2015-2016 - humble independent school district · 2015-2016 pine forest elementary school (humble...

Campus Strategic Improvement Plan

Humble, TX 77346

T. J. Hall, Principal

Shannon Lalmansingh, Assistant Principal

101-913-111

Pine Forest Elementary School19702 West Lake Houston Pkwy

Humble Independent School District, Humble, Texas

2015-2016

Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm

Our purpose is to nurture life-long learners by providing real-life connections in a safe and dynamic environment with rigorous and relevant learning opportunities

where students and staff achieve their fullest potential to become respectful, self-motivated members of society.

MISSION

P - Parental Involvement

A - Academic & Affective Educational Opportunities

N - Nurturing Climate

T - Teachers recognizing individual learning styles and differentiating instruction

H - Helping students to take an active role in their learning

E - Expectations set for students to perform at utmost potential

R - Relationship building and positive connections with students and PFE families

S - Successfully continue to utilize student monitoring systems to personalize learning

VISION

NEEDS SUMMARY

The Comprehensive Needs Assessment (CNA) was conducted as part of the planning and decision-making process. Data were analyzed to address areas

including: demographics, student achievement, school culture and climate; staff quality, recruitment and retention; curriculum, instruction and assessment; family

and community involvement; school organization and technology. The following summary addresses the key findings and needs to be addressed.

Goal 1:

s Science: Increase student engagement and understanding of science concepts.

s Multiple Academic Subjects: Infuse technology into everyday best practices for grades K-2.

s RELA: Increase skill specific small group reading instruction.

s Math: Increase the rigor, relevance and learner engagement in the classroom to ensure student's successes in math.

s Multiple Academic Subjects: Increase instructional vertical alignment across grade levels in core subjects.

s Multiple Academic Subjects: Utilize and sustain a tracking system to personalize learning for all students K-5

s Multiple Academic Subjects: PFE will ensure students demonstrate yearly added academic growth that leads to post -secondary and/or career readiness through

benchmark assessments, campus based assessments, STAAR, and IStation/HILS by June 2016.

Goal 2:

s Parent Involvement: Increase parent involvement and community support

s Parent Involvement: Continue to provide mentoring for at-risk students through our positive community partnership with Kids Hope USA mentoring program.

Goal 3:

s Safety/Security: Revise campus plan to prepare staff to respond in crisis situations.

Campus Strategic Improvement Plan (101-913-111)


Goal 3:

s Behavior (Conduct): Provide staff professional development, discipline plan, resources and feedback to ensure consistency of campus -wide PBIS

implementation.

s Behavior (Conduct): Provide students with consistent campus, grade level and classroom incentives to reinforce positive behaviors and decision making.

s Behavior (Conduct): Provide appropriate student supervision in all school settings.

s School Climate: Provide staff with a method to share concerns and celebrations.

s School Climate: Provide staff with personal recognition and opportunities to build positive relationships with administration and fellow staff members.

Goal 4:

s Attendance: To have students arrive to school on time to ensure they are not missing instruction time.

s Attendance: Reduce the number of student tardies to ensure students are at school and ready to learn when instruction begins.



SCORECARD

Student Achievement Service People Finance

Prepare students to be

college and career ready

Provide quality service to

internal and external

Provide a quality work

environment so every

employee can perform at the

highest levels

Create efficiencies at all

levels of the organization

Measurable Objectives

Increase the percentage of

students making adequate or

above adequate progress as

measured by iStation

from 79.5% to 80.3%

Decrease achievement gap for

economically disadvantaged

students.

from 55% to 56%

Increase mean for parent

satisfaction survey

from 4.33 to 4.33

Maintain participation in the

parent survey (return rate)

239 participants

Increase the mean on the

Employee Engagement Survey

from 3.75 to 3.85

Increase the retention rate for all

employees

from 91.9 to 92.4

Increase student attendance to

> 96.3%

Maintain a yearly unassigned

general fund balance between

17% (60 days) and 25% (90 days)

of total operating expenditures

*

*

* *

*

*

*

*





Finance




highest levels

People



Service



Student Achievement

Progress Monitoring

* Review progress reports and

report cards.

Monitor benchmarks, check

points, and CBA data.

Monitor/track iStation data

monthly.

* Teachers will maintain class data

binders to track student data.

* Implement team approach using

ALTS and Interventionists to

provide push in support for

RTI/At-Risk students weekly.

* Utilize social media accounts and

school website.

* Review PTA membership and

volunteer logs.

* Attendance at academic parent

nights.

* Review 2014-15 Employee

Engagement Survey results.

* Attendance employee rates.

* Staff feedback.

* Staff Questionnaires.

* Review Snags & Brags

Anonymous feedback.

* Student Attendance reports.

APC data.

* Review budget reports.





Finance




highest levels

People



Service



Student Achievement

Strategic Actions

* Every 4 1/2 weeks conduct

student wellness meetings at PLC

and in Leadership meetings.

* Provide teachers extended

planning time every other week to

develop lessons that differentiate

student needs.

* Promote parents/guardians and

community social and academic

events and accomplishments

using social media and school

website.

* Increase PTA membership by

using classroom incentives.

* Create a parent/teacher team

approach to provide effective

student support at home and

school by coordinating academic

nights in Math, Science, and

Writing.

* Provide survey feedback

opportunity in August for staff

recommendations.

* Provide staff instructional and

affective feedback through CIRs,

CWTs, Observations, and

Panther "Shout-Outs."

* Providing a system for staff to

communicate concerns and

celebrations anonymously, i.e.

Snags & Brags Box.

* Provide opportunities for staff to

give input in

decision-making/problem solving

at PLC, Committee meetings,

team leader meetings, etc.

* Reaching out to families of

students with attendance

concerns.

Creating attendance intervention

plans for students with 5

unexcused absences.

* Using staff input, prioritized

necessary instructional resources.

* Review campus budget monthly

to monitor expenditures.

* Provide positive student

attendance incentives.



Goal 1: Prepare students to be college and career ready

Objective (SMART Goal):

* Decrease achievement gap for all economically disadvantaged students as measured by state assessments using the current passing standard

from 55% to 56%

* Increase the percentage of students making adequate or above adequate progress as measured by iStation

from 79.5% to 80.3%

* Grade 5 Science STAAR scores will increase 5% in reporting category 3 (the student will demonstrate an understand components, cycles, patterns and

natural events) and reporting category 4 (the student will demonstrate an understanding of structures and functions of living organisms and their

interdependence on each other and their environment)

* Grades 3-5 Math STAAR scores will increase 5% in each of the following: Reporting Category 3 Geometry and Measurement and Reporting Category 4 Data

Analysis and Personal Financial Literacy.

* Provide vertical planning opportunities with grade level teams on both early release and professional development days .

* Utilize and sustain a student data tracking system for both teachers and students to encourage differentiation and goal setting.

* Provide students hands-on technology-infused instruction a minimum of 40 minutes per week.

* Provide weekly skill-specific small group instruction in Reading (minimum of 4 times per week) and in Math (minimum of 3 times per week).

* Grades 3-5 Reading Language Arts STAAR scores will increase by 5% in all reporting categories.

* Grade 4 Writing STAAR scores will increase 6% in all reporting categories.

# Strategies and Action StepsPerson(s)

ResponsibleEvidence of Implementation

Evidence of Impact

(Formative/Summative)

1 classroom

teachers

science

specialist

(F) Checkpoints and Benchmark

Assessments

(S) STAAR

Eduphoria/lesson plans

word walls

notebook samples

Go Green club meetings

Ecobots club meetings

school gardens

Increase best practices in science instruction (i.e.

interactive science notebooks, word walls,

hands-on science experiments/activities, and

extracurricular science club opportunities)

Resources: Local $200; PTA $200Timeline (Interval): Aug 2015 - May 2016 (Ongoing)

2 Classroom

teacher

Interventionist

(F) Istation scores (MOY)

DRA

Unit Checkpoints results

(S) Istation scores (EOY)

DRA

EOY Math Assessment

First in Math Usage Reports

Istation Usage Reports

Provide computer based instruction, ie First in

Math and Istation, to students during specials

rotation.

Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)






Evidence of Impact


3 Math ALT

Classroom

Teachers

Interventionist

(F) Unit Checkpoints

Cumulative Checkpoints

(S) STAAR

EOY Math Assessment (K-2)

Eduphoria/Lesson plans

Student Notebooks

Observation

Incorporate a structured small group component

into math instruction weekly, i.e. Math Daily 3.

Resources: Local $250; PTA $200Timeline (Interval): Aug 2015 - May 2016 (Ongoing)

4 ALTS

ELT

Science

specialist

(F) checkpoints

benchmark assessments

(S) STAAR

Eduphoriavertical teams collaboration provided on early

release/professional developments days.


5 RELA ALT

Interventionist

Classroom

teacher

(F) DRA scores (MOY)

Guided Reading Levels

Fluency

(S) DRA scores (EOY)

CIRs

Eduphoria Lesson Plans

Running Records

small group anecdotal notes

(clipboards)

Data boards

Provide professional development to teachers on

determining what skill weaknesses exist for their

students using multiple sources of data i.e.

Istation, running records, anecdotal notes.

Professional development on the Daily 5 model.


6 RELA ALT

Math ALT

Science

Specialist

Classroom

Teachers

(F) Unit Checkpoints

Cumulative Checkpoints

I-Station

(S) STAAR

Eduphoria/Lesson PlansProvide an Extended Planning Time for each

team. During this time, the teams will work with

the RELA ALT, Math ALT and Science Specialist

to plan rigorous, relevant and engaging lessons

using the district provided curriculum.


7 classroom

teachers

students

(F) Checkpoints and benchmark

assessments

(S) STAAR

Data tracking system including data

from multiple sources (i.e. checkpoint

assessments, running records, STAAR

data) for each student.

Student goal setting

Utilize student data tracking system for both

teachers and students to encourage

differentiation and goal setting.







Evidence of Impact


8 Classroom

Teachers

RELA ALT

(F) District benchmarks

Campus checkpoints

Common assessments

(S) STAAR


Writing samples

A classroom teacher from each grade level, K-5,

will attend the four day Writing Academy training

to vertically align personal narrative writing,

expository writing, and revising/editing instruction

on campus.


9 RELA ALT

Math ALT

Science

Specialist

Classroom

Teachers

(F) District benchmarks

Campus checkpoints

Common Assessments

(S) STAAR


CIR rubrics

Student notebooks

Provide professional development on Curriculum

Instructional Rounds and Lead4ward's High-yield

strategies during PLC to increase the rigor,

relevance, and student engagement in

classrooms.


10 Counselor

Fifth Grade

Teachers

Assistant

Principal

Principal

(F) Interest Inventories

(S) Summative project within each

of the fifth grade classrooms.

Schedule of Field Trips on School

Calendar

Our fifth graders will tour RICE University and the

CATE center within Humble ISD. The grade level

will be split into three

sections for greater access to specific areas

within the guided tour for RICE University.

Resources: Education Foundation $650Timeline (Interval): Oct 2015 - May 2016 (Ongoing)

11 Teachers

Counselor

Administration

(F) Common Assessments with

regard to college and career

readiness activities.

(S) Summative projects within each

grade level.

-Schedule of Guidance Lessons

-Monitor implementation and training of

programs and adjust as needed

-Schedule of workshops and parent

nights

-Increased # of students meeting

college readiness standards on STAAR

-PFE Website and PF Flyer (Parent

Newsletter) publications

Create a college-bound/career readiness culture

where students are well equipped and prepared

for their future through systematic

communication for college and career-readiness

assessments and processes. Educational

opportunities (i.e.: College Fair, Career Day,

Junior Achievement, Career Interest Inventories,

Drive of Your Life, and Paws in Jobland/Bridges,

Guidance lessons using Paul Tough's principles

on how children succeed and Why Try Lessons)

for students and parents on the importance of

higher education.

Resources: Local $200; PTA $200Timeline (Interval): Sep 2015 - May 2016 (Ongoing)






Evidence of Impact


12 Counselor

Administration

(F) Discipline Data

(S) Discipline Data

Calendar of performancesProvide a character education program

presented by ventriloquist Dennis Lee.

Resources: PTA $1,275Timeline (Interval): Oct 2015 - Oct 2015 (Ongoing)

13 Counselor

Administration

(F) Needs Assessments from

students and staff

(S) End of year survey on

comprehensive counseling program

Conference Evidence of Attendance

Guidance Lesson Implementation

Small Group/Individual Counseling Logs

Counselor attends the Texas Counseling

Association School Counseling conference to

obtain innovative strategies for addressing

diverse student and staff needs on campus.

Resources: Local $500; Education Foundation $250Timeline (Interval): Dec 2015 - Feb 2016 (Ongoing)

14 Leadership

Team

(Administration,

Counselor,

ALTS,

ELT, LT)

ALTS

Club Sponsors

(F) Check points with students

(S) Yearly discipline data

Website

Faculty Meeting Agendas

Club Student Rosters

Pictures posted on PFE

Webpage

Professional Development

Plans

Provide extra-curricular opportunities for student

involvement and service learning opportunities,

i.e. Student Council, Math

Olympiads, Destination Imagination, Ecobots, Go

Green, Honor Choir, Gardening Club, and

Panther P.A.L.s. and No Place for Hate Crew.

Resources: Local $800Timeline (Interval): Aug 2015 - May 2016 (Ongoing)



Goal 2: Provide quality service to internal and external customers


* Increase mean for parent satisfaction survey from 4.33 to 4.33

* Maintain participation in the parent survey (return rate) 239 participants



Evidence of Impact


1 Counselor

Administration

Logs of Cookies with the Counselor

Chats and sign-in sheets

(F) Needs Assessment for Parents

(S) Parent Surveys

"Cookies with the Counselor" Chats for parents -

ongoing discussions of guidance topics related to

anti-bullying, character

education, and academics goal setting/success.

Timeline (Interval): Sep 2015 - May 2016 (Ongoing) Resources: Local $200

2 Counselor

Administration

Logs of mentoring sessions

Logs of community and parent visitors

to campus for the programs

(F) Decrease in Office Referrals

(S) Yearly Discipline Data

Counselor will establish a new mentoring

program on campus called "Watch D.O.G.s"

(Dads of Great Students). The counselor will

continue to provide mentoring programs for our

students through a community partnership with

Kids Hope USA and the PFE staff to student

mentoring program.

Timeline (Interval): Aug 2015 - May 2016 (Ongoing) Resources: Local $200; Education Foundation $700



Goal 3: Provide a quality work environment so every employee can perform at the highest levels


* Increase the mean on the Employee Engagement Survey from 3.75 to 3.85

* Increase the return rate for all employees from 91.9 to 92.4

* 100% of PFE staff will promote a consistent, positive school culture that is student-centered utilizing the PBIS framework and Why Try curriculum to decrease

student office level referrals and disruptions by 3% by June 2016.

* Through the work of the CARE committee led by staff members, provide monthly faculty perks, recognition and opportunities for relationship-building.

* Promote open communication and input to increase staff ownership and collaborative problem solving.



Evidence of Impact


1 Administration

Counselor

PBIS

Committee

Staff

Professional Development Records-

Eduphoria

Creation of PBIS Binder for staff

Observations

(F) Ongoing Observations/Feedback

in all settings

(S) End of year discipline data

(decrease) and "Good Letter"

recognition (increase)

Provide staff professional development, discipline

plan, resources and feedback to ensure

consistency of campus-wide PBIS

implementation.

Timeline (Interval): Aug 2015 - Jun 2016 (Ongoing) Resources: Local

2 Principal Box placed in shared location (F) Brags & Snags communicated

verbally and in writing with staff as

submitted

(S) Employee Engagement Survey

Provide staff with a centrally-located box for

ongoing feedback in the form of "Snags(concerns

with suggestion for improvement) &

Brags(celebrations)".


3 Administration

Counselor

Leadership

Team

CARE

Committee

Monthly Meetings Noted- Groupwise

Calendar and Agenda submitted

Pictures of Special Events

(F) Staff collaboration,

feedback/emails, and positive

attitudes

(S) Employee Engagement Results

Provide monthly CARE Committee meeting to

plan special events, dress-up days, staff

recognition and faculty perks.

Timeline (Interval): Aug 2015 - Jun 2016 (Monthly) Resources: Local






Evidence of Impact


4 Administration

Staff

Feedback Sheets (F) Ongoing staff conversations &

Summatives

(S) Employee Engagement Survey

Provide staff an opportunity to share feedback

regarding their role at PFE and their needed

resources ... i.e. Staff Preference Sheet &

Summative Questionnaire




Goal 4: Create efficiencies at all levels of the organization


* Increase student attendance to > 96.3%

* Maintain a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures



Evidence of Impact


1 Registrar

AP

Classroom

Teachers

9 Week Attendance Reports (F) 9 week improvements in

attendance based on eSchool

reports

(S) Increased percentage of

students in attendance.

Provide students with perfect attendance and

limited tardies recognition and awards each nine

weeks.

Timeline (Interval): Aug 2015 - Jun 2016 (9 weeks) Resources: Local



STATE REQUIRED ACTIONS




Evidence of Impact


1 Principal

Assistant

Principal

ALTs

(F) Increase in CIR rigor, relevance,

and learner engagement data in

summary reports

(S) Improved student performance

and teacher understanding

* Course entry in Eduphoria

* PD sign-in sheets and evaluations for

focused 9 week sessions

Build teacher awareness of and build capacity for

performance indicators and technology

integration.

Resources: LocalTimeline (Interval): Jun 2015 - May 2016 (9 weeks)

2 Principal

ALTs

(F) Improved performance on

check-point assessments. DBAs,

and Mock STAAR Benchmarks

(S) Improved STAAR/EOC data

Team planningProvide targeted instruction and interventions to

address Federal System Safeguards (by subject

and subgroup).

Resources: LocalTimeline (Interval): Nov 2015 - May 2016 (Daily)

Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the

state student academic achievement standards.



Evidence of Impact


1 Principal

Interventionists

Counselor

(F) Improved at-risk performance on

check-point assessments

(S) Gap between at-risk and

non-at-risk student performance and

drop-outs reduced

# of FTEs assigned;

- 1.5 interventionist

Provide supplemental instruction/support and

timely interventions for students who are at-risk

of dropping out of school. (RtI support plans

created for academic and/or behavioral supports)

Resources: Local ; SCE $87,450Timeline (Interval): Aug 2015 - May 2016 (Daily)







Evidence of Impact


2 Principal

Dyslexia

Interventionist

(General Ed

and Special Ed)

(F) Progress Monitoring mastery

checks; improved Istation trends

Improved Benchmark scores

(S) Student growth between

Beginning and End of Year

Performance through multiple

measures (e.g., Istation, DRA,

Barton, Fluency, Comprehension,

spelling)

- Conduct needs assessment

- Dyslexia program evaluation

- Teacher and Advisory Committee

surveys

Implement a new district-wide instructional

framework for dyslexia instruction and timely

interventions for dyslexic students.

Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)

3 Principal

ELT

Classroom

Teachers

(w/Gifted

Students)

(F) Improved performance of G/T

identified students on district

assessments

- Benchmarks

- Grades

- Portfolios

(S) Improved performance of G/T

identified students on state

assessments

- Implementation of G/T 3 yr plan

- PD records

- PLC/Extended Planning Time (EPT)

minutes

- Student work samples

- Participation in district GT events

Provide challenging learning experiences using

differentiated instruction and incorporating

pacing, depth and complexity to enable gifted

and talented students to demonstrate

self-directed learning, thinking, research, and

communication.








Evidence of Impact


4 Principal

ELT

ESL Teachers

(F) Increase in student attendance;

success in core academics; meeting

expectations on check-point and

benchmark assessments

Benchmark scores, Report

card/progress report grades,

Teacher Data Binder

(S) Improved standardized test data

-TELPAS scores (K - 5)

-Staar Scores (3 - 5)

-Grade level benchmark guidelines

(K - 2)

All evidenced in end of the year

LPAC

- Professional development records

- FTEs assigned (if applicable)

- SIOP Training Records

- PLC Agenda

- ELT Intervention Log


timely interventions for students who are Limited

English Proficient.


5 Principal

Special Ed

Interventionists

Classroom

Teachers w/

Special Ed

students

(F) Improved performance of special

education students on district

assessments

IEP Updates/Grades

(S) Improved performance of

special education students on state

assessments

- Training for SB1196 (Behavior

Support) and SB1727 (support for

general education teachers who instruct

special education students) completed

- PD records


timely interventions for Special Education

students.




Goal 1 (Health): Provide a Coordinated Health Program



Evidence of Impact


1 PE Teacher (F) Check-point fitness

assessments

(S) Increasing percentage of

students meeting all six standards

on the FitnessGram Assessment

FitnessGram data analysis used to

design PE lessons

Ensure students participate in moderate to

vigorous physical activity


2 Teachers

PE Teachers

(F) Health and PE lessons aligned

with SHAC recommendations

(S) Health and PE lessons aligned

with SHAC recommendations

Lesson plansImplement recommendations made by the local

School Health Advisory Council (SHAC).





Evidence of Impact


1 Principal (F) Annual Results

(S) Year-over-year comparison

demonstrates improvement

- Parent Survey instrument and results

reported

- Action plan for improvement

Conduct a parent satisfaction survey and

communicate the results

Timeline (Interval): Spring 2016 (Annually) Resources: Local






Evidence of Impact


2 Counselor

Assistant

Principal

Principal

(F) Reduced discipline referrals,

improved grades, increased

attendance rates


demonstrates reduced discipline

referrals, improved grades,

increased attendance rates and

improved retention rates

- Social skill instructional plans

- Conflict Resolution professional

development records

Implement strategies for conflict resolution.

Inform students and parents on

proactive/assertive methods to address

Bullying:

- Counseling Program: Guidance Lessons,

Individual and Group Counseling

- Be the Change Week

- Online Link for teachers and parents to refer

students to the counselor

- Parent Night on Anti-Bullying: Brochures,

Booklets, and PFE Website Information

- Coffee Chat with the Counselor: Bullying

Resources: LocalTimeline (Interval): Aug 2015 - Spring 2016 (Daily)

3 Principal (F) Reduced discipline referrals,


attendance rates




increased attendance rates, and


- Making Connections professional

development records

Implement discipline management strategies.


4 Counselor

Principal



attendance rates






- Red Ribbon Week activities

- Individual and group counseling logs

Implement strategies for drug awareness and

prevention.

Resources: PTA $200Timeline (Interval): Aug 2015 - May 2016 (Daily)






Evidence of Impact


5 Counselor

Principal



attendance rates






- Provide annual professional

development for all staff

- Individual and group counseling logs

- Logs of emergency conferences with

parents

Implement strategies for suicide prevention


6 Principal (F) Reduced discipline referrals,


attendance rates






- Social skills instructional plans

- Conflict Resolution professional

development records

Implement strategies for violence prevention and

intervention







Evidence of Impact


1 Principal (F) Interval results


demonstrates improvement

- Employee Engagement Survey

instrument and results reported

- Action plan for improvement

Conduct employee engagement survey and

communicate results

Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Biannually)

2 Principal (F) 100% of teachers are Highly

Qualified throughout the year

(S) 100% of teachers are Highly

Qualified

Highly Qualified Report submitted by

HR to TEA

Ensure instruction is provided by Highly Qualified

teachers

- HR is contacted before staff are hired or moved

to new positions to ensure the teachers meet

Highly Qualified criteria

- Teacher mentoring program used to support

new teachers

Resources: LocalTimeline (Interval): Aug 2015 - Jun 2016 (Daily)

3 Principal (F) Evaluations of training sessions

(S) Improved teacher performance

and student understanding

List of training attended (including

training related to the identification of

learning and academic difficulties)

Provide high quality and ongoing professional

development for teachers, principals and

paraprofessionals (as determined by the SBDM

committee).


4 Principal (F) Evaluations of training sessions

(S) Improved administrator

performance

- Professional development recordsStaff are knowledgeable of how to integrate the

use of technology in administrative programs


Goal 4: Create efficiencies at all levels of the organization



Evidence of Impact


1 Principal (F) Improved monthly attendance

(S) Improved annual attendance

Communications, notices, agendasCommunicate the importance of student

attendance

Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Monthly)



SYSTEM SAFEGUARDS

Math - All Students (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required

Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).

This organization has no System Safeguards to address.

Math - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required



Math - Hispanic (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required



Math - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required



Reading - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required



Reading - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required



Writing - Economically Disadvantaged (Performance Status - State) is being addressed through Goal 1.1 Line #8

A classroom teacher from each grade level, K-5, will attend the four day Writing Academy training to vertically align personal narrative writing, expository writing,

and revising/editing instruction on campus.



% of

Students

# of

Students

% of

Students

% of

Students

# of

Students

%of

Students

# of

Students

# of

Students

Demographics

Students and Programs

Other

White

Hispanic

African-American

Total

Title I

Special Education

Gifted & Talented

Bilingual & ESL

At-Risk

Limited English Proficiency

Economically Disadvantaged

# of

Students

% of

Students

Pine Forest Elementary School

659 100.00

86 13.05

160 24.28

381 57.81

32 4.86

121 18.36

16 2.43

221 33.54

14 2.12

50 7.59

46 6.98

0 0.00

658 100.00

90

158

384

26

13.68

24.01

58.36

3.95

141

21

175

19

39

58

0 0

21.43

3.19

26.6

2.89

5.93

8.81

665 100.00

11.13

26.47

57.44

1.65

176

74

382

11

23.61

3.16

12.18

3.16

9.62

9.92

0.000

66

64

21

81

21

157

674 100.00

12.50

16.30

69.10

2.00

15.90

2.20

13.90

1.90

8.60

8.50

0.00

84

110

466

14

107

15

94

13

58

57

0

681

73

169

397

17

142

28

105

27

59

67

0

100.00

10.72

24.82

58.30

2.50

20.85

4.11

15.42

3.96

8.66

9.84

0.00

2014-20152013-20142012-20132011-20122010-2011

DEMOGRAPHICS



STAAR Math

% Achieving Phase-In 1, Level II or Above Passing Standard

Student Achievement 2011-12 2012-13 2013-14 2014-15

ALL

Black/African American

Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

85.53%

70.59%

77.03%

93.30%

-

83.33%

-

50.00%

67.27%

72.22%

40.00%

61.54%

69.23%

88.72%

85.58%

71.43%

81.48%

89.74%

-

100.00%

-

83.33%

74.32%

79.55%

100.00%

100.00%

75.00%

87.23%

87.16%

85.71%

84.42%

88.27%

-

100.00%

0.00%

100.00%

80.00%

80.65%

44.44%

53.85%

72.22%

91.37%

81.87%

83.63%

80.00%

65.00%

79.07%

86.02%

-

100.00%

50.00%

90.91%

64.79%

100.00%

100.00%

64.29%

62.79%

94.06%

88.48%

82.18%

87.57%

83.44%

89.77%

84.11%

% Achieving Phase-In 3, Advanced Passing Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

20.75%

2.94%

9.46%

25.77%

-

66.67%

-

40.00%

1.82%

2.78%

0.00%

0.00%

1.92%

24.44%

23.31%

8.57%

18.52%

28.21%

-

0.00%

-

25.00%

4.05%

11.36%

0.00%

9.09%

4.55%

26.24%

19.88%

7.14%

15.58%

22.96%

-

50.00%

0.00%

42.86%

6.15%

6.45%

11.11%

15.38%

4.17%

24.31%

21.45%

25.15%

17.50%

2.50%

16.28%

26.88%

-

50.00%

0.00%

27.27%

9.86%

28.57%

23.08%

21.43%

10.85%

28.22%

20.00%

20.69%

24.85%

21.66%

22.73%

16.56%

% Met Progress Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

50.92%

45.71%

50.62%

51.79%

-

0.00%

-

66.67%

48.65%

20.45%

0.00%

63.64%

45.45%

51.77%

39.76%

45.24%

36.36%

39.80%

-

50.00%

0.00%

42.86%

38.46%

41.94%

33.33%

38.46%

45.83%

38.04%

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

46.15%

56.05%

41.48%

37.75%

% Exceeded Progress Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

24.85%

20.00%

23.46%

27.18%

-

0.00%

-

16.67%

20.27%

2.27%

0.00%

18.18%

11.36%

26.95%

18.65%

21.43%

16.88%

17.35%

-

50.00%

0.00%

42.86%

16.92%

9.68%

33.33%

30.77%

27.78%

16.08%

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

21.30%

28.66%

19.89%

17.22%




Student Achievement 2011-12 2012-13 2013-14

ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

2014-15

87.15%

87.95%

86.78%

76.47%

85.33%

91.71%

-

83.33%

-

54.55%

74.55%

67.57%

33.33%

66.67%

72.22%

90.19%

89.26%

89.35%

89.17%

85.71%

80.25%

93.85%

-

100.00%

-

83.33%

77.03%

88.64%

75.00%

90.91%

75.00%

91.49%

86.50%

88.00%

84.77%

90.48%

78.95%

88.27%

-

100.00%

0.00%

100.00%

76.92%

70.97%

44.44%

61.54%

65.28%

92.52%

85.50%

88.30%

82.50%

72.50%

82.56%

89.25%

-

83.33%

50.00%

100.00%

69.01%

100.00%

100.00%

57.14%

68.22%

96.53%



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

23.51%

18.07%

25.86%

8.82%

14.67%

28.50%

-

50.00%

-

27.27%

10.91%

2.70%

16.67%

13.33%

3.70%

27.55%

26.69%

20.71%

33.12%

8.57%

17.28%

35.38%

-

0.00%

-

8.33%

8.11%

11.36%

0.00%

9.09%

11.36%

29.08%

23.31%

25.14%

21.19%

14.29%

18.42%

25.51%

-

75.00%

0.00%

42.86%

15.38%

16.13%

11.11%

15.38%

5.56%

28.35%

29.61%

31.58%

27.50%

12.50%

22.09%

36.56%

-

16.67%

0.00%

45.45%

18.31%

28.57%

30.77%

42.86%

14.73%

39.11%

STAAR Reading

% Met Progress Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

48.16%

40.83%

56.05%

45.71%

45.68%

48.72%

-

0.00%

-

75.00%

48.65%

29.55%

0.00%

36.36%

50.00%

47.87%

42.33%

43.43%

41.06%

47.62%

43.42%

39.80%

-

50.00%

0.00%

71.43%

44.62%

45.16%

33.33%

38.46%

58.33%

37.80%

48.04%

47.37%

48.75%

35.00%

47.67%

51.08%

-

33.33%

0.00%

63.64%

45.07%

42.86%

53.85%

64.29%

40.31%

52.97%

% Exceeded Progress Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

22.39%

18.93%

8.57%

24.69%

23.08%

-

0.00%

-

41.67%

16.22%

13.64%

0.00%

18.18%

22.73%

22.34%

26.11%

10.43%

8.57%

84.77%

11.90%

13.16%

9.18%

-

0.00%

0.00%

14.29%

12.31%

6.45%

22.22%

15.38%

20.83%

7.48%

20.85%

21.05%

20.63%

17.50%

17.44%

23.66%

-

16.67%

0.00%

18.18%

22.54%

14.29%

30.77%

35.71%

20.16%

21.29%



STAAR Science



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

89.29%

89.29%

88.52%

72.73%

78.95%

94.52%

-

100.00%

-

75.00%

72.73%

42.86%

0.00%

66.67%

62.50%

96.59%

23.21%

23.21%

22.95%

18.18%

10.53%

26.03%

-

40.00%

-

25.00%

9.09%

0.00%

0.00%

33.33%

0.00%

29.55%

84.62%

86.27%

83.33%

78.57%

71.43%

91.94%

-

100.00%

-

100.00%

70.59%

77.78%

33.33%

75.00%

72.73%

87.37%

22.22%

17.65%

25.76%

14.29%

14.29%

30.65%

-

0.00%

-

0.00%

5.88%

5.56%

0.00%

0.00%

9.09%

25.26%

88.68%

88.14%

69.23%

89.36%

84.00%

93.85%

-

100.00%

-

100.00%

77.27%

61.54%

-

100.00%

74.19%

94.67%

18.87%

22.03%

0.00%

14.89%

20.00%

23.08%

-

0.00%

-

0.00%

4.55%

0.00%

-

0.00%

0.00%

26.67%

80.73%

77.78%

57.14%

68.18%

89.39%

-

66.67%

-

100.00%

54.55%

83.33%

-

50.00%

60.53%

91.55%

17.43%

21.88%

11.11%

7.14%

9.09%

22.73%

-

33.33%

-

0.00%

9.09%

50.00%

-

0.00%

5.26%

23.94%

82.81%

STAAR Writing



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

75.47%

59.57%

84.62%

69.23%

70.97%

80.36%

-

0.00%

-

80.00%

53.85%

73.33%

0.00%

50.00%

50.00%

82.14%

7.55%

46.81%

9.23%

7.69%

6.45%

8.93%

-

0.00%

-

0.00%

3.85%

0.00%

0.00%

0.00%

0.00%

9.52%

70.19%

74.14%

65.22%

50.00%

62.50%

74.24%

-

-

-

100.00%

55.00%

53.33%

-

100.00%

55.56%

71.58%

0.96%

1.72%

0.00%

0.00%

0.00%

1.52%

-

-

-

0.00%

0.00%

0.00%

-

0.00%

0.00%

1.05%

74.53%

71.67%

78.26%

71.43%

68.18%

75.38%

-

100.00%

-

100.00%

61.11%

55.56%

75.00%

80.00%

60.71%

79.49%

3.77%

1.67%

6.52%

0.00%

0.00%

4.62%

-

0.00%

-

33.33%

5.56%

0.00%

0.00%

0.00%

0.00%

5.13%

70.59%

72.41%

68.85%

50.00%

64.10%

78.69%

-

100.00%

100.00%

66.67%

40.74%

40.00%

75.00%

83.33%

38.46%

86.25%

3.36%

3.45%

3.28%

0.00%

5.13%

3.28%

-

0.00%

0.00%

0.00%

0.00%

20.00%

0.00%

0.00%

0.00%

5.00%



PLANNING COMMITTEE

TJ Hall Principal

Shannon Lalmansingh Assistant Principal

Becky Norris Teacher

Kristi Felan Teacher

Carlos Intriago Teacher

Laura Duncan Teacher

Robbin Burger Teacher

Cheryl Avina Teacher

Marcie Bogdon Teacher

Diane Northam Teacher

Dawnielle Shrader Teacher

Amy Netardus Teacher

Erin Lehnert Teacher

Jennifer Vandenbrook Non-Teaching Staff

Matthew Webb District-Level Staff

Starla Bridges Parent

Lori Searcy Community Member

Rebecca Brokish Business Representative



NO CHILD LEFT BEHIND ACT (NCLB) PERFORMANCE GOALS

Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency

or better in reading/language arts and mathematics.

Performance Goal 3: All students will be taught by highly qualified teachers.

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Performance Goal 5: All students will graduate from high school.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their

potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the

conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further

grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement

in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.

Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and

administration


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