of 4th grade writing scores will increase by 15% by June 2019.Root Cause 3: Scholars are not exposed to various genres of writing in lower grades.Problem Statement 3 Areas: Student Academic Achievement


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

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Student Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataStudent failure and/or retention ratesLocal diagnostic reading assessment dataLocal benchmark or common assessments dataRunning Records resultsObservation Survey resultsPrekindergarten Self-Assessment ToolTexas approved Prekindergarten and Kindergarten assessment data


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Other Prekindergarten and Kindergarten assessment dataState-developed online interim assessmentsGrades that measure student performance based on the TEKS

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataTTESS dataEquity data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other DataHomer Drive Elementary SchoolGenerated by Plan4Learning.com 20 of 41

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Organizational structure dataProcesses and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices


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Goals

Goal 1: To increase student achievement so that the campus continues to meet TEA's accountabilitystandards at the end of the 2019-2020 school year.

Performance Objective 1: By May 2020, increase 5th grade math STAAR Level II performance from 18.42% to 25% and reading STAAR Level IIperformance from 19.74% to 26% in African-American students.

Evaluation Data Source(s) 1: STAAR scores

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Comprehensive Support Strategy1) Target students that are below grade level inreading and math and provide additional supportthough small group activities, targetedinstruction, and additional materials andresources.

2.4, 2.5, 2.6 CurriculumCoordinator Reading Coach

1. Increase in targeted students' nine weekassessment scores 2. Increase STAAR Results for targeted students3. Increase in Star 360 reading and math scoresfor targeted students. 4. Provide students with access to Google ChromeBooks to enhance their reading and math skillsand increase their AR goals.

Comprehensive Support Strategy2) Use interventions (before school, duringschool, and after school) for small groupinstruction with targeted students.

2.4, 2.5, 2.6 CurriculumCoordinatorReading Coach

1. Increase in targeted students' nine weekassessment scores 2. Increase STAAR Results for targeted students3. Provide students with access to Google ChromeBooks to enhance their reading and math skillsand increase their AR goals.

Funding Sources: Title I, Part A - 0.00


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Comprehensive Support Strategy3) Monitor use and implementation ofinstructional resources and materials as well aseffectiveness of the resources including:Stemscope Kits, Star 360, CLI Engage, xtramath,Education Galaxy, BrainPOP, and AcceleratedReader and Math.

2.4, 2.6 CurriculumCoordinatorLibrarian Reading Coach

1. Improved STAAR Results for all StudentGroups2. Better Implementation of the RTI process 3. Consistent use of instructional resources andmaterials4. Improved Benchmark Results 5. Provide students with access to Google ChromeBooks to enhance their reading and math skillsand increase their AR goals.

Funding Sources: Title I, Part A - 0.00Comprehensive Support Strategy

4) Monitor the progress of subgroup populations(AA, LEP, SPED, EcoDis) and special programpopulations, including (504, RTI, Gifted andTalented, Inclusion/Resource, Speech, Dyslexia,and ESL).

2.4, 2.5, 2.6 PrincipalCurriculumCoordinatorCounselorInclusion TeacherESL TeachersDyslexia Teacher

1. Improved STAAR Results for all StudentGroups 2. Better Implementation of the RTI process 3. Better Implementation of 504 and IEPaccommodations 4. Better Implementation of Data-Driven decisionmaking

Funding Sources: Title I, Part A - 0.005) Provide students with Google Chrome Booksto enhance their reading and math skills andincrease their AR goals

2.4, 2.5, 2.6 PrincipalCurriculumCoordinator

1. Increased reading and math scores.2. Better implementation of targeted instruction3. Improved STAAR results

6) Purchase interactive panels for PK - 5, ECSE,and band to give scholars more experience withtechnology.

2.4, 2.5, 2.6 Principal'sSecretaryPrincipal

1. Increased classroom participation2. Interactive classrooms3. Promote creativity

= Accomplished = Continue/Modify = No Progress = Discontinue


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Goal 1: To increase student achievement so that the campus continues to meet TEA's accountability standards at the end of the 2019-2020 school year.

Performance Objective 2: By May 2026, increase 5th grade math STAAR Level II performance from 43% to 60% in all students.

Evaluation Data Source(s) 2: STAAR results from 2020-2026





Comprehensive Support StrategyTargeted Support Strategy

Additional Targeted Support StrategyTEA Priorities

Improve low-performing schoolsESF Levers

Lever 1: Strong School Leadership and PlanningLever 2: Effective, Well-Supported Teachers

Lever 4: High-Quality CurriculumLever 5: Effective Instruction

1) Target science performance for students ingrades PK-2 to increase student performance onthe science portion of STAAR in the fifth grade.

2.4, 2.5 PrincipalCurriculumCoordinatorTeachers ingrades PK-2

1. Enhanced planning of science lessons.2. Increase in science extension lessons.3. Provide students with quality seat in science.4. PK-2 will begin vertical planning with fifthgrade.



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Goal 2: To attract and retain an outstanding workforce.

Performance Objective 1: By May 2020, maintain a retention rate of 100% of the certified teachers in good standing.

Evaluation Data Source(s) 1: Classroom Teacher Qualifications as required by TEA





Comprehensive Support Strategy1) Provide mentoring and teacher leaderdevelopment opportunities.

2.4, 2.5 PrincipalAssistantPrincipalCurriculumCoordinator

1. Increase teacher retention 2. Increase teacher effectiveness

Comprehensive Support Strategy2) Provide professional development to staffincluding: T-TESS, CHAMPs classroommanagement system, research based effectiveteaching strategies.

2.6 PrincipalAssistantPrincipalCurriculumCoordinatorReading Coach

1. Increase number of teachers meetingcertification requirements 2. Increase teacher retention 3. Increase teacher effectiveness 1.Nine Weeks Test Results Improvements2. Improvement in T-TESS Evaluation Ratings3. Improvement in STAAR Scores for all StudentGroups4. Increase in Star 360 Student Performance5. Improvement in Mock STAAR Results

3) Routinely review current hiring andrecruitment process of qualified personnel

Principal AssistantPrincipalCurriculumCoordinator

1. Increase number of teachers meetingcertification requirements



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Goal 3: To ensure safe and secure schools.

Performance Objective 1: By May 2020, decrease the number of referrals in 4th grade from 112 to 75.

Evaluation Data Source(s) 1: Office Discipline Referrals





Comprehensive Support Strategy1) Facilitate ongoing professional developmentto staff to sustain research based, proactivediscipline that includes but is not limited to:CHAMPS classroom management, safetyprocedures, research proven effective teachingstrategies, conflict resolution, sexual harassment,Social Emotional Learning, Behavioral RTI,violence and bullying prevention.

2.4, 2.5, 2.6 PrincipalAsst. Principal CurriculumCoordinatorBehaviorInterventionist

1. Decreased discipline referrals2. Increased communication between parents andteachers


Comprehensive Support Strategy2) Reinforce the CHAMPS/Foundationsclassroom discipline program.

2.4, 2.5, 2.6, 3.1 PrincipalAsst. Principal

1. Decreased discipline referrals 2. Increase communication between parents andschool

3) Teach the students appropriate behavior inclassrooms and common areas.

2.4, 2.5, 2.6 PrincipalAsst. Principal CHAMPS TeamBehaviorInterventionist

1. Decreased discipline referrals2. Increase in celebrations for positive studentbehavior



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Targeted Support Strategy4) Utilize Communities in Schools to enhancestudent performance and social emotionallearning of all scholars.

2.4, 2.5, 2.6, 3.2 Principal ParentInvolvementCoordinatorAssistantPrincipalBehaviorInterventionistReading CoachCurriculumCoordinator

1. Increased performance on STAAR and alldistrict assessments.2. Decrease in discipline.3. Increase attendance and parent incentives.



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Goal 4: To ensure student attendance and engagement.

Performance Objective 1: Increase school-wide attendance 94.77% to 96% in the African-American student group by May 2020.

Evaluation Data Source(s) 1: Student attendance records.





1) Implement incentive programs for studentattendance programs such as perfect attendancecelebrations at the end of each quarter.

2.4, 2.5, 2.6 PrincipalAssistantPrincipalCounselorCEIC

1. Increase in student attendance

Funding Sources: Title I, Part A - 0.002) Actively call the parents of students that havebeen out of school excessively or students thatmiss two or more days in a row.

2.4, 2.5, 2.6 PrincipalPEIMS Clerk

1. Increase in student attendance rates

3) Hold attendance review committee meetingsevery quarter to identify and intervene with thestudents that have excessive absences.

2.4, 2.5, 2.6 PrincipalAssistantPrincipal

1. Decrease in number of students with excessiveabsences.

4) Increase parental involvement with thecampus through volunteer programs, campusparent events and programs

3.1, 3.2 ParentInvolvementCoordinatorPrincipalCEIC

1. Increase in parent participation at campusevents 2. Increase the number of monthly eventopportunities for parents 3. Increased participation at STAAR FamilyNights



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5) Offer extracurricular activities to maintainstudent engagement

2.4, 2.5, 2.6 Principal ParentInvolvementCoordinatorAssistantPrincipalReading CoachCurriculumCoordinator

1. Increase in number of clubs or activities forstudents2. Increased participation by students in clubs andactivities

6) Bring in guest speakers that will encourageappropriate behavior by providing coping skillsto both the teacher and students.

2.5, 2.6 PrincipalParentInvolvementCoordinatorAssistantPrincipalReading CoachCurriculumCoordinator

1. Decrease parent complaints involvingstudent/teacher interactions.2. Increase positive interactions between teachersand students3. Faculty and staff will learn strategies to dealwith difficult children.

Funding Sources: Title I, Part A - 0.007) Provide parent incentives for to increase theirchild's attendance

2.4, 2.5, 2.6, 3.2 ParentInvolvementCoordinatorPrincipalBusiness PartnersCEICAssistantPrincipalPEIMS Clerk



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Goal 5: To increase parent/family engagement and community collaboration.

Performance Objective 1: Homer Drive will increase training/ involvement opportunities for parents from 7 to 13 times a year.

Evaluation Data Source(s) 1: Participation Reports for Campus Events and Programs





1) Continue to utilize Blackboard Connect,biweekly parent newsletters, social media,marquee, and event notification fliers to informparents and community members about campusevents and activities.

2.6, 3.1, 3.2 Principal ParentInvolvementCoordinatorPTA

1. Increase in parent participation at campusevents 2. Increase in monthly event opportunities forparents

2) Refreshments will be served as necessary toencourage participation or attendance by parentsor economically disadvantaged scholars.

2.6, 3.1, 3.2 PrincipalCurriculumCoordinatorParentInvolvementCoordinator

1. Increase in parent participation at campusevents




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Goal 5: To increase parent/family engagement and community collaboration.

Performance Objective 2: Homer Drive will increase participation of business partners in school activities by 5% when compared to the previous schoolyear.

Evaluation Data Source(s) 2: Number of business partners




1) Notify our current business partners ofcampus events and activities to increaseparticipation.

2.6, 3.2 Principal 1. Increase in Community Partnerships



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Comprehensive Support Strategies

Goal Objective Strategy Description

1 1 1 Target students that are below grade level in reading and math and provide additional support though small group activities,targeted instruction, and additional materials and resources.

1 1 2 Use interventions (before school, during school, and after school) for small group instruction with targeted students.

1 1 3 Monitor use and implementation of instructional resources and materials as well as effectiveness of the resources including:Stemscope Kits, Star 360, CLI Engage, xtramath, Education Galaxy, BrainPOP, and Accelerated Reader and Math.

1 1 4 Monitor the progress of subgroup populations (AA, LEP, SPED, EcoDis) and special program populations, including (504,RTI, Gifted and Talented, Inclusion/Resource, Speech, Dyslexia, and ESL).

1 2 1 Target science performance for students in grades PK-2 to increase student performance on the science portion of STAAR inthe fifth grade.

2 1 1 Provide mentoring and teacher leader development opportunities.

2 1 2 Provide professional development to staff including: T-TESS, CHAMPs classroom management system, research basedeffective teaching strategies.

3 1 1Facilitate ongoing professional development to staff to sustain research based, proactive discipline that includes but is notlimited to: CHAMPS classroom management, safety procedures, research proven effective teaching strategies, conflictresolution, sexual harassment, Social Emotional Learning, Behavioral RTI, violence and bullying prevention.

3 1 2 Reinforce the CHAMPS/Foundations classroom discipline program.


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Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

The Comprehensive Needs Assessment is an on-going process that continually addresses progress toward goals. The campus CEICreviews goals and strategies at each monthly meeting and makes adjustments for improvement. Each strategy is reviewed and analyzedwith regard to progress. The CEIC committee is composed of administrators, teachers, parents, community members, and businesspartners. After the committee has been established for the 2019-2020 school year, a training will take place October 8, 2019 that willoutline the purpose and process in creating a Comprehensive Needs Assessment. The teachers and administrators begin the process bycollecting and analyzing data from the previous year, and making suggestions on problems and possible root causes. They answer guidingquestions in all 4 multiple measures driven by current data. After this is complete the CEIC committee reviews the data and all multiplemeasures to determine the priority problem statements. Purposeful collection of data, and careful analysis of this data is integral to thisprocess. After the analysis is complete the committee makes informed decisions, prioritizes the needs and then is responsible for linkingthose to the campus improvement plan. The committee discusses strategies and activities that will lead to improved student outcomes. TheCEIC committee also discusses the Title I budget and how the funds will be allocated.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

The CEIC committee is composed of administrators, including one central office representative, teachers, one paraprofessional, parents, community members, and business partners. Anelection is held at the campus yearly and the staff votes for their campus representatives. After the committee is established for the current school year, a training takes place that outlines thepurpose and process in creating a Comprehensive Needs Assessment. Currently we have the following members:

Name Position Email Address Role

Belinda George Principal [email protected] Administrator

Shawna Flowers Assistant Principal [email protected] Administrator

Michelle Ener Curriculum Coordinator [email protected] Administrator


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Name Position Email Address Role

Kim Payton District Business Partner chickfila.beaumont.gmail.com Business Representative

Gale Daigle Business Partner [email protected] Business Representative

Sally Bertrand Teacher [email protected] Classroom Teacher

Mendoza Virginia Teacher [email protected] Classroom Teacher

Ian Ned Parent [email protected] Parent

Minta Ned Parent [email protected] Parent

Toni McPherson District-Level Professional [email protected] District-level Professional

Kelly Collier Paraprofessional [email protected] Paraprofessional

Dwayne Diamond Business Partner [email protected] Business Representative

2.2: Regular monitoring and revision

The committee meets every month to review progress on the strategies and give feedback. The Campus Improvement Plan is given to eachmember at the meetings and feedback is requested on each strategy. The principal gives the members an agenda which includes currentdata, and progress of goals and objectives. In the spring a needs assessment process begins using the current data to access the needs of thestudents and goal for the next year. Training is provided to the CEIC team prior to this needs assessment meeting. We also conductformative reviews beginning in November. The tentative dates for completion for the 2019-2020 school year are as follows:

November (Formative Review) January (Formative Review) March (Formative Review) June (Summative Evaluation)15 17 20 19

2.3: Available to parents and community in an understandable format and language

At the annual Title I meeting, held this year on September 5, 2019, we provided an overview of our Campus Improvement Plan goals andHomer Drive Elementary SchoolGenerated by Plan4Learning.com 34 of 41

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objectives. This meeting had information in both English and Spanish. The meeting gave information to parents about how to receivecommunication form the district in their first language. A draft copy of the Campus Improvement Plan can be found in the front office andin the library.

2.4: Opportunities for all children to meet State standards

The campus will provide programs such as mind play, Accelerated Reader, Prodigy, STAR 360 for reading and math, and MyON for dailyRTI interventions.

The campus will provide classroom supplies such as science lab materials, math manipulative for classrooms, and writing stations in amultipurpose lab.

The campus will provide a part-time behavior interventionist who will work with at-risk students.

The campus will provide a dyslexia interventionist who will monitor and assist 504 students who are reading below their grade level.

The campus will provide after school academic interventions for scholars who are at risk of failing their classes or need extra support.

The campus will provide additional technology in the classrooms such as Google Chrome books, ipads, projectors, smart tvs, andadditional support materials for classroom technology use.

The district has provided a reading instructional coaches and an instructional aide. Homer Drive is also utilizing Communities in Schoolsthis year as well.

The campus will meet reguarly to decrease scholars with chronic absenteeism.

2.5: Increased learning time and well-rounded education






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









ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

At the annual Title I meeting, held this year on September 9, 2019, we provided an overview of our Campus Improvement Plan goals and


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objectives. This meeting has information in both English and Spanish. The meeting gives information to parents about how to receivecommunication form the district in their first language. The parent compact and engagement policy was presented at the annual parentmeeting. Parents also received the parent and family engagement policy at this meeting as well.

3.2: Offer flexible number of parent involvement meetings

We have parent involvement meetings monthly at Homer Drive Elementary School. Listed below are tentative dates for past andupcoming meetings:

Month Topic Tentative Date:August Meet the Teacher August 13September Elementary Goal's Night/ Title I Parent Meeting September 5October Public Comment Meeting October 3October Coffee with the Principal October 11October Trunk-or-Treat October 31November Thankful for Our Parents November 19November Thanksgiving Luncheon (3rd-5th) November 21December Winter Ball (3rd-5th) December 6December Winter Ball (PK-2) December 13December Christmas Luncheon (PK-2nd) December 19

Additional dates will be added as they are confirmed.


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2019-2020 Campus Site-Based Committee

Committee Role Name PositionAdministrator Belinda George PrincipalAdministrator Shawna Flowers Assistant PrincipalAdministrator Michelle Ener Curriculum CoordinatorBusiness Representative Kim Payton District Business PartnerBusiness Representative Gale Daigle Business PartnerClassroom Teacher Sally Bertrand TeacherClassroom Teacher Mendoza Virginia TeacherParent Ian Ned ParentParent Minta Ned ParentDistrict-level Professional Toni McPherson District-Level ProfessionalParaprofessional Kelly Collier ParaprofessionalBusiness Representative Dwayne Diamond Business Partner


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Campus Funding Summary

Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 2 $0.00

1 1 3 Renaissance, STAR 360 Screeners, Lonestar, TEKSing Blueprint,ECS Learning $0.00

1 1 3 Imagine Learning $0.001 1 4 $0.003 1 1 Professional Development $0.003 1 3 Celebrations and Materials $0.00

4 1 1 Supplies and Materials ,Study Island, Brain Pop, Lonestar Grades 3-5Math and Reading $0.00

4 1 4 Parent involvement $0.004 1 6 $0.005 1 2 $0.00

Sub-Total $0.00Grand Total $0.00


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Addendums


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Homer Elementary Title I Part A Budget Account Number Account Name Amended Budget

211.11.6119.00.123.30.000 Salaries - Teachers & Oth Prof 60,494 211.11.6141.00.123.30.000 Social Security/Medicare 221 211.11.6142.00.123.30.000 Group Health & Life Insurance 5,520 211.11.6143.00.123.30.000 Workers Compensation 877 211.11.6146.00.123.30.000 Teacher Retirement/TRS Care 5,747 211.11.6269.00.123.30.863 Rentals - Operating Leases 6,900 211.11.6399.00.123.30.000 General Supplies 5,461 211.11.6399.00.123.30.290 General Supplies 1,800 211.11.6399.00.123.30.SUP General Supplies 39,284 211.21.6143.00.123.30.000 Workers Compensation 199 211.21.6141.00.123.30.000 Social Security/Medicare 790 211.21.6142.00.123.30.000 Group Health & Life Insurance 5,520 211.21.6146.00.123.30.000 Teacher Retirement/TRS Care 5,172 211.21.6119.00.123.30.000 Salaries - Teachers & Oth Prof 54,442 211.21.6137.00.123.30.000 $200 - Special Pay 500 211.61.6143.00.123.30.290 Workers Compensation 16 211.61.6141.00.123.30.290 Social Security/Medicare 64 211.61.6146.00.123.30.290 Tchr Retiremnt/TRS Care 482 211.61.6142.00.123.30.290 Group Health & Life Insurance 1,104 211.61.6129.00.123.30.290 Salaries - Support Personnel 4,372 211.61.6137.00.123.30.290 Special 125 211.61.6299.00.123.30.000 Miscellaneous Cservices 20,000

$ 219,090.00

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2019-2020 Beaumont Independent School District

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