Brady Elementary School

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Brady Elementary School

Campus Improvement Plan

2014-2015

Adopted by the Brady I.S.D. Board of Trustees

October 2014.

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Brady Elementary

Campus Plan

2014-2015

Brady I.S.D.

MISSION STATEMENT The educational system is responsible for preparing its students to live and work in a changing society.

To be successful in this endeavor, the District must prepare students to be lifelong learners; provide

students with a balanced curriculum; assist students to develop citizenship and economic responsibility;

develop students’ appreciation of their American heritage and its multicultural richness; and assist

students to develop positive attitudes toward schooling and its importance to their future.

The District is committed to provide instruction at the highest level of quality; provide the resources

necessary for quality programs; and account for the results of its programs. The Brady Independent

School District believes that all children can learn to the best of their abilities all necessary basic skills

to be independent, productive citizens.

It is the policy of Brady ISD not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of

the Rehabilitation Act of 1973, as amended.

Es norma de Brady ISD no discriminar por motivos de raza, color, origen national, sexo o impedimento, en sus programas, servicios o activades vocacionales, tal

como lo requieren el Título VI de la Ley de Deprechos Civiles de 1964, según enmienda; el Título IX de las Emmiendas enla Educación, de 1972, y la Sección 504 de

la Ley de Rehabilitación de 1973, según enmienda.

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Mission Statement

Putting children first…

Brady Elementary School is dedicated to empowering all students to develop their full potential and become eager,

lifelong learners and problem-solvers, who are committed to academic excellence, integrity, and responsible

citizenship.

Beliefs

Education is a shared responsibility among students, educators, parents and community.

A rigorous, well-rounded academic education is a cornerstone to a successful life.

High expectations are essential for student excellence.

Effort and accountability are imperative at all levels.

Education occurs in a safe, secure and supportive environment.

Strategic Objectives

The staff will provide a nurturing and motivational atmosphere for authentic learning.

Instruction will include effective, hands-on activities of varied depths and complexities using diverse modalities.

Only my best is good enough!

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Campus Leadership Team

Erin Corbell……….....……………………………..…………………….....Parent

Regina Maas……...……………………….…………...Community Representative

Tina Painter……..…………………..…………..……...…Business Representative

Carissa Holdren.………….……….……………..….HS/PK/Kindergarten Teacher

Pam Armstrong...……….…………………….........…….…....First Grade Teacher

Diana Chavez….……..……...………….………..………...Second Grade Teacher

Susan Rozelle ...…....…….……………………….….....……Third Grade Teacher

Whitney Pilgrim ...….…….…..……….…………….….…..Fourth Grade Teacher

Jennifer Tarr ……….….……..………..…………..……..…...Fifth Grade Teacher

Amy Pearson……. .…….….....……….……..................Special Programs Teacher

Suzanne Francis…………….…..……………………………..Enrichment Teacher

LaVonta Harper.....………….………………………….Non-Teaching Professional

Christy Finn……....….…………………………………Non-Teaching Professional

Angela Bierman…..….…………………………………Non-Teaching Professional

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SCHOOL COLORS: Black & Gold MASCOT: Bulldogs

ACCOUNTABILITY RATING: Met Standard

GRADES: Head Start, PK-5 AVERAGE CLASS SIZE: 18-20 ENROLLMENT: 610

SCHOOL SEQUENCE:

Head Start, PK-5: Brady Elementary School 6-8: Brady Middle School 9-12: Brady High School

KEY PROGRAM FEATURES Migrant Program 2 Computer Labs

ESL Music

Reading and Math Interventions Study Island

Literacy Lab Class Attendance Contests

Istation Dog Tag Achievement Program

SIPPS Phonics (K-1) Weekly News (English/Spanish)

Language Therapy (Dyslexia) Library/Media Center

Reading Coach Fun Run

Math Coach Yearbook

Accelerated Reading Program PALS

Balanced Literacy (PK-5th) Web Team (4th-5th)

TRS Curriculum Student Council (4th-5th)

Science Lab UIL Participation

BADGE Robotics Teams

Advanced Program (AP) Research and Planning Committees

Mentor Program Student Achievement Committee

Bulldog Bucks and Paw Points School-Wide Title I

Coping with Conflict Program Information Sessions for Parents

Social Skills Training Campus Site-Base Committee

School-wide Expectations Active P.T.O.

Classroom Breakfast---Free for Students Thursday Folder

School Lunch Program

______________________________________________________________________________________________________________________

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Federal, State and Local Funding Sources

(Title I Funded Campuses) List all federal funding sources that will be integrated and coordinated with State and Local funds to meet the needs of the students in

Brady ISD

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Program

Federal Programs

Title 1, Part A

Title I, Part C (Migrant)

Title II, Part A (TPTR)

Carl Perkins

State Programs

Accelerated Reading Instruction Funds

Career/Technology Education

State Compensatory Education

Dyslexia

Gifted/Talented

Special Education

ESL Program

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2014-2015 Special Programs

Brady Elementary

Brady Elementary School: Campus Code 101 - PIC 24 State Compensatory Ed

199-XX-61XX Payroll/benefits $181,060.00

199-XX-62XX Contracted Services -

199-XX-63XX Supplies/Materials 550.00

199-XX-64XX Misc/Travel 200.00

Total: $181,810.00

Fund 211: Title I Part A

Brady Elementary

211-XX-61XX Payroll Costs $189,048.00

211-XX-62XX Professional Development $ 5,500.00

211-XX-63XX Supplies $ 17,996.00

211-XX-64XX Travel & Misc` $ 7,661.00

$220,205.00

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Fund 255: Title 11, Part A

Brady Elementary

255-XX-61XX Payroll Costs $ 69,956.00

255-XX-63XX Supplies $ 100.00

255-XX-64XX Travel $ 100.00

$ 70,156.00

District (999)

255-XX-62XX Professional Development $ 15,400.00

Grand Total: Fund 255 $ 85,556.00

Fund 205: Head Start

Brady Elementary

205-XX-61XX Payroll Costs $98, 413.00

205-XX-62XX Contracted Services -

205-XX-63XX Supplies 1,400.00

205-XX-64XX Travel/MISC 700.00

$100,513.00

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Comprehensive Campus Needs Assessments

Summary of Findings Utilized STAAR results, AIMSWeb data, beginning of the year assessments, individual student data, discipline referrals, special education

referrals, Student Achievement Committee Data, sign-in sheets for parent meetings, classroom observations, etc.

AIMSWeb results for 2013-2014.

STAAR results by grade level.

Discipline Referral Data from Educators’ Handbook

Areas of concern and strength were determined for each grade level in reading, math, science, climate/discipline, and parent

involvement. (See committee reports in BE office.)

-At Risk, LEP, and Hispanic populations are performing poorly in several grade levels in reading.

-Fluency with letter sounds and nonsense word fluency improved based on iStation data. The SIPPS phonics program has

been implemented to provide consistency across classrooms.

-Reading fluency is weak.

-Vocabulary development is a concern with many students. (all subjects)

-Critical thinking and higher level thinking needs to be enhanced in all subjects.

-Tier I reading instruction needs to be strengthened to reduce the number of Tier II and III students.

-Continue to improve Tier II and III reading instruction to reduce the number of students needing services.

-Math computation scores are above the national target in all grade levels. (AIMSWeb universal screening)

-Basic math skills have improved in several grade levels. (AIMSWeb universal screening)

-Math problem solving continues to be lowest area in all grade levels. Multi-step problems, stamina, and reasonableness are

concerns in math. Reading comprehension and vocabulary seem to effect problem solving, as well.

-Tier I math instruction needs to be strengthened to reduce the number of Tier II and III students.

-Tier II and III math interventions need to continue to improve to reduce the number of students needing services.

-Science performance was a concern for our 5th graders. Conceptual understanding and application of concepts must be

enhanced. Reading stamina and vocabulary are also areas in need of strengthening to improve science success.

-Use of Educators’ Handbook provided accurate data to pinpoint needs. (electronic referral and sorting)

-Overall, there was a reduction in the number of discipline referrals during 2013-2014.(for behavioral reasons)

-More teachers are using Extended Day and Lunch Detention for work related reasons which decreased the amount of

time students missed class to complete unfinished work.

-Attendance, tardy, and early checkouts concerns were noted for the 2013-2014 school year. Continue to work to enhance

support system and stressing the value of education.

-Concerns were noted that a high number of young children do not have support at home to listen to them read and

practice/reinforce skills. A mentor program was implemented to provide some support for these students.

-Overall, parent attendance is good for student programs and special events.

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-Parent survey results are positive in the areas of communication, academics/instruction, and public image.

-Some parents are not aware of what the campus has in place for bully prevention.

Campus Priorities---due to student achievement/retention of concepts concern.

Math and ELAR; Science

-Train teachers to effectively recognize and apply higher level thinking, critical thinking, rigor of the TEKS, and problem

solving in all content areas.

-Analyze released STAAR assessments and campus results to better inform instruction and ensure that instructional

materials are aligned with what students are required to do. Additional instructional materials may need to be purchased for

better alignment with expectations.

-Implement a differentiated instruction addressing student needs and characteristics. (ESL, At-Risk and Hispanic

populations consistently score poorly.)

-Vocabulary development is critical. “Power words” will be implemented providing direct teach and continual

review/practice throughout the year. (instructional and academic vocabulary)

-As a campus, focus on daily vocabulary instruction to improve students’ use of instructional/academic vocabulary.

-Collaboration among grade levels and departments will be a focus to maintain consistency among grade levels and to

enhance lessons and strategies used in all classrooms. Vertical alignment will be improved by providing time for cross grade

level sessions throughout the year.

-Continue to work to consistently implement the CSCOPE components in ELA, math, and science. Implement the CSCOPE

IFD only in social studies. The IFD and Scope and Sequence will be used to help teachers develop lessons. As discussed

above, additional instructional and materials will be purchased and utilized after alignment with expectations is determined.

-CSCOPE Unit Tests will be given in grades 2-5 and scored by Eduphoria in order to keep track of strengths and

weaknesses. This information will inform instruction. (add weak TEKS to spiral review, etc.)

Reading

-Continue to develop the Reading Coach position. The Coach will help ensure PK-5 reading alignment of instruction,

materials, and assessments. She will train and model for teachers/paraprofessionals. She will help collect and analyze

reading data in order to help teachers pinpoint specific student needs. She will continue to provide training and modeling to

enhance comprehension and fluency.

-The reading intervention framework will continue to be utilized in grades PK-1. Soar to Success will continue to be utilized

as a reading intervention in grades 2-5.

-The SIPPS Phonics Program is being utilized. The K-1 teachers were trained to implement the program to insure

consistency across classrooms.

-Provide iStation (computer based) Reading in grades PK-5 to fill gaps and reinforce skills. This program will be used to

progress monitor reading. K-2 iStation is funded locally.

-Campus teachers and the Reading Coach will continue to develop school wide reading strategies to enhance reading

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instruction throughout the campus.

-Fluency work will continue in each grade level with the Reading Coach providing training and resources for teachers.

Reading stamina will also continue to be developed.

-Motivation Reading materials will continue to be purchased for comprehension and fluency practice.

Math

-Continue to develop the Math Coach position. The Coach will help ensure PK-5 math alignment of instruction, materials,

and assessments. She will train and model for teachers/paraprofessionals. She will help collect and analyze math data in

order to help teachers pinpoint specific student needs.

-The math intervention framework will continue to be utilized. The Math Coach will provide training and modeling to

enhance concepts and applications. (problem solving) Tier II math interventions will be researched, reviewed, and possibly

purchased to provide more intensity and consistency.

-Extend Otter Creek by purchasing Simplifying/Equivalent Fraction Challenge Level to continue math fluency work.

-Continue to use Thinking Through Math to reinforce learning. AIMSWeb would continue to be used from progress

monitoring.

-Continue to use Motivation Math for problem solving and computation practice and spiral review.

Science

-40% of science instruction will be based on lab experiences. (emphasize application and higher levels of thinking)

-Science supplements will be purchased and used for reinforcement and practice. (Study Island, etc.)

-Science Camp for review will take place in the classrooms to enhance focus and the science field trip will take place

after the test.

-Science teachers in grade 3-5 will attend the ESC 15 six weeks’ planning sessions.

-Use of the LWS lab will be discontinued due to lack of academic progress of students using the program. Instead, it will be

a Science Investigations Lab for students to have hands-on lab experiences.

-Continue to use Motivation Science Materials for 5th grade.

Climate and Discipline

-Continue to implement direct teaching of campus-wide expectations and social skills training to all students in order to

teach appropriate behaviors toward others and reduce office/discipline referrals. (respect, responsibility, and safety are

school wide expectations) Continue to use Paw Points and Bulldog Bucks to reinforce school wide expectations and social

skills.

-Continue to provide classroom management training for teachers---Social Skills, School-wide Expectations, CHAMPs.

-Continue to utilize electronic discipline referral system to enable better analysis of discipline---time, location, subject,

cause, etc.

-A conduct calendar is stapled inside the Thursday Folder each 6 weeks and is used to document and keep track of conduct.

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-Continue to make teachers aware and encourage the use of Extended Day in order to get completed work from students. If

there is a problem with work completion, carefully consider work appropriateness for the students if there is a problem with

completion.

-Continue to provide training about policies/procedures, relationship building, and team building among staff.

(consolidation 2011-2012) Leadership Team, New Teacher Chats, principal assignments, etc. will be utilized to gain input

and provide more support/consistency for teachers.

Parent Involvement/Attendance

-Continue to research better ways to utilize parent liaison.

-Provide parent sessions to share ways parents can help their children succeed in school and meet the rigorous state

standards. (use info gained from parent survey to maximize attendance-phone calls/notes for communication; etc.)

-Enhance parent awareness of social skills and school wide expectation instruction to prevent bullying.

-Continue Mentor Program to connect with students for academic and personal support. The program will begin with 20

mentors for 2014-15 school year and will continue to be refined into a campus component to help students excel.

-Attendance---provide more info to parents about importance and consequences (especially at PK and Kinder).Counseling

will provide for parents with students having poor attendance.

-Attendance Incentives---monthly class incentives for each grade level (winning class selects among 3 celebrations) and

students with perfect attendance for the month will enter a drawing which will be held at the end of each semester. Teachers

will be encouraged to provide short term incentives in their classrooms.

-Teachers having effective classroom volunteers will share their procedures and ideas with other teachers.

Meeting Dates/Participants: (faculty meeting, committee meeting, and/or Campus Site-Base Committee) April 11, 2014

*May 7, 2014

*May 13, 2014

May 19, 2014

May 27, 2014

*May 30, 2014

*June 4, 2014

June 5, 2014

October 2, 2014

**Continue to review CSCOPE Unit Tests, Progress Monitoring, universal screenings, and STAAR benchmark throughout

the year.

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Data Used for Needs Assessment---available from Brady Elementary Office AIMSWeb Data for Math Early Numeracy/Computation/ Concepts/Applications and iStation Data for Reading---BE Office

STAAR Results by Objectives---BE Office

STAAR Results/Quintiles---BE Office

Intervention/Program Data---BE Office

Discipline Data---BE Office

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Campus Goals

Goal 1……………………Math, Reading, Writing, Science, and Social Studies

Achievement for All Students

(Appropriate Staff Development Also Included)

Goal 2……………………Student Attendance/Drop Out

Goal 3……………………Parental Involvement/Communication

Goal 4……………………Violence Prevention and Interventions

Goal 5……………………Technology

Goal 6……………………Highly Qualified Professionals and Paraprofessionals

Goal 7……………………Special Education Services and Assessments

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Glossary of Terms

AIMSWeb………………….……………………Universal Screening and Progress Monitoring System

AP……………………………………………………………………………………Advanced Program

Eduphoria………………………………………………..……........................Data Management System

AR……………………………………………………………………………………Accelerated Reader

ARD……………………………………………………….....Admission, Review, Dismissal Committee

BE……………………………………………..………………………….……Brady Elementary School

ELL…………………………………………………………………………...English Language Learners

ESC XV………………………………..…………………………..Education Service Center Region XV

ESL……………………………………………………………………..…English as a Second Language

GPC…………………………………………………………………………Grade Placement Committee

G/T…………………………………………………………………………………...Gifted and Talented

Hot Spots ………………………………………………...Student Expectations in Need of Improvement

LPAC………………………………………………….….Language Proficiency Assessment Committee

NCLB………………………………………………………………………...…….No Child Left Behind

PAL……………………………………………………………………….………Peer Assisted Learning

PM…………………………………...………………………………………………Progress Monitoring

RTI………………………………………………………………………………Response to Intervention

SAC…………………………………………………………………….Student Achievement Committee

SCE…………………………………………………………….…………State Compensatory Education

SSI………………………………………….…………………………………..Student Success Initiative

STAR……………………………………………..……….Standardized Test for Assessment of Reading

STAAR………………………………………………State of Texas Assessment of Academic Readiness

TEKS…………………………………………………………...…Texas Essential Knowledge and Skills

TRS………………………………………………………………………………TEKS Resource System

TTM…………………………………………………………...…………………Thinking Through Math

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BRADY ELEMENTARY CAMPUS IMPROVEMENT PLAN

GOAL # 1: Brady Elementary students will achieve exemplary status by 2015 by raising scores for *all students in

the area of math, reading, writing, science, and social studies.

OBJECTIVE #1: By May 2015, 91% of all students in the aggregate and each student group*, including Special Education students tested, will pass the math

portion of the STAAR Test. (meet or exceed the state average)

*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students,

Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students

ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores; NCLB

Strategies/Activities Person(s) Resources Timeline Evaluation

Responsible Needed Formative Summative

Assessment/Analysis 1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 9/14-5/15 Benchmark Scores STAAR,

once a year (format and procedure practice) Special Programs, Moerbe, AIMSWeb,

Watson TTM

2. Review AIMSWeb/TTM PM, TRS unit tests, Bierman, Finn, Harper, PK-5, Title I, Time, 8/14-5/15 Benchmark Scores, STAAR,

and benchmark tests for each grade level to Special Programs Teachers, AIMSWeb/ Grades, PM, unit AIMSWeb,

determine Hot Spots and develop instructional strategies Moerbe, Watson TTM reports, tests TTM

to meet students’ needs and address weak areas Eduphoria

(PM-Tier 2-monthly; Tier 3-bi-monthly) (TC 2 a-e)

3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14-5/15 STAAR Results, STAAR,

performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria benchmarks AIMSWeb,

(using formal state assessment results-Select 3) Moerbe, Watson Reports TTM

4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/15-5/15 Student/Faculty STAAR,

Special Programs teachers, Survey, Input, Grades AIMSWeb, Moerbe, Watson Committee Reports TTM

5. Continue Math Coach position- will assist with data Bierman, Finn, Harper, PK-5, Analysis Time 8/14-5/15 Training Schedule, STAAR, TTM,

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Responsible Needed Formative Summative collection analysis, training, etc. Watson Data Collection AIMSWeb

Instruction

1. Implement TRS Math Components (Scope/Sequence Bierman, Finn, Harper, PK-5, Lone Star, 8/10-5/15 Grades, PM, STAAR,

IFD, assessmts, vocab) with lessons planned collabora- Special Programs teachers, TRS, Benchmarks, AIMSWeb

tively by the teachers and used in each classroom Watson TTM, Unit Tests, TTM

(supplemented with Kim Sutton’s Number Line and STAAR Materials, Ongoing

Problem solving (all grades), Motivation Math (1-5), Study Island, Assess.

Study Island (2-5), TTM, and other aligned supplements Title I

All supplemental materials must be evaluated with

TRS IFD in order to determine if content and

and rigor are aligned with TEKS. (TC 2b, 8)

2 Provide focused, systematic practice in computation Bierman, Finn, Harper, 1-5, Otter 8/10-5/15 Ongoing STAAR,

in order to develop automaticity with math facts Special Programs teachers, Creek, Assessment, AIMSWeb,

(+,-,x,÷)---monitor progress and achievement: 1st grade- Watson AIMSWeb, Grades, PM, TTM

to Letter H in add/subt; 2nd grade-to Letter Win add/sub; Title I Otter Creek

3rd grade-to Letter W in multi; 4th /5th grade-to Letter W Tracking Sheets

in mult/div.; 10’s, 11’s, 12’s, to Letter O; Add

Simplifying/Equivalent Fraction Challenge for

4th/5th graders mastering 4 operations. (TC 2b, 8)

3. Utilize math equipment room--- Bierman, Finn, Harper, PK-5, math supplies 8/10-5/15 Ongoing STAAR,

math materials available for check out Special Programs teachers, Assess, Grades, AIMSWeb,

Watson PM, Benchmark TTM

Scores,

Observations

4. Incorporate appropriate questioning for Bierman, Finn, Harper, PK-5, Blooms Charts, 8/08-5/15 Ongoing STAAR, TTM,

higher level thinking skills/reasoning Special Programs teachers, TRS Assessments, AIMSWeb

to the application level and higher levels according to Watson, Pearson Grades, PM

TEKS/TAKS (inductive and deductive) Benchmark

Scores

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5. Incorporate daily problem solving and vocabulary Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR, TTM,

development (Power Words) during core math lessons Special Program teachers, Materials, Assessments, AIMSWeb

and during Tier II and Tier III interventions (TC 9) Watson Title I Grades, PM,

Benchmarks

6. Offer activities to enrich/motivate learning Bierman, Finn, Harper, PK-5, UIL Materials, 8/14-5/15 Ongoing STAAR, TTM,

(ex. UIL, AP, Independent Studies) Pearson GT Funds Assess., PM, AIMSWeb

Grades, Bench-

mark Scores

Extended Learning Time

1. Provide daily intervention period for Bierman, Finn, Harper, PK-5, Title I, 9/08-5/15 Grades, PM, STAAR, TTM

all students who are at-risk (based on state criteria) Special Programs Teachers, AIMSWeb, Benchmark AIMSWeb

or who need additional assistance (Tier II and III) Watson, Hastings Time to Scores

monitor with AIMSWeb/TTM PM and adjust instruction plan, SCE

based on student’s progress (use math intervention

framework as guide) (TC 9)

2. Provide summer program for all students in danger of Bierman, Finn, Harper, PK-5, Local Funds, 6/15 Grades, Pre and Post

failing Math or not meeting campus/state criteria (TC 2c) Watson Title I Funds Ongoing Tests, STAAR

Assessments

3. Students failing STAAR will receive accelerated Bierman, Finn, Harper, 3-5, Local Funds, SCE 8/14-5/15 Ongoing STAAR, TTM,

instruction/intervention during the first six weeks Watson, Hall Assessments, AIMSWeb

or as long as needed PM, grades,

benchmarks

Staff Development 1.Provide continued STAAR Training for all Teachers Bierman, Finn, Harper, PK-5, Time , Title I, 8/14-5/15 Lesson Plans/ STAAR, TTM,

---standards, expectations, etc. (TC 4) Enrichment, Special Programs, Lead4Ward Observations, AIMSWeb

Watson Student

Grades

2. Provide TEKS and lesson planning training Bierman, Finn, Harper, PK-5, Time, ESC 8/14-5/15 Lesson Plans/ STAAR, TTM,

(PK-5) (study/planning time) Math Teachers, Watson, Observations, AIMSWeb

Hall Student

Grades,

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Study Sheets,

unit tests

3. Ongoing Training will be provided by Math Coach, Bierman, Finn, Harper, PK-5, Planning 8/14-6/15 Lesson STAAR,

etc, for teachers and paraprofessionals to strengthen Math Teachers, Watson, Time, ESC, Plans/ AIMSWeb,

Tier I, II, III instruction (purpose is to increase success Hall Observations, TTM

rate/reduce Tier II/III numbers) research/study based on performance of students Title I, Coop, Training Plan,

AIMSWeb/TTM/Study Island review and update Math Coach Meeting

math committee work-vertical (quarterly meetings) Minutes,

weekly grade level planning TRS

periodic meetings with grade level above and Study form

below

Problem Solving

(TC 4)

4. Math Differentiation Training for Teachers Bierman, Finn, Harper, Hall, Coop Staff, 10/14-5/15 Lesson Plans, STAAR, TTM,

(low performing pops---Hispanic, ESL, At Risk) All Math Teachers, Watson Materials Observation, AIMSWeb

PM, Bench-

marks,

grades

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OBJECTIVE #2: By 2015, 91% of all students in the aggregate and each student group*, including Special Education students tested, will pass the reading

portion of the STAAR Test and 90% of students in grades PK-2 will show grade level performance in the area of reading as measured by AIMSWeb, TRS, and/or

STAAR-Type Benchmark. (meet or exceed state average)


Migrant Students, At-Risk Students, G/T Students, ELL Students, ESL Students Male Students, and Female Students




Assessment/Analysis 1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 8/14-5/15 Benchmark Scores STAAR, iStation,

once a year (format and procedure practice) Special Programs, Moerbe, AIMSWeb

Ross

2. Review AIMSWeb/ iStation data, TRS unit tests, Bierman, Finn, Harper, PK-5, Title I, iStation 8/14-5/15 Benchmark Scores, STAAR, iStation,

and benchmark tests for each grade level to Special Programs Teachers, AIMSWeb, Time, Grades, PM, unit AIMSWeb

determine Hot Spots and develop instructional strategies Moerbe, Ross Eduphoria tests

to meet students’ needs and address weak areas

(PM—Tier 2-monthly; Tier 3-bimonthly) (TC 2c, 9)

3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14 STAAR benchmark, STAAR

performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria Grades, STAAR

(using formal state assessment results-Select 3) Moerbe, Ross Reports, Released results

Tests

4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/15-5/15 Student/Faculty STAAR, iStation,

Special Programs teachers, Survey, Input, Grades AIMSWeb Moerbe, Ross Committee Reports

5. Administer Diagnostic Reading Tests Bierman, Finn, Harper, 1-5, AR Materials, 8/12-5/14 Graphs, PM, STAAR,

*STAR (six wks) *AR Records (% correct/bk level) Reading Teachers, Owens, STAR, AIMS- AR Reports AIMSWeb

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Strategies/Activities Person(s) Person(s) Resources Timeline Evaluation


*AIMSWeb (beg, mid, end; PM) (TC 1, 3) Ross, Ramon Web, Title I

6. Continue Reading Coach position to Bierman, Finn, Harper, PK-5, Analysis Time 8/12-5/15 Training STAAR,

assist with data collection/analysis, training, etc. Ross Schedule, AIMSWeb,

Data iStation

Collection

Instruction

1. Implement TRS ELA Components-IFD, Scope and Bierman, Finn, Harper, PK-5, TRS, SIPPs 8/10-5/15 Benchmark STAAR,

Seq., Assessments, vocab,) with lessons planned colla- Reading Teachers, Ross Title I Scores, AIMSWeb,

boratively by teachers weekly to address fluency, comp, Lit Lab , Unit Tests, iStation

vocabulary, phone. awareness, phonics Lesson Plans



rigor are aligned with TEKS. (TC 3)

2. Utilize strategies to increase/reinforce reading skills: Bierman, Finn, Harper, 1-5, Thinking Maps 8/10-5/15 Ongoing STAAR,

Oral discussion of stories/books read in class Reading Teachers, Ross Literacy Assessments, AIMSWeb,

Use of Study Island (2-5) and iStation (K-5) Lab, Grades, iStation

Use of aligned supplemental materials such as Coop, Benchmarks

Motivation Reading, Thinking Maps, etc. Title I Observations,

small group instruction/listen to students read Lesson Plans,

use of comparing and contrasting frequently Unit Tests,

Differentiated strategies to appeal to all learners PM, Strategies

Opportunities for short answers (rather than

primarily multiple choice)

extra staff/mentors to listen to students read (K-1)

Develop and implement school-wide reading 8/13-5/15

Strategies

(TC 2a, b; 3)

3. Implement SIPPS Program in K-1 Bierman, Finn, Harper, PK-2, Training, Title I 8/13-5/15 Lessons, STAAR,

(materials purchased, teachers trained, implemented in Ross, Ramon Grades, iStation,

all classrooms) (TC 3,4) Observations, AIMSWeb

Benchmarks

22



4. Incorporate daily vocabulary development Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR,

during core reading lessons and during Tier II Special Program teachers, Materials, Assessments, AIMSWeb,

and Tier III interventions. (TC 2a, 3, 9) Ross Title I Grades, PM, iStation

Benchmarks

5. Correct/daily use of AR in each classroom Bierman, Finn, Harper, All AR Training, 8/14-5/15 AR reports, STAAR,

(K-1st graders as soon as able to read)---ZPD determined, Teachers, Ross AR books, # reading AIMSWeb,

goal setting, status of the class-monitoring by teacher, AR Schedule goals/cert. iStation

student/teacher conferences, daily silent reading , home levels, grades,

reading (sustained silent reading time should increase PM, unit

to aggressively build stamina and endurance) tests

6. Instructional strategies/methods will emphasize Bierman, Finn, Harper, K-5, TRS, 8/14-5/15 Ongoing STAAR,

higher order thinking skills, reading for Special Programs Teachers, Bloom’s Tax. Assessments, AIMSWeb,

comprehension and real life applications Ross, Pearson ESC materials, Grades, PM, iStation

(Cueing Systems, Bloom’s Taxonomy Thinking Maps Benchmark

Erickson’s Level of Complexity) Scores,

Lessons,

unit test

7. Provide multicultural materials and activities Bierman, Finn, Harper, Turner, Reading 8/14-5/15 Program STAAR,

for all students PK-5 Teachers, Ross materials, Schedules, AIMSWeb,

Guest speakers Ongoing iStation

(P.T.O. and Assessments,

Activity Funds) increased

library book

circulation

8. Offer activities that enrich/motivate student Bierman, Finn, Harper, PK-5, UIL Materials, 8/14-5/15 Ongoing STAAR,

learning (ex. BADGE (GT), Independent Study, Turner, Pearson, Ross Activity Funds, Assessments, AIMSWeb,

UIL, AR Celebrations, Read with Principal, PTO Funds Circulation iStation

Bluebonnet Vote, AP, Character Dress Up Day, Records, Tests,

Author visits, guest readers, etc. Grades,

Benchmarks

23



Extended Learning

1. Address needs of at-risk students (based on state Bierman, Finn, Harper, Ramon, Planning Time, 8/08-5/15 Grades, PM, STAAR,

criteria) and others with daily Tier II/III interventions Farmer, Pearson, PK-5 Focus Materials, ongoing AIMSWeb,

designed to meet the needs of individual students. Teachers, Ross, Santiago Title I, SCE, assessments, iStation

Programs include small group sessions, Soar to Success, AIMSWeb, Observations,

Take Flight-Dyslexia, PCI, Tier II-30 min daily; Tier III- SIPPs, Unit Tests

35-45 min. daily; use AIMSWeb/iStation PM to monitor funds for Soar

progress and use reading intervention framework (if needed)

as a guide to plan intense targeted instruction to meet

students’ needs (in addition, intervention can also be

provided after school) (TC 2d, 8, 9)

2. Provide summer program for all students in danger Bierman, Finn, Harper, K-5, Ross Local Funds, 6/15 Ongoing Pre-test,

of failing reading or not meeting campus/state criteria Title I Assessments, Post-test,

(TC 2c) Grades STAAR

3. Students failing STAAR will receive accelerated Bierman, Finn, Harper, 3-5, Ross Local Funds, 8/14-5/15 Ongoing STAAR,

instruction/intervention during the first six weeks SCE, Title I Assessments, AIMSWeb,

or as long as needed (TC 2c) PM, grades, iStation

benchmarks

Staff Development

1. Provide TEKS and lesson planning training for all Bierman, Finn, Harper, PK-5, Time, ESC 8/14-5/15 Lesson Plans/ STAAR,

all teachers---expectations, standards, etc. Enrichment, Special Program, Title I Observations, AIMSWeb,

(study/planning time) (TC 3, 4) Ross Student iStation

Grades

2. Provide STAAR Training for PK-5 Teachers Bierman, Finn, Harper, PK-5, Time, ESC, 8/14-5/15 Lesson Plans/ STAAR,

Reading Teachers, Ross Lead 4ward Observations, AIMSWeb,

Student iStation

Grades,

Lesson

Study Sheets,

Unit Tests

24



3. Ongoing Training will be provided by Reading Bierman, Finn, Harper, PK-5, Planning 8/14-6/15 Lesson STAAR,

Coach, etc, for teachers and paraprofessionals to Reading Teachers, Ross Time, ESC, Plans/ AIMSWeb,

to strengthen Tier I, II, III reading instruction (purpose Title I, Observations, iStation

is to increase success rate/reduce Tier II/III numbers) Coop Training Plan,

research/study based on performance of students Meeting

AIMSWeb/Study Island/iStation review/update Minutes,

reading committee work-vertical (quarterly meetings) Study Form

weekly level planning

Ongoing reading comprehension/fluency

training onsite

periodic alignment meetings with grades above and

below

phonics instruction/program

(TC 3, 4)

4. Provide training for intervention teachers as Bierman, Finn, Harper Staff Development 8/08-5/15 Workshop STAAR,

needed---Tier II/Tier III--Corrective Reading, Ross, Ramon, Funds, SCE, Documenta- AIMSWeb,

Dyslexia-Take Flight, Soar to Success, iStation Pearson, Farmer, Santiago ESC XV, tion, iStation

(TC 3, 4, 9) Title I Training Observations,

Plan, reports

5. Reading Differentiation Training for Teachers Bierman, Finn, Harper, Coop Staff, 8/14-5/15 Lesson Plans, STAAR,

(low performing pops---Hispanic, ESL, At Risk)---to All Reading Teachers, Ross, Materials, Observation , AIMSWeb,

determine instructional plan for meeting their needs; Ramon Title I PM, Bench- iStation

why past instruction has not been successful marks, grades (TC 3, 4, 9)

25




.

OBJECTIVE #3: By 2015, 90% of all students in the aggregate and each student group*, including Special Education students tested, will pass the writing

portion of the STAAR and all other students in grades 1, 2, 3, and 5 will show grade level performance in the area of writing as measured by an alternative assessment.

(meet or exceed state average)






Assessment/Analysis 1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 9/14-5/15 Benchmark STAAR

once a year (format and procedure practice) and six Special Programs, Moerbe Scores

weeks benchmark tests

2. Review TRS unit tests and benchmark Bierman, Finn, Harper, PK-5, Time, Title I 8/14-5/15 Benchmark STAAR

tests for each grade level to determine Hot Spots and Special Programs Teachers, Scores,

develop instructional strategies to meet students’ needs Moerbe Grades

and address weak areas (TC 9)

3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14-5/15 Benchmark STAAR

performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria Scores,

(formal state assessment results-Select 3) Moerbe Reports, Grades

Released tests

4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/14-5/15 Student/ STAAR

Special Programs teachers, Survey, Committee Faculty Moerbe Reports Input, Grades

26



Instruction

1. Implement TRS ELA Components-IFD, vocab., Bierman, Finn, Harper, PK-5, TRS 8/10-5/15 Benchmark STAAR

Scope and Seq, Assessments with lessons planned Writing Teachers Scores,

collaboratively by the teachers weekly observations,

All supplemental materials must be evaluated with unit tests,

TRS IFD in order to determine if content and lessons

rigor are aligned with TEKS.

2. Incorporate daily vocabulary Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR

development during core LA lessons Special Program teachers, Materials, Assessments,

(TC 2c) Title I Grades, PM,

Benchmarks

3. Integrate age-appropriate writing activities into Bierman, Finn, Harper, PK-5, Planning Time, 8/14-5/15 Lesson Plans, STAAR

all content areas including journals, learning logs, Special Programs Teachers Thinking Maps Observations,

research, labeling, responding to literature, other Grades.

real life/relevant writing activities, Thinking Ongoing

Maps and differentiated strategies that appeal to all Assessments

4. Link writing to technology through the use of Bierman, Finn, Harper, K-5, Study Island, 8/14-5/15 Student Work, STAAR

word processing, keyboarding, editing, and Coston, J. Fincher Computer Lab Grades

publishing skills taught in the labs/classrooms

(K-5th grades)—Computer Class and Use Study Island

5. Offer activities that enrich/motivate student learning Bierman, Finn, Harper, PK-5, UIL Materials, 8/14-5/15 Ongoing STAAR

(ex. Thank You letters, UIL, letters to local heroes, Club Sponsors, Pearson Activity Funds, Assessments,

AP, Independent Studies, BADGE, Author’s GT Funds Grades,

Chair, Cross Grade Level Letter Writing, Benchmark

etc.) Scores,

Products

27



Extended Learning Time 1. Provide tutorials/small group instruction Bierman, Finn, Harper, STAAR 8/14-5/15 Grades, STAAR

for Writing STAAR preparation 4th Teachers, Smith materials Benchmark

Scores,

Ongoing

Assessments

Staff Development 1. Provide TEKS and lesson planning training for Bierman, Finn, Harper, PK-5, Time, ESC 8/14-5/15 Lesson Plans/ STAAR

PK-5 teachers (study/planning time) Writing Teachers, Smith Observations,

Grades,

TRS

Study Sheets,

unit tests

2. Attend STAAR Writing Scoring Training Bierman, Finn, Harper, ESC XV 8/14-5/15 Lessons, STAAR

4th Teachers, Smith Training

Document,

Benchmark

Scores

3. Provide Appropriate Writing Training Sessions Bierman, Finn, Harper, PK-5, ESC XV, 8/14-5/15 Lesson Plans, STAAR

weekly grade level planning Smith Planning Time, Observations,

Study Island (grade 4) Writing Ongoing

research/study based on performance of students Academy Assessments,

writing committee work-vertical (quarterly mtngs) Meeting

periodic alignment meetings with grades below Minutes,

and above Study Form

strategies from Reading Academy, etc.

28




.

OBJECTIVE #4: By 2015, 90% of all students in the aggregate and each student group*, including Special Education students tested, will pass the science

portion of the STAAR Test. (meet or exceed state average) ****The activities in this objective address the two System Safeguards not met.



ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores



Assessment/Analysis

1. Implement a school wide STAAR benchmark Bierman, Finn, Harper, PK-5, Eduphoria, Time 8/14-5/15 Benchmark STAAR

once a year (format and procedure practice) Special Programs, Moerbe scores, grades

2. Review TRS unit tests and benchmark tests for Bierman, Finn, Harper, PK-5, Time, Title I, 8/14-5/15 Benchmark STAAR

each grade level to determine instructional strategies Special Programs Teachers, AIMSWeb scores, grades,

to meet students’ needs and address weak areas Moerbe unit tests

(PM-Tier 2-monthly; Tier 3-bi-monthly) (TC 9)

3. Analyze STAAR info/Hot Spots/student population Bierman, Finn, Harper, PK-5, Analysis/Planning 8/14-5/15 Benchmark STAAR

performance and develop strategies to address needs Special Programs teachers, Time, Eduphoria scores, grades,

(formal state assessment results-Select 3) Moerbe Reports, unit tests

Released tests

4. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5, Analysis Time, 2/15-5/15 Student/Faculty STAAR

Special Programs teachers, Survey, Committee Input, Grades Moerbe Reports

29



Instruction

1. Implement TRS Components---vocabulary, Bierman, Finn, Harper, PK-5 TRS, 8/10-5/15 Benchmark STAAR

IFD, Scope and Seq., assessments with lessons Science Teachers science Scores, unit

planned collaboratively by teachers weekly equipment tests, grades,

(40% of instruction will be lab or experience based) lessons




2. Incorporate daily vocabulary Bierman, Finn, Harper, PK-5, Problem Solving 8/14-5/15 Ongoing STAAR

development during core Science lessons Special Program teachers Materials, Assessments,

(TC 2a, b, c) Title I Grades, PM,

Benchmarks

3. Enhance science process skills/research/content and Bierman, Finn, Harper, 3-5 Technology 8/14-5/15 Ongoing STAAR

problem solving skills by utilizing computers for Funds, Assessments,

Study Island and Stem Scopes Science curriculum Data Bases, Grades,

(TC 2d, 10) Study Island, Observations,

Title I Benchmark

Assessments

4. Incorporate appropriate questioning strategies to Bierman, Finn, Harper, PK-5, ESC XV, 8/08-5/15 Ongoing STAAR

promote higher order thinking and reasoning skills Pearson Bloom’s Tax., Assessments,

to application level and higher according to TEKS/ ESC XV, Grades,

TAKS/Bloom’s Taxonomy/Erickson’s Levels of Thinking Maps Observations,

Complexity---utilize Thinking Maps Benchmarks

5. Establish and utilize science equipment room--- Bierman, Finn, Harper, PK-5 science supplies 8/10-5/15 Ongoing STAAR

science materials available for check out Assess, grades

Benchmark

Scores,

Check out

Sheet

6. Offer activities to enrich/motivate student Bierman, Finn, Harper, PK-5, Activity Funds, 8/14-5/15, Ongoing STAAR

learning (ex. Field Trips, Science Showdown, AP, Pearson GT Funds 5th gr. trip Assess, Grades,

Science Camp, Independent Studies, BADGE) after test Benchmarks

30



7. Utilize supplemental materials to enhance Bierman, Finn, Harper, 4-5 Title I funds 8/14-5/15 Observations, STAAR

4th and 5th grade science instruction (evaluate alignmt.) Science Teachers grades,

(TC 2c, d) Benchmarks

Staff Development 1. Appropriate Science Training Bierman, Finn, Harper, PK-5, ESC XV, 8/14-5/15 Lesson Plans. STAAR

strategy and concept training Watson Time Grades,

weekly grade level planning Observations,

Study Island and supplements (grade 4-5) Benchmark

research/study based on performance of students Assessments,

safety training Meeting

science committee work-vertical (quarterly mtgs) Minutes,

periodic alignment meetings with grade above Study Form

and below

3rd-5th grade teachers plan with ESC by six

weeks

31



the area of math, reading, writing, science and social studies.

.

OBJECTIVE #5: By 2015, 100% of all students in the aggregate and each student group*, including Special Education students tested, will pass the social

studies portion of the STAAR Test. (8th Grade STAAR Test)



ACADEMIC EXCELLENCE INDICATOR #1: STAAR Scores



Assessment/Analysis

1. Analyze students’ strengths and areas in need of Bierman, Finn, Harper, PK-5 Time 8/14-5/15 tests STAAR

improvement based on teacher made tests Grades

2. Analyze Student Survey and Faculty Input Bierman, Finn, Harper, PK-5 Analysis time, 2/15-5/15 Student/Faculty STAAR

Scores Survey Input, Grades

Instruction

1. Implement TRS Soc. Studies IFD/Scope and Bierman, Finn, Harper, PK-5 TRS, ESC 8/10-5/15 tests, STAAR

Sequence & vocabulary with teachers collaboratively Soc. Studies Teachers grades, lessons

planning lessons weekly




32


Responsible Needed Formative Summative 2. Incorporate appropriate questioning strategies to Bierman, Finn, Harper, PK-5, ESC XV, 8/10-5/15 Ongoing STAAR

promote higher order thinking and reasoning skills Pearson Bloom’s Tax., Assessments,

to application level and higher according to TEKS/ Thinking Maps Grades,

STAAR/Bloom’s Taxonomy/Erickson’s Levels of Lessons,

Complexity---utilize Thinking Maps Observations

3. Daily Oral Geography Skills (DOGS) Bierman, Finn, Harper, 1-5 DOGS 8/14-5/15 Ongoing STAAR

assessments,

Grades

4. Enrich content in elementary grades by Bierman, Finn, Harper, PK-5 Activity Funds, 8/14-5/15 Ongoing STAAR

offering activities to enhance/motivate student P.T.O. Support, Assessments,

learning (ex. Special Events Day-Living History Day, GT Funds Grades,

Pow Wow, Independent Studies, BADGE (GT), Programs

Veterans’ Day, Constitution Day, Field Trips) Schedule

5. Student decision making and participation in wider Bierman, Finn, Harper, PK-5, Activity Funds 8/14-5/15 Ongoing STAAR

social, political, and economic affairs, so that they (all other faculty and staff Assessments,

share a sense of responsibility for the welfare of reinforce) Grades,

their school and community which promotes Correspondences

responsible/productive citizens Weekly News

(Student Council, food drive, social skills taught directly, Announcements

box top collection, toy drive, fund collection for

American Heart Assoc., “Reach Out” activities)

Staff Development 1. Provide Appropriate Social Studies Training Bierman, Finn, Harper, PK-5, Time for 8/14-5/15 Lessons, STAAR

periodic meetings with grades below/above Pearson Planning Attendance and

soc. stud. committee work-vertical (quarterly mtngs) Grades,

weekly grade level planning Meeting Notes,

study/research based on performance of students Training Plan,

TRS

Study Form

33


GOAL # 2: Improve student attendance and reduce potential for future dropouts.

OBJECTIVE #1: By the end of the 2014-15 school year, the student attendance rate will be 98% or higher.(ADA)

ACADEMIC EXCELLENCE INDICATOR: Student Attendance, NCLB


Responsible Needed Formative Summative 1. Focus on importance of attendance & encourage Bierman, Finn, Harper, Moerbe, Activity Funds 8/14-5/15 Weekly News, Year End

regular attendance through variety of approaches Lamont, All Teachers, Corralejo School Messenger 6 Week Reports; Attendance

(Weekly News; Announcements; Incentives; personal Improved Reports

contacts if parent has not contacted the school by 8:15 Attendance

of student absence (School Messenger); entry sign with

attendance/absence; counseling for parents by counselor/

principals)

2. Home visits will be made by the school personnel Bierman, Finn, Harper, PK-5, Phone Log 8/14-5/15 Improved Year End

to check on students who have been absent for 2 or Laureles, Deputy Ramsey, Parent Liaison- Attendance; Attendance

more consecutive days and parents have not contacted Lamont, Moerbe, Corralejo Title I, SRO 6 Week Report Reports

the school and the school has not been able to reach the

parent (TC 2,6)

3. Use of the Tardy Calculator will be used to better Bierman, Finn, Harper, Corralejo, Title I 8/14-5/15 Reports, Improved Year End

track tardies, early checkouts, etc. (TC 2,6) Lamont Attendance Attend. Reports

4. Review attendance records of all students, including Bierman, Finn, Harper, Moerbe, Attendance 8/14-5/15 At-Risk Student Year End

at-risk, and follow through with legal action ac- Corralejo, Calderon Reports Attend. Improved, Attendance

cording to school policy/compulsory attendance weekly report Reports

5. Incentives for individuals and classes with perfect Bierman, Finn, Harper, PK-5 Activity Fund 8/14-5/15 Improved Year End

attendance on a six weeks basis. teachers Attendance; Attendance

*Short term incentives provided in classrooms monthly report Reports

*Monthly Class Winner Celebration (choice of 3)

*Monthly Individual Perfect Attendance ticket for

drawing to be held at the end of each semester

*Year-end Perfect and Faithful Attendance Award

34


GOAL # 2: Improve student attendance and reduce potential for future dropouts.

OBJECTIVE #2: By May 2015, the student retention rate will be no more than 1%.

ACADEMIC EXCELLENCE INDICATOR: Drop Out, NCLB


Responsible Needed Formative Summative 1. Hold Meet the Teacher Night and Parent/Student Bierman, Finn, Harper, All Teachers Time 8/15 Parent Sign-in. STAAR,

Orientation – Receive Classroom Letter containing info Agenda Retention Rate

on attendance, grade, Thursday Folder, grades, homework, < 1%, iStation,

etc. AIMSWeb

2. Hold parent/teacher conferences at end of 1st six weeks Bierman, Finn, Harper, All Teachers Time 10/15 Parent Sign-in, STAAR, for all parents---review report cards and discuss Grades, Agenda Retention Rate

importance of attendance, homework completion, < 1%, iStation

classroom procedures, grade level expectations and state AIMSWeb

standards, discipline plan, School-Parent Compact, and

School Wide Title I Campus

3. Open House/Observation Day during school, featuring Bierman, Finn, Harper, All Program Title I Funds 10/15 Parent Sign-in; STAAR,

Services/Programs @ BE---food/door prizes provided Teachers Grades Retention Rate

(TC 6, 9) <1%, iStation

AIMSWeb

4. Establish Community/Faculty Mentor Program in order Bierman, Finn, Harper, All Teachers, Title I Funds 9/14-5/15 Sign-in, STAAR,

to provide role models and “cheerleaders” for students--- Moerbe Training Retention Rate

purpose is relationship building (begin w/10 mentors) Agenda <1%, iStation,

(TC 2d) AIMSWeb

5. Provide Summer Program for at-risk students Bierman, Finn, Harper, Moerbe, K-5, Local Funds, 6/15 Six Weeks STAAR, iStation,

who are in danger of failing (being retained) or failed Ross, Watson Title I Funds Grade Report, Retention Rate

STAAR (TC 2, 9) Grades <1%, AIMSWeb

35


Responsible Needed Formative Summative 6.Tier II/III interventions will be provided daily for Bierman, Finn, Harper, K-5, Special Title I Funds, 8/14-5/15 Six Weeks STAAR,

students at risk of failing or struggling students and Programs Teachers, SAC, Ross, SCE Grade Report, Retention Rate

for those failing STAAR; Tier II/III Math-30 min. Watson Grades, PM <1%, iStation

daily and Tier III Reading-35-45 min. daily with AIMSWeb

progress monitoring (TC 2, 9)

7. Enhance the Student Achievement Committee Bierman, Finn, Harper, Alsbrooks, Time for 8/08-5/15 Six Weeks STAAR, (SAC) to determine students’ needs, determine Oliver, Watson, Ross, Meeting and Grade Reports, Retention Rate

appropriate intervention, monitor progress, develop and all PK-5 teachers Training Progress < 1%, iStation

an effective tracking/monitoring system for success Monitoring AIMSWeb

(Tiered Instruction---RTI Model)

8. Monitor intervention effectiveness by reviewing Bierman, Finn, Harper, SAC Data, AIMS- 8/09-5/15 Six Weeks STAAR,

data and student performance (PM, benchmarks, etc.) Members, K-5, Special Programs Web, Time, Grade Reports, Retention Rate

(SAC and team data meetings) (AIMSWeb, iStation, Teachers, Moerbe, Watson, Ross Title I Funds PM <1%, iStation,

TTM) (TC 8, 9) AIMSWeb

9. Principals hold Student Review Workshops Bierman, Finn, Harper, All Teachers Time, 8/14-5/15 Documentation STAAR,

with teachers and meet with enrichment teachers Student Data Retention Rate

as needed <1%, iStation,

AIMSWeb

10. Hold goal setting sessions with students Bierman, Finn, Harper, K-5th Teacher Time, 8/14-5/15 Documentation, STAAR,

to review current status, goals, PM, and grade level Goal Sheets Grades, Bench- Retention Rate

standards, progress (K-5) mark Tests, PM, <1%, iStation,

Unit Tests AIMSWeb

11. Continue Resource Classes focused on Autism--- Bierman, Finn, Harper, PK-5, Time 8/12-5/15 Documentation, STAAR,

to develop academic and social skills and provide Dossey Grades, Bench- Retention Rate

consistency for students to de-escalate behaviors, mark Tests < 1%, iStation,

provide more productive time in general ed. classes, AIMSWeb

and improve academic performance

12. Increase positive incentives for academic and Bierman, Finn, Harper, Moerbe, Displays, Paw 8/14-5/15 Displays STAAR,

behavior achievements to make accomplishments Turner, All Teachers Points, Bulldog Retention Rate

more appealing to students (Hallway and classroom Bucks, digital < 1%, iStation,

displays, Bulldog Bucks, Paw Points, Math Day, AR cameras AIMSWeb

Parties, etc.)

36


Responsible Needed Formative Summative 13. After School Extended Work Day--- Bierman, Finn, Harper, K-5, Special Supervision 8/14-5/15 Six Weeks STAAR,

available and required for any student who does not Programs Teachers, Moerbe, Ross, After School Grade Report, Retention Rate

have work completed. Student goes to Extended Work Watson Grades, PM, <1%, iStation,

Day on the day the incomplete work was due. Parent is Extended Work AIMSWeb

is notified by telephone or home visit that the Day Records

student will be staying after school to complete work.

37


GOAL # 3: Parents and community will be partners in the education of students at Brady Elementary.

OBJECTIVE #1: By May 2015, at least 100% of all students’* parents/family members will participate in opportunities to increase

parental knowledge of, support for, involvement in, and contributions to the school program.

*Hispanic Students, White Students, African American Students, Economically Disadvantaged Students, Special Education Students, Migrant

Students, At-Risk Students, G/T Students, ELL Students, ESL Students, Male Students, and Female Students

ACADEMIC EXCELLENCE INDICATOR: NCLB


Responsible Needed Formative Summative 1. Continue to enhance parent volunteer program by Bierman, Finn, Harper, Teachers, Time for Training 8/14-5/15 # of volunteers Parent Survey, teachers sharing volunteer success procedures Laureles STAAR,

from their classes AIMSWeb,

iStation

2. Conference with parents two or more times during Bierman, Finn, Harper, PK-5, Phone Log, Note 8/14-5/15 Parent Sign-in, STAAR, iStation,

the school year and make positive contacts with parents Laureles, Corralejo cards, Weekly Review AIMSWeb,

/guardians through notes, phone calls & weekly folders Folders, Title I Contact Log Parent

Provide instructions for use of Gradebook/make codes Funds-Parent Inv., Survey

available on conference day (TC 6) Gradebook codes

3. Hold a Meet the Teacher Night Orientation Bierman, Finn, Harper, All P.T.O. Funds 8/14 Parent Sign-in, STAAR, iStation,

*Get acquainted with teacher/Learn procedures Teachers Agenda AIMSWeb,

*Find classroom/Put away supplies Parent Survey

4. Hold an Open House in March Bierman, Finn, Harper, All P.T.O. Funds 3/15 Parent Sign-in Parent

Teachers Survey

38


Responsible Needed Formative Summative 5. Parents, business representatives, community members, Bierman, Finn, Harper, BES Meeting Time 8/14-5/15 CLT STAAR,

along w/BES staff, will serve on the Campus Leadership Professional Staff members Minutes AIMSWeb,

Team (assist with policies including Parent Policy, iStation

budget, staffing, goal setting, campus events,

analyze data, evaluate school program)

6. Continue to enhance Parent Library within Brady Bierman, Finn, Harper, Turner Title I Funds- 8/14-5/15 Library STAAR, iStation,

Elementary’s library---including parenting books and Parent Involv. Circulation AIMSWeb

videos addressing goal setting, behavior management, Records

homework, STAAR/TEKS, etc. (TC 6)

7. Special parent activities such as music programs, Bierman, Finn, Harper, Turner, Activity Fund 8/14-5/15 Parent Sign-in STAAR, iStation,

etc. will be scheduled throughout the year Teachers, Garrett AIMSWeb

8. Offer information workshops/sessions at school Bierman, Finn, Harper, Moerbe, Title I Funds--- 8/14-5/15 Parent Sign-in STAAR, iStation,

and possibly at neutral sites, such as churches and Turner, Program Staff, Laureles Parent Involv., AIMSWeb

community centers for interested parents. Activity Funds,

*Meeting for Parents of New Students Surveys 9/14

*Sessions will be offered based on 10/14-5/15 counselor’s survey completed by parents at the

beginning of the year (academic, discipline, etc.)

*Parent meetings addressing new standards, 9/14-5/15

state curriculum, STAAR, and how to help child---

small group for basic info---2-3 times per year,

(printed information sent home throughout the year)

*Information Session in Conjunction with

P.T.O. Meetings addressing the following:

1. School Website, Databases, TRS Parent Portal

2. Curriculum and Testing

3. Special Programs at BE

4. Title I Information

(TC 4, 6)

9. Parental involvement will be encouraged through Bierman, Finn, Harper, PK-5, Title I 8/14-5/15 Six Weeks STAAR, iStation,

conferences, notes/letters, P.T.O. activities, UIL Laureles, Turner, Ross, Watson Grade Report, Retention

Parent Meeting, parent sessions, Parent Liaison visits, Parent Sign-in Rate < 1%,

Mentor Program, Dads & Donuts, Moms & Muffins, AIMSWeb

Math & Reading Nights, etc. (TC 6)

39



10. Invite parent(s) to attend Statewide Conference with Bierman, Finn, Harper, Moerbe Title I funds 12/14 Increased parent STAAR, iStation,

School staff (TC 4, 6) Involvement at AIMSWeb

Conferences, etc.

11. Parents and community members will be Bierman, Finn, Harper, Moerbe, School camera/ 8/14-5/15 Increased parent STAAR, iStation,

informed of school happenings/activities/grades through PK-5 Teachers recorder, involvement at AIMSWeb

the following forms of communication newspaper, conference,

*Weekly Schedule of Events, School Website, radio, website school events,

marquee, newspapers, radio, bulletin board, email, etc.

School Messenger

*3 Week Progress Reports for all students

*Reading/Math Progress Needs/intervention letter

sent home at beginning/end of the year

*Communication in Spanish and English

*Translators available for conferences & meetings

*Develop class website/teacher page (use students Time for 8/14-5/15

to help) Training

*Thursday Folder and Conduct Calendar (PK-5)

*Provide safety and bully prevention information

through meetings, Weekly News, etc.

12. Display an Employee Board in the hall with Bierman, Finn, Harper, Faculty Supplies, 8/14-5/15 Observations Parent Survey

individual cards of all staff members including and Staff Camera

a picture to help parents/community

members learn more about school members

Staff Development

1. Provide faculty training and reminders on holding Bierman, Finn, Harper, All Time for 8/14-5/15 Documentation STAAR,

successful parent conferences and the value of Teachers Training AIMSWeb,

parent involvement/relationships iStation,

parent conf.

sign in

40


GOAL # 4: Brady Elementary School will foster a positive school climate where all students and staff feel safe and

valued and are given the opportunity to be successful.

OBJECTIVE #1: By May 2015, Brady Elementary School will implement a variety of strategies for helping students handle personal,

social, and family problems in an appropriate, non-violent manner as evidenced by a 10% reduction in discipline referrals to the office.



Responsible Needed Formative Summative 1. Implement the Coping with Conflict curriculum Bierman, Finn, Harper, Moerbe, “Coping with 8/13-5/15 Training STAAR, iStation, in grades PK-5 (posters for classroom---review All faculty and staff members Conflict” documentation, AIMSWeb, Scores,

throughout year) curriculum, Time Grades, 10% reduction

for Training Observations in disc. ref

2. Teach monthly classroom sessions addressing the Bierman, Finn, Harper, Moerbe, Counseling 8/14-5/15 Documentation, STAAR, iStation,

following topics: self-esteem, feelings, study skills PK-5 Teachers curriculum Observations, AIMSWeb,

drug awareness, conflict resolution, problem-solving Grades 10% reduction

---topics help students meet social needs and increase in discipline self-

esteem. (taught during Social Studies with referrals

classroom teacher involvement/follow-up)

3. Continue School-wide Expectations & Social Skills Bierman, Finn, Harper, Moerbe, Social Skills 8/11-5/15 Lesson Plans, STAAR, iStation

taught in classroom weekly (Bully Prevention), Hang PK-5 Teachers Books, Supplies, Observations AIMSWeb,

Bully Free Flag as visual reminder (inform parents Title I funds 10% reduction

through meetings and Weekly News) (TC 10) in disc. ref.

4. Build Awareness of district Suicide Prevention Bierman, Finn, Harper, Moerbe Title I funds 1/11-5/15 Observations STAAR, iStation,

Program (TC 10) AIMSWeb,

10% reduction

in disc. ref.

5. Utilize a Counselor and Principals, Bierman, Finn, Harper, Moerbe, Time for 8/11-5/15 Observations, STAAR, iStation,

to teach social skills, assist teachers in working with SAC, All Teachers Working w/ Grades, AIMSWeb

41



high needs students, develop behavior plans/goals, Teachers, Documentation 10% reduction

establish frequent contacts with targeted students, Social Skills in disc. ref.

remove chronically disruptive students, etc. Curriculum

(Tier II/III Behavior)

6. Schedule presenters for Child Abuse Prevention Bierman, Finn, Harper, Moerbe, Assault Victim 4/15 Presentation 10% reduction

Month (April) for grades PK-5 to discuss related issues All Teacher Services Observations, in discipline

Grades referrals,

STAAR, iStation,

AIMSWeb

7. Coordinate with social organizations available in Bierman, Finn, Harper, Moerbe Casa Care, 8/14-5/15 Teacher/office 10% reduction

our community Child Protective documentation, in discipline

Services, Grades referrals,

Families First STAAR, iStation, AIMSWeb

8. Implement a counseling referral system Bierman, Finn, Harper, Moerbe, Counseling 8/14-5/15 Teacher/office 10% reduction

by which teachers, parents, and/or other school All Teachers Referral Notices documentation, in discipline

personnel can refer individuals for individual and/or Grades referrals,

small group counseling services---intense school STAAR, iStation,

counseling on a six weeks basis AIMSWeb

9. Build relationships and foster trust and respect Bierman, Finn, Harper, Moerbe, Time for 8/14-5/15 Teacher/office 10% reduction

with every student All Employees Training--- documentation, in discipline

*Class Meetings BE Comprehensive Grades referrals,

*Zero Base Noise Level Discipline Plan STAAR, iStation,

*Daily Greeting AIMSWeb

*Consistent Classroom/Campus Procedures

10. Provide surveys for parents at the beginning of the Bierman, Finn, Harper, Moerbe Counseling 8/14 Parent Survey 10% reduction in

year to determine individual and small group Survey for Parents completed, disc. Ref., STAAR,

counseling needs; parent needs; parent expectations Teacher/office iStation, AIMSWeb

documentation

42



11. Consistently implement School-wide expectations Bierman, Finn, Harper, All Training 8/11-5/15 Teacher/office 10% reduction

for all & Practice Academies for student needing extra Employees documentation, in disc. ref.,

help with following School-wide expectations. Grades STAAR, iStation

AIMSWeb,

12. Provide orientation about policies, rules and Bierman, Finn, Harper, Corralejo 8/14-5/15 Observations STAAR, iStation,

procedures for parents and students when enrolling AIMSWeb,

throughout the year (develop checklist of key points) 10% reduction

in referrals

*Incentives for Engaging in Positive Behaviors

*13. Students will receive Dog Tags for A Honor Roll, Bierman, Finn, Harper, PK-5, Activity Funds; 8/14-5/15 Honor Lists, STAAR, iStation,

A/B Honor Roll, Perfect Attendance, Fun Run, Blue Turner Local Funds Teacher/office AIMSWeb,

Bonnet Reader, AR Levels, Birthdays, etc. (Dog Tags/ documentation 10% reduction

Chain for Accomplishments for Year-Wall of Honor) in referrals

*14. Incentives in all grade levels for safe, respectful, Bierman, Finn, Harper, PK-5 Activity Funds 8/14-5/15 # of students STAAR, iStation,

responsible behaviors---daily---Paw Points, Bulldog participating, AIMSWeb,

Bucks with daily announcement/phone call home, etc. Teacher/office 10% reduction

documentation in referrals

15. Daily Free Breakfast in the Classroom Bierman, Finn, Harper, All faculty Cafeteria Reports 8/14-5/15 Cafeteria STAAR, iStation,

and staff members Reports- # AIMSWeb,

eating breakfast, 10% reduction

Grades in referrals

16. Morning Announcements to reinforce/recognize Bierman, Finn, Harper, All Activity Funds; 8/14-5/15 Grades, 10% reduction

positive behaviors, attendance, grades, etc. Employees Local Funds; Attendance in referrals,

(students stand up in their classroom when their name reports Reports, STAAR,

is announced and teacher gives dog tag) # of Students AIMSWeb,

earning tags iStation

43



17. Coordinate transition opportunities for Head Start- Bierman, Finn, Harper, HS, PK, SAC Records, 8/14-5/15 # of parents/ 10% reduction

K students entering BE and 5th grade students going K, & 5th Grade Teachers P.T.O. Funds students in referrals,

to BMS participating, STAAR, iStation,

*Schedule HS-K Orientation with parents/students Grades AIMSWeb

*HS-K Round-up

*Local Pre-school students tour BES in spring

*Schedule 5th Grade Visit to BMS

*Band Orientation for 5th graders-held by BMS staff

*BMS will schedule a parent meeting for 5th gr.

*Transfer documentation from Student

Achievement Committees from BE to BMS Staff Development

1. Provide faculty training for improved student Bierman, Finn, Harper, Moerbe, Title I funds, 8/14-5/15 Teacher/office 10% reduction

social awareness/behaviors with utilizing School-wide Climate & Discipline Comm., Time for training, documentation, in referrals,

expectations, Social Skills lessons, CHAMPS General lesson plan Observations STAAR,

(TC 4) format provided, AIMSWeb,

ESC XV iStation,

44


GOAL # 4: Brady Elementary School will foster a positive school climate where students and staff feel safe

and valued and are given the opportunity to be successful.

OBJECTIVE #2: During the 2014-15 school year, the Brady Elementary School staff will continue to strive to provide a safe, positive

environment for all students as evidenced by a 10% reduction in discipline referrals to the office.




1. Provide employee expectation & classroom manage- Bierman, Finn, Harper, All Staff Time for 8/14-5/15 Observations, STAAR, iStation,

ment training for all faculty and staff to foster a safe, training, Teacher/office AIMSWeb,

consistent, positive environment and help students deal BE Discipline documentation, 10% reduction

with emotional/social/academic issues (CHAMPS) Notebook, Grades in referrals

ESC XV

2. Enhance/implement school wide safety and train Bierman, Finn, Harper, All Staff Time for 8/14-5/15 Observation of Documentation

all employees---evacuation, lock down, fire, and training and Procedures, of incidents/

tornado drills; clipboard for emergency check out; practice Agendas, practice drills

safety handbook; Safety Assessment, school safety kit, Sign in sheets

visitors check in/out, locked exterior doors, locked

doors when rooms are vacated, telephone tree, campus

safety audit, Crisis Team---training and practice

3. New staff will participate in a community Bierman, Finn, Harper, All Staff, Time for Tour 8/15/14 Sign-in, STAAR, iStation,

bus tour to become more aware of our students’ Hagan Agenda, AIMSWeb,

neighborhoods Observations 10% reduction

in referrals

4. Continue Social Skills and School Wide Expectation Bierman, Finn, Harper, All Staff, Time for training, 8/11-5/15 Observations, STAAR, iStation,

Training Climate & Discipline Committee BE Discipline Teacher/office AIMSWeb,

Notebook documentation 10% reduction

in referrals

45


Responsible Needed Formative Summative 5. Utilize Educator’s Handbook to collect & analyze Bierman, Finn, Harper, All Staff Title I funds 8/11-5/15 Ed. Handbook STAAR, iStation,

Discipline data: time, place, offense, action, etc. Reports, AIMSWeb,

(TC 2d) Observations 10% reduction

in referrals

6. Coordinate interagency communication Bierman, Finn, Harper, Moerbe Law Enforcement, 8/14-5/15 Teacher/office Documentation,

and cooperation through a variety of strategies Families First, documentation, 10% reduction

(use of School Resource Officer as needed) Casa Care, Grades in referrals,

Haven, CPS STAAR, iStation,

AIMSWeb

7. Update and maintain Crisis Team and Handbook Bierman, Finn, Harper, Moerbe, Time to train, 8/14-5/15 Meeting Notes, Crisis Plan,

Crisis Team Representatives Crisis Handbook Observations Incident

Documentation

8. Attend available workshops for Crisis Bierman, Finn, Harper Crisis ESC XV 8/14-5/15 Workshop Agenda Crisis Plan,

Prevention Training (CPI) Team Representatives, CPI and Certificates Documentation

Team, Sammy Crouch of Incidents

9. Faculty and Staff Training on Child Abuse Bierman, Finn, Harper, Moerbe Time for Training 8/14 Meeting Agendas, 10% reduction

Awareness and Reporting All Faculty and Staff Employee Handbook Sign-in Sheets in referrals,

STAAR, iStation,

AIMSWeb

10. Health Education for all students will be provided Bierman, Finn, Harper, Francis, Scheduled Time 8/14-5/15 Observations, 10% reduction

through P.E. and Science Classes Powell, All Science Teachers Grades in referrals,

STAAR, iStation,

AIMSWeb

12. Continue the Student Council consisting of Bierman, Finn, Harper, Pilgrim, Student Council 8/14-5/15 Meeting Agendas 10% reduction

4th and 5th graders Watson Funds in referrals,

STAAR, iStation,

AIMSWeb

46




OBJECTIVE #3: By May 2015, Brady Elementary School will implement a school wide discipline management plan that involves

parents, students, teachers, support staff, and administrators in the discipline process, resulting in a 10% reduction in discipline referrals in

the office.




1. Continue the following classroom management Bierman, Finn, Harper, Moerbe, Discipline Note- 8/14-5/15 Teacher/office STAAR, iStation,

plan: All Teachers book documentation, AIMSWeb,

*Specific, written school-wide and classroom rules Grades 10% reduction

/procedures that are taught and practiced regularly in referrals

*Teacher will keep a cumulative record of

each student’s discipline (behavior)

*A written plan for behavior improvement

and appropriate consequences that include a

verbal reminder, cooling off, detention, and with-

holding special privileges

2. Continue discipline intervention steps with the Bierman, Finn, Harper, Moerbe, 8/14-5/15 Teacher/office STAAR, iStation,

following levels: All Teachers documentation, AIMSWeb,

*Teacher and student will attempt to resolve the Grades 10% reduction

problem with an oral or written plan and logical in referrals

consequences, practice academies, etc.

*The teacher will notify the parent after 2-3

incidents and will arrange a parent conference

If behavior continues after the parent has been

notified, the student should be referred to the office.

In cases of extreme or continued misbehavior, the

principal/assistant principal should be notified.

47



3. Review, train, and establish procedures that Bierman, Finn, Harper, CPI Training and 8/14-5/15 Teacher/office STAAR, iStation,

support the Texas Behavior Support Initiative All Faculty and Staff Materials, ESC XV documentation, AIMSWeb,

*CPI Grades 10% reduction

*Classroom Management Training---proactive in referrals

stance, causes of misbehavior, consequences

(CHAMPS, etc.)

4. When appropriate, refer students to counseling Bierman, Finn, Harper, Moerbe, Discipline Record, 8/14-5/15 Teacher/office STAAR, iStation,

Services, SAC, SRO, and coordinate efforts with SAC, All Teachers Referral Forms documentation, AIMSWeb,

social service agencies in the community Grades 10% reduction

in referrals

48




OBJECTIVE #4: During the 2014-15 school year, the Brady Elementary School staff morale will increase as evidenced by the staff

survey.

ACADEMIC EXCELLENCE INDICATOR: NA


Responsible Needed Formative Summative 1. Faculty Meetings Bierman, Finn, Harper Activity Funds 8/14-5/15 Observations Staff Survey

*Door Prizes and Refreshments *Team Building

2. Hold Birthday Luncheons (Pot Luck) Bierman, Finn, Harper, Faculty/Staff Activity Funds 8/14-5/15 Observations Staff Survey

3. More direct & frequent opportunities for providing Bierman, Finn, Harper Time, Activity 8/14-5/15 Observations Staff Survey

input through the following: Funds

*Leadership Team

*New Teacher Chats

*Principal/Grade Level or Dept. Assignments

*Campus Leadership Team

*Subject Area Committees

4. Hold Special Activities/Events such as: Bierman, Finn, Harper, 8/14-5/15 Observations Staff Survey

*Adult Egg Hunt Sunshine Committee

*Christmas Party (Campus/District)

*Dress Down, Stress Down

*Periodic Luncheons/Gatherings Activity Funds

*Periodic “Just for Fun” activities Activity Funds

*Monthly Social Committees Activity Funds

*Retreats for Training and Team Building Activity Funds

5. Professional Development/communication

discussed earlier in the plan.

49


GOAL # 5: By May 2015, the Brady Elementary faculty and students will proficiently utilize technology equipment

and applications specified by the TEKS for technology.

OBJECTIVE #1: By May 2015, the faculty and students’ needs will be assessed, equipment will be purchased/in working order, and

training will be implemented.

ACADEMIC EXCELLENCE INDICATOR: NA


Responsible Formative Summative

Analysis/Assessment 1. Use data to determine needs for technology Bierman, Finn, Harper, J. Fincher, Survey Results 11/14 STAR Chart to Lessons,

staff development All Teachers determine needs, Observations,

Training STAAR, iStation,

agendas/sign in AIMSWeb

Software/Equipment 1. Purchase additional hardware/repair hardware--- Bierman, Finn, Harper, M. Tarr Technology 8/14-5/15 Equipment Lessons,

(digital cameras, iPads, projectors, etc.) (TC 2c) Funds, Title I Inventory, STAAR, iStation,

Grades AIMSWeb

Instruction 1. Teach TEKS to students during computer classes Bierman, Finn, Harper, Coston, TEKS, Software 8/14-5/15 Student Projects, STAAR, iStation,

and follow-up/integrate skills learned into regular J. Fincher, All Teachers Lesson Plans, AIMSWeb

classrooms for assignment/project completion Grades

(keyboarding included)

2. Use content from math, ELA, science, social Bierman, Finn, Harper, Coston, TEKS 8/14-5/15 Student Projects, STAAR, iStation,

studies TEKS for content while teaching technology J. Fincher, All Teachers Lesson Plans, AIMSWeb

TEKS in the computer classes (Study Island Grades

used during some computer classes to reinforce

Curriculum)

50



3. Utilize open computer lab for research, reinforcement Bierman, Finn, Harper TEKS, Software, 8/14-5/15 Grades, STAAR,

of TEKS, word processing/report projects, AR, J. Fincher, All Teachers Technology Funds Lessons, AIMSWeb,

Study Island Lab sign in iStation

4. Utilize classroom computers, laptops, and iPads Bierman, Finn, Harper, computers, iPads, 8/14-5/15 Grades, STAAR, iStation,

to enhance instruction for student engagement J. Fincher, All Teachers Title I funds Lessons AIMSWeb

(TC 2d)

5. Utilize Computers On Wheels (C.O.W.s) in all 4th Bierman, Finn, Harper, laptops, carts, 3/14-5/15 Grades, STAAR, iStation,

and 5th grade classrooms; 2 C.O.W.s for 3rd grade to M. Tarr, 3rd-5th Teachers Technology Funds Lessons AIMSWeb

share to enhance instruction for student engagement,

research, reinforcement of TEKS, projects, etc.

Staff Development 1. Train faculty to utilize equipment and become Bierman, Finn, Harper, ESC XV, 8/12-5/15 Lessons, STAAR, iStation,

proficient with recommended technology applications J. Fincher, All Teachers Time Student AIMSWeb,

(spreadsheets; Gradebook-hints, School Web Pages, Projects, Student Projects

iPads, Photo Scanning, Active Boards, sharing tools, Observations,

Thinking Maps, Eduphoria, databases, Grades,

Photo Scanning, Educator’s Handbook, Agendas,

digital camera, software and web-based Sign ins

programs-Study Island, AIMSWeb, AR, iStation,

TTM, Imagine Learning, etc.)

51


GOAL # 6: By 2014-15, all students* will be taught by highly qualified professionals and assisted by highly

qualified paraprofessionals. (continued 100%)

OBJECTIVE #1: By May 2015, highly qualified professionals will teach 100% of all classes, and 100% of the professionals and paraprofessionals will receive

high-quality professional development.






1. Provide high quality and ongoing staff development Bierman, Finn, Harper, All Teachers Title I Funds, 8/14-5/15 Lesson Plans/ STAAR,

based on student and campus needs (ex. School Local Funds Observations, AIMSWeb,

Improvement Conference, etc.) Grades iStation

(See Staff Development section included in Goal 1 and 5

pertaining to math, writing, reading, science, social)

studies, and technology) (TC 4)

2. Provide training and collaboration time for teachers Bierman, Finn, Harper, All Teachers Time for Analysis, 8/14-5/15 Planning STAAR,

to review/analyze data and make decisions concerning Lesson Study, Documentation AIMSWeb,

student performance, instruction, TEKS (campus and ESC XV, iStation

individual student performance) Eduphoria

*SAC Meetings Training, etc.

*STAAR Analysis

*Grade Level Planning Meetings (weekly)

*Periodic Meetings with grade level above and below

*New Teacher Chats

*Leadership Team

*Quarterly Vertical Alignment Committee Meetings

*Training included in previous Goals in this CIP.

*Student Review Workshops

52


Responsible Needed Formative Summative *Analysis of parent surveys, faculty input, 8/14-5/15

student progress, program data

3. Provide training to review/update policies, Bierman, Finn, Harper, All Time for 8/14-5/15 Heighten STAAR,

procedures, Sexual Harassment, Conflict Resolution, Teachers and Paraprofessionals, Training Awareness, AIMSWeb,

discipline, classroom management, Crisis Plan, as applicable Consistent iStation

all Program Services (identification, placement, Procedures,

services, exit, furlough, etc.)---GT, 504, Special Ed., Documentation,

Migrant, Homeless Criteria, Dyslexia Program, ESL, Grades

Tiered Instruction, SAC, Interventions, RTI, etc.

4. Increase number of teachers with ESL certification Bierman, Finn, Harper, Teachers Funds for Fees 8/14-5/15 Number of STAAR, iStation

to better meet the needs of ELL students ESL Cert. AIMSWeb,

5. Hire and retain high quality professionals Bierman, Finn, Harper, All new ESC XV, 8/14-5/15 Retention in the STAAR,

*New staff orientation will be held at teachers (to district/profession), Time for district/profession AIMSWeb,

at the campus levels Mentors, All Teachers Meeting Observations, iStation

*Beginning teachers will be assigned a mentor Lessons

*Teachers new to the district will be assigned

a mentor

*Support meetings for new staff

*Principals hold Student Review Workshops

with teachers

6. Ensure that paraprofessionals hired on or before Bierman, Finn, Harper Employee 8/14-5/15 Employee STAAR,

Jan. 8, 2002, meet the NCLB requirements within Records Records AIMSWeb,

4 years and that those hired on or after Jan. 9, iStation

2002 have completed at least 2 yrs. of study at

higher ed. institution or obtained an associates’

degree or demonstrate knowledge of reading,

writing, and math on an academic assessment

7. Provide need-based training for paraprofessionals Bierman, Finn, Harper, All ESC XV 8/14-5/15 Observations, STAAR,

*Discipline and school climate Paraprofessionals, Ross, Watson Sign-ins, AIMSWeb.

*technology BE Lab Agendas iStation

*attend Regional Academy

*Reading and Math Strategies and Techniques

53

BRADY ELEMENTARTY CAMPUS IMPROVEMENT PLAN

GOAL # 7: Brady Elementary students will receive appropriate intervention assistance and Special Education

assessments and services in a timely manner.

OBJECTIVE #1: By May 2015, 100% Special Education students (and all other students) will receive appropriate interventions in a

timely manner and progress will be monitored and an appropriate alignment of eligibility, services, goals, and state testing level will be

insured.

ACADEMIC EXCELLENCE INDICATOR #1: N/A


Responsible Needed Formative Summative 1. Enhance specific procedures for the following to Bierman, Finn, Harper, Moerbe, Time for Planning/ 8/12-5/15 Accurate Records, STAAR,

insure appropriate alignment of assessments/eligibility/ Coop Diagnostician Training, ESC XV of Spec. Ed. AIMSWeb,

services/state testing/etc.: system, Grades iStation

*transfer students to BE

*withdrawal from BE

*referral to Special Education---RTI

*re-evaluations

*efficient/effective schedules

*LRE for each student

*Alignment of eligibility, services, goals, state

testing

*track and monitor individual student progress

*enhance all teachers’ knowledge of assessments/

accommodations

2. Continue to enhance our Student Achievement Bierman, Finn, Harper, Moerbe, Time for Meeting 8/12-5/15 Documentation, STAAR,

Committee to ensure that students receive appropriate SAC Members Observations, AIMSWeb,

services in a timely manner (appropriate interventions, Continue iStation

progress monitoring, and follow-up); RTI documentation Reduction in

Spec. Ed.

referrals

54


Responsible Needed Formative Summative 3. Continue and enhance use of progress monitoring Bierman, Finn, Harper, SAC, AIMSWeb, 8/12-5/15 Documentation, STAAR,

tool (AIMSWEB, iStation, TTM) Special Program Teachers, PK-5 Training, Title I Progress Mon. AIMSWeb,

Tier II-monthly; Tier III-bimonthly (TC 2d, 9) Teachers Funds Data iStation

Staff Development 1. Provide training for above procedures to ensure Bierman, Finn, Harper, All Time for Training 8/12-5/15 Documentation, STAAR,

systematic and timely implementation (Series of review Teachers Progress Mon. AIMSWeb,

sessions throughout the year for all teachers--- Data, Sign ins iStation

Tiered Instruction, Progress Monitoring, etc.) Agenda

2. Provide training addressing use and documentation Bierman, Finn, Harper, All Time for Training 8/12-5/15 Documentation, STAAR,

of modifications/accommodations in the Teachers, Moerbe Sign in, Agenda AIMSWeb,

in the regular classroom iStation

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Brady Elementary School

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