campus improvement plan des 2012-13 - danbury isd

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DANBURY ELEMENTARY SCHOOL

Campus Improvement Plan

2012-2013

Approved by Board on October 15,2012

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Table of Contents

Campus Planning and Decision Making Committee Members 4

Board of Trustees 5

Legal Requirements 6

Philosophy, Vision, and Mission Statement; District Slogan 7

DES Belief Statements 8

District Goals 9

Graduate Profile 10

Comprehensive Needs Assessment Planning Process 11

Comprehensive Needs Assessment Data Sources 13

Comprehensive Needs Assessment Summary of Findings 14

Comprehensive Needs Assessment Narrative for DISD 19

Programs 24

Comprehensive Needs Assessment Meeting Summary 25

District AEIS Data 27

Campus Plan Cover 28

Goal 1 Objective 1 29












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Appendix Cover 61

State and Federal Programs Funding Levels 62

State Compensatory Education Description 63

Effective School Correlates 69

Mission of Texas Public Education, FERPA, Equal Education Opportunities 74

State Goals and Objectives 75

NCLB/ESEA Goals and Objectives 76

Title I Ten Components of a School Wide Program 77

E-Rate Goals 79

Acronyms and Abbreviations 80

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Campus Planning and Decision Making Committee

District Personnel

Eric V. Grimmett, Superintendent

Greg Anderson,

Director of Curriculum & Instruction

Campus Administration

Carol Shefcik, DES Principal

Kari Smith, DES Assistant Principal

Elementary School Teachers

Kindergarten - Penny Tyler First Grade – Stephanie Traylor

Second Grade –Mary Jeanne Hawkins Third Grade – Jill Lassman

Fourth Grade – Samantha Copeland Fifth Grade – Annette Mitchell Sixth Grade – Brooke Kohn

Special Education – Marianne Garrett Support Services – Ace Filipp

Counselor – Mary Margaret Coleman

Community Members

Connie Lau Marianne Martin

Christina Korenek Parents

Wendi McRoberts

Jamie Larson Tracy Warmack

Business Representatives

April Roberts

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Campus Needs Assessment Team Carol Shefcik – Principal Darla Ham – Title 1 Annette Mitchell – 5th grade Language Arts Penny Tyler – Kindergarten Ace Filipp – District Librarian Zenia Arambula – District ESL Teacher

Board of Trustees

President Daryl Peltier

Vice-President Danny Dees

Secretary Jenny Brogger

David Jennings

Garry Todd

Kaylia Thomas

Gwen Zimmerle

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Legal Requirements

• Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee.

Texas Education Code 11.251

• Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the academic excellence indicators adopted under Section 39.051 and any other appropriate performance measures for special needs populations.

Texas Education Code 11.253

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DANBURY INDEPENDENT SCHOOL DISTRICT

PHILOSOPHY

It is the philosophy of the community of Danbury that all individuals can learn and

that education can make a difference in everyone's life.

VISION STATEMENT

We envision the Danbury ISD as a place of learning for all with equal measures of joy, productivity, and integrity.

MISSION

Our mission is to create, nurture, and maintain an environment of growth and challenge for everyone in the Danbury ISD.

DISTRICT SLOGAN

Dedication to Excellence and Achievement for All--A Danbury Tradition!

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DES Belief Statements

We believe all students can learn and come to school motivated to do so.

We believe that the campus controls the essential variables to assure that all students do learn.

We believe that all the stakeholders (internal and external) at Danbury Elementary are the most qualified and capable people to plan and implement the changes necessary for the campus to make progress toward completing our mission.

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DISTRICT GOALS

GOAL 1: Maximize Student Achievement By 2014, Danbury ISD will achieve an Acceptable rating as determined by the TEA. All students in all subgroups will meet minimum thresholds for mastering state assessments to achieve this rating as established for the 2013-14 school year. A priority of our schools is to put each student in learning situations which result in academic and personal growth. We are committed to the use of multiple accountability measures to monitor student and district progress.

GOAL 2: Maximize Use of Financial and Human Resources The efficient use of district resources, both financial and human, is an essential aspect of the district's well-being.

As a "property poor" entity, it is imperative that all avenues of revenue are pursued and that resources are used to their maximum potential. In order to recruit and retain high quality personnel in all areas of the school organization, working conditions, salaries and benefits must remain competitive with area schools and businesses. District facilities must be cleaned and maintained to protect the positive learning and working environment for students and employees.

GOAL 3: Improve School Climate The development and implementation of a positive school climate is seen as an integral ingredient in the overall

success of our district. This action requires the district to maintain and reflect high expectations for our students and staff. The school organization is structured to create and nurture an environment that is designed for learning.

GOAL 4: Improve Student Support Services

The effective planning and coordination of student support services programs will lead students to significant gains in achievement as measured by state and federal assessments and accountability standards. All special programs will be in compliance with local, state, and federal policies and regulations.

Maximize Use of

Financial and

Human Resources

Improve School

Climate

Improve Student

Support Services Maximize Student

Achievement

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GRADUATE PROFILE

The Graduate Profile for students of Danbury Independent School District serves as a guide to focus campus and district

planning. The fundamental goals of the District's curriculum and instruction program shall enable students to be:

EFFECTIVE COMMUNICATORS who: have mastered the academic skills in

English/Language Arts, Mathematics, Science, Social Studies, and Foreign Language.

possess superior technological skills to function in the contemporary workplace and society.

SELF-DIRECTED LEARNERS who: enjoy learning. take responsibility for their learning. have become independent critical thinkers and problem

solvers.

QUALITY COMMUNITY MEMBERS who: exhibit integrity. exhibit an awareness of fine arts and careers. exhibits an understanding of financial obligations in

our society. exhibit a sense of social responsibility. are capable of resolving conflicts. establish interpersonal relationships as team players. can secure and keep a job.

PRODUCTIVE CITIZENS who: demonstrate the highest standards of character and

ethical behavior. understand the importance of his/her role in our

society.

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Needs Assessment Planning Process

The District Improvement Plan guides the district in effective district and campus improvement planning for establishing a

school district of excellence both in academic programs and performance, as well as in financial and facility planning and

district operations. The Comprehensive Needs Assessment is a systematic process used to acquire an accurate,

thorough picture of strengths and weaknesses of the district, most importantly the academic needs of all students in order

to improve student achievement and meeting challenging academic standards. The Comprehensive Needs Assessment

allows the district to determine priority goals, to develop a plan, and to allocate funds and resources.

Danbury ISD is committed to providing the best educational experience for all students. In order to provide this

experience, data is continuously analyzed to address weaknesses and share strengths. At the beginning of each school

year, state testing data is disaggregated and analyzed. The district planning process is ongoing and is data driven. A

series of recurring assessments serve as indicators of need and measures of improvement. Major areas of needs

assessment include: School Context and Organization, Curriculum, Instruction, and Assessment, Student Achievement,

Staff Quality, Parental and Community Involvement, College Readiness/Workforce Readiness, School Culture, and

Technology.

District staff, teachers, non-teaching staff, special education staff, business representatives, parents, and community

members work together to assess educational outcomes of all students, establish performance objectives, provide

strategies and activities, and continuously monitor the components of the improvement plan to improve student

performance for all students. The needs identified through the Comprehensive Needs Assessment should be reflected in

the goals of the District Improvement Plan and provide direction and concentrated focus for the district. The Campus

Improvement Plan goals and objectives should be closely linked to the District Improvement Plan.

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DES Needs Assessment Planning Process The process for developing campus needs for the 2012-2013 school year began in April of 2012. Each grade level on the campus was responsible for 2 of the 8 areas that are assessed in determining needs of the campus.

Demographics

Student Achievement

School Culture and Climate

Staff Quality

Curriculum, Instruction and Assessment

Family and Community Involvement

School Context and Organization

Technology

The grade level committees consisted of the grade level teachers, a campus para-professional and a grade level parent. Using the following data sources the committee (s) determined the following strengths and needs of the campus. Many of the areas of need required continuation of strategies/services already being utilized at the elementary. A Campus Advisory Meeting was held on September 18, 2012. At this meeting, parent/teacher groups reviewed the four campus goals; Student Achievement, Maximizing the Use of Financial and Human Resources, Improving School Climate, Improving Student Support Services. Strategies were reviewed and changes were updated to reflect what is actually taking place on the campus. The next meeting was scheduled for Oct. 30, 2012. At this meeting the needs of the campus will be presented, and discussion will occur on strategies to address the needs. (Beginning in September of 2012 a group of teachers and principal met weekly to review the committee’s findings and clarify them so that they can be placed in the plan. In this process, strategies to meet these needs were also discussed.)

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Comprehensive Needs Assessment Data Sources

Comprehensive Needs Assessment components include (but are not limited to) the following:

Academic Excellence Indicator System (AEIS)

Federal Accountability: Adequate Yearly Progress (AYP)

Performance-Based Monitoring Analysis System (PBMAS)

Financial Integrity Rating System of Texas (FIRST)

District Testing Report and results Program Compliance Reports, including:

-Title I, Part A -Title II, Part A -Title II, Part D -Title IV, Part A -Title V, Part A -Title VI, Part B, Subpart 2 -Gun-Free Schools Report -Student Success Initiative

Attendance Reports/Truancy Reports

Disciplinary Records (425 records)

Other PEIMS reports

ESL/Bilingual records and reports

Discipline Alternative Education Program (DAEP) reports

At-Risk reports (i.e. PRS data on pregnant students)

Campus program annual reports (i.e. Reading Recovery, Mentoring)

Highly Qualified reports and data sheets, personnel records

Staff Development rosters/Staff Development plan

Campus master schedules

Summer Program reports

Report cards, progress reports, retention rosters

Benchmark testing analyses and reports

Student and Teacher Surveys

Parent and Community Surveys

Enrollment status reports

Parent conference and parent participation data

Volunteer participation data

Library collection inventories

History of tax collection levels and property values

Cost analyses

District and campus budgets

Staffing ratios/class size

Facilities Survey

Parental Involvement Activities Evaluation

School Violence Data

Homeless Student Data

Teacher Retention

Technology Analysis Report

Tobacco, Alcohol, and Drug Use Survey Results

Multi-hazard Emergency Operations Plan/Security Audit

School Safety Choice Policy

School-Parent Compact/Parental Involvement Policy

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ELEMENTARY

Comprehensive Needs Assessment Summary of Findings

Demographics Needs

Need for Professional Development educating the staff on instructional strategies to address the needs of the

ESL population

Maintenance of intervention services to all Special Populations based on scores (ESL, GT, Title, At-risk, Economically Disadvantaged)

Strengths

Early Intervention – TPRI, Early Literacy, Child Find, ESL, Health Screening (vision and auditory), Pre-K Inclusion

Programs that address the needs of the sub-pops – Backpack Buddies, Lunch Program, School Supply Program

Teacher/Student Ratio – small group instruction with identified sub-pops Student Achievement Needs

Standardized Assessment for all grade levels

Centralized data location to access student information

Math resources to meet the needs of struggling Math students

Maintenance of academic support services Strengths

Title teacher – intervention

Computer programs allowing parents to access student information

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School Culture and Climate Needs

Technology training for parents and staff on utilization of available programs

Need to increase parental involvement in their child’s academics

Update Technology to enable students/teachers to access available programs (moved to tec. Portion)

Strengths

School is exemplary

Kids like coming to school

Teacher/student ratio

District communication systems – phone, e-mail

Backpack Buddies

Activities that recognize students for their achievements –AR parties, Friday Awards, A-Honor Roll, Perfect Attendance

Attendance at activities outside the school day - Math and Reading Nights, Science Night. Family Movie Night,

Meet the Teacher, Grade level meetings, Book Fair Staff Quality Needs

Maintain highly qualified teachers and para-professional – mentoring, evaluations

Staff development to increase student performance Strengths

Highly qualified teachers

Teacher retention rate

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Curriculum, Instruction and Assessment Needs

Scope and sequence for all core subject areas

Technology Integration

Plan to address the needs of the GT students

Technology training for parents and staff on utilization of available programs (Moved to Family and Community Inv.)

Update Technology to enable students/teachers to access available programs (Moved to Tec.) Strengths

School is exemplary – successful instructional practices

Kids like coming to school

Teacher/student ratio

District communication systems – phone, e-mail

Backpack Buddies

Activities that recognize students for their achievements –AR parties, Friday Awards, A-Honor Roll, Perfect Attendance

Attendance at activities outside the school day - Math and Reading Nights, Science Night. Family Movie Night, Meet the Teacher, Grade level meetings, Book Fair

Programs that support classroom curriculum Family and Community Involvement Needs

Maintain attendance at campus activities

Get parent feedback – surveys

Use technology to increase and ensure consistent communication with parents Strengths

Parent participation in afterschool activities

Alert Now system for information

On-line access to student information

Campus committees – SHAQ, DEIC, CAC, Parent Involvement

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Campus activities – Family Math and Reading Night, Family Science Night, Parent Information Meetings, Meet the Teacher, End of Year Celebration, Kinder Theme Activities, Music Program, SPCA food drive, canned food drive, newsletters, movie nights, McTeacher Night, library programs, garden activities, Veterans Day Celebration, History Fair, and Kinder Celebration

School Context and Organization Needs

School information communicated to parents – cost of lunches, school times, PE/Music Schedules, lunch/recess times

Plan to meet the needs of struggling Math students within the classroom

Assessment instrument that will be utilized to guide student learning

Maintain flexible schedules to meet the needs of the students

Align professional development options to strategies outlined in the improvement plan Strengths

Annual schedules in teacher handbook – duty, faculty meetings

Environment is kid friendly – bulletin boards, displays

Title 1 – Reading

6th grade Stars class

Committee structure that allows for parents to have a voice Technology Needs

Consistent program accessibility Updated technology

A plan that incorporates up-to-date technology, training, and usage in the classroom

Grade level technology requirements

Strengths

District technology programs

New technology in some of the classrooms

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A Comprehensive Needs Assessment Narrative for Danbury ISD

School Year 2012-2013 Demographics The city of Danbury is located in Brazoria County, less than an hour’s drive from Houston. Easy accessibility and a relaxed small-town atmosphere have attracted new residents to the area, many of whom commute to Houston on a daily basis. The city’s population has increased to approximately 1,611 while the surrounding rural areas have also experienced growth. Danbury ISD encompasses 66 square miles and includes the Lakes of Danbury and thousands of acres devoted to aquaculture and rice farming. The approximate total enrollment is 732 students Pre-K—12 with an ethnic composition of .96 .5% American Indian, .82 3.5% African-American, .41% Asian, 20.36% Hispanic, 75.14 71% White/Non-Hispanic, and 2.32 3% two or more ethnicities. Approximately 31.15% of the students are eligible for free or reduced-price lunches under the National School Lunch program. The number of Limited English Proficient (LEP) students is 3.42% of the 732 students in the district. The number and percent of students who are limited English proficient, from ethnic minorities, and low-income families continues to increase. Gifted and Talented student participation is 9.7% (71 students) of the total district enrollment. (*Data based on 2010-2011 2011-12 AEIS Report). The staff population is 40 39 with 0% African American, 5.3 6% Hispanic, and 94.7 94% Anglo. The campus consists of 100% highly qualified teachers and 100% highly qualified paraprofessionals. Years of experience for teachers at the elementary are 17% have 1-5 years experience, 40.7% have 6-10 years experience, 24.7% have 11-20 years experience and 17.4% have over 20 years experience of teaching experience.

School Context and Organization Danbury ISD is a ―Recognized‖ school district serving students Pre-K—12 on three campuses: Danbury Elementary (Pre-K—6), Danbury Middle School (7—8), and Danbury High School (9—12). Danbury Elementary School has received an Ed-Flex waiver to serve as a Title I Schoolwide campus. 31.15% of students in Danbury ISD qualify for free or reduced meals.

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Danbury ISD conducted a district-wide needs assessment as mandated by NCLB, SCE, and the Migrant Education Program. The Comprehensive Needs Assessment Summaries, Strengths, and Needs for the District are located in the Comprehensive Needs Assessment section of the District Improvement Plan. In keeping with the intent and purpose of Section 29.081 of the Texas Education Code that addresses Compensatory, Intensive, and Accelerated instruction, Danbury ISD provides compensatory education services, hereafter referred to as State Compensatory Education (SCE) services, that are supplemental to the Regular Education Program for students identified as at-risk of dropping out of school. The District ensures that these funds remain supplemental to those used to implement the regular Education Program and that the intent and purpose of the SCE Program are met to increase the academic achievement and reduce the dropout rate of students meeting the State-defined eligibility criteria. The District uses IDEA, B funds to provide Special Education Services to identified Special Education Services to identified Special Education Students. Danbury ISD is also a member of the Greater Gulf Coast Cooperative, an organization that provides special education services to the district. Danbury ISD also participates in a Shared Service Arrangement (SSA) with Region 4 Education Service Center for Title III and Career and Technology Education services through federal Perkins funds. The District Discipline Alternative Education Placement (DAEP) program is a state-mandated discipline placement for the District. Students with certain violations of the student code of conduct are educated off campus by school personnel. Students in attendance at the DAEP focus on the assignments given from the home campus instructors.

Curriculum, Instruction, and Assessment Curriculum in Danbury ISD is defined as the knowledge, skills, attitudes and the processes to be taught and learned at the appropriate levels/area or in courses in our schools. Danbury ISD is committed to coordinating the written, taught, and tested curriculum. To accomplish the district goals and objectives, the curriculum, instruction, and assessment program is aligned with the state mandated curriculum, aligned with state mandated assessments and programs, and designed to develop district priorities. Danbury ISD uses the DMAC online data disaggregation program to glean information from STAAR reports and benchmark testing data. Teachers are encouraged to use DMAC to identify specific objectives identified as weak areas in individual student’s scores. Danbury ISD is in the process of purchasing and using digital projectors, document cameras, and interactive whiteboards in all grade levels. Teachers have been provided training in the use and applications of the hardware and software involved with the use of the interactive boards. Moved under Technology on page 23

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Regular walkthroughs are performed by campus principals and assistant principals to ensure that teachers are staying on pace and offer feedback to teachers on their performance in the classroom. The district is currently working on designing and deploying a state-aligned curriculum based on researched best practice and taught to the depth and complexity of the readiness and supporting standards for each reporting category of the STAAR test. Instructional best practices provide another focal point for Danbury ISD and have been deployed through professional development at the teacher and principal level. Data driven decisions for improvement in written curriculum and instructional methodologies are based on state and local assessments and campus walkthrough data.

Student Achievement The Texas Assessment of Knowledge and Skills (TAKS) is the primary instrument for determining student achievement at Danbury ISD and all Texas public schools but The State of Texas Assessment of Academic Readiness (STAAR) test will replace TAKS as the primary assessment tool for Texas public school systems beginning in the 2011-12 school year. Some other assessments instruments used to determine student achievement include the STAR Reading Literacy test at the elementary grades, Texas Primary Reading Inventory (TPRI), and TELPAS Reading/Holistic Observation for identified LEP students. The federal accountability system, known as Adequate Yearly Progress (AYP), is based on TAKS scores for certain student sub-groups, specifically African-American, Hispanic, White, LEP (Limited English Proficient), Special Education, and Economically Disadvantaged. In addition, graduation rate and attendance are considered a part of AYP.

School Culture In compliance with Texas Education Code Section 39.053, Danbury ISD completes an annual performance report regarding the number, rate and type of disciplinary incidents occurring on campuses. These reports over the last several years show that the majority of disciplinary offenses are not of a criminal nature and are categorized primarily as repeated violations of rules in the Student Code of Conduct. An analysis of school safety issues found that criminal and non-criminal incidents within the district continue to remain for the most part steady. Campuses also provide assemblies and speakers to encourage student safety and the importance of making healthy choices. Medical services are also available to students through the school clinic which including health screenings and information

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about healthy choices and health information about drug and alcohol abuse as well as information on other risky behaviors. Behavior management classes are also available through district services.

Staff Quality Danbury Elementary Danbury ISD currently employs 55 teachers with 11 holding advanced degrees, approximately 20%. Currently 44 teachers, approximately 80%, have more than five years experience, with an average of 12.2 years in the classroom. Average tenure with DISD is 7 years. The district averages one teacher per 13.3 students. Average pay for DISD teachers is $48,544. For the last several years, Danbury ISD has been served by a 100% Highly Qualified teachers and paraprofessionals as defined by the US Department of Education under No Child Left Behind regulations. Highly qualified designations are based on criteria regarding proper certifications for teaching. Quality staff development opportunities are provided for DISD teachers and paraprofessionals that ensure the opportunity to achieve and maintain proper qualifications and classroom effectiveness necessary for exemplary teaching and learning. Teachers and paraprofessionals attend high-quality, scientifically researched professional development focused on student achievement and effective teaching practices. Teachers who are new to DISD or who are new to teaching are required to attend an additional 12 hours of professional development opportunities through the new teacher orientation process prior to the beginning of school. At this orientation, teachers are assigned a mentor teacher who helps ensure a smooth transition to teaching in DISD and provides an easily accessible point of contact who is knowledgeable regarding district resources, practices, and procedures.

College Readiness/Workforce Readiness The administration, teachers, and staff of Danbury ISD are dedicated to preparing students for college and/or workforce readiness by providing educational opportunities with appropriate academic rigor to challenge students to reach their full potential. All students are provided the opportunity of developing the knowledge, skills and competencies for a broad range of career opportunities. Students are encouraged to take the Readisteps assessment in 8th grade.

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Parental and Community Involvement Parent involvement is a strong component to the success of Danbury ISD. Danbury Elementary meets federal compliance guidelines for parent involvement through their annual Title 1 meetings, Parent Compacts, Parent Involvement Policy and End-of-year surveys. Danbury Elementary has numerous opportunities throughout the year for parents to be involved with their student. The school provides Home-school Connection Newsletters and parental involvement flyers to inform parents throughout the school year of activities taking place on the campus as well as automated call outs and access to the online student grading system which not only informs students of grades, it also informs parents of grading cycles.

Danbury is a small community with little commercial and industrial infrastructure. The community is supportive of the school district and many local events revolve around school activities and athletics. Community members, business professionals, and parents are given opportunities to become involved in the district as volunteers on school campuses and as members of various campus and district committees. Parent and community informational meetings are held throughout the school year to keep the general public informed about educational opportunities at Danbury ISD.

Technology Technology is used in Danbury ISD to complement, enhance, and enrich the curriculum. In keeping with the district’s mission to provide equitable access, the internet is used to deliver many educational opportunities to the student body and prepare students to successfully live, learn, and work in the Digital Age. There are currently three campuses in Danbury ISD, all of which have direct connection to the internet via T1 leased line to Region IV Educational Service Center. All 65 classrooms in the district are directly connected to the internet as well. There is a 2:1 student to computer ratio and a 1:1 teacher to computer ratio. Danbury ISD is in the process of purchasing and using digital projectors, document cameras, and interactive whiteboards in all grade levels. Teachers have been provided training in the use and applications of the hardware and software involved with the use of the interactive boards.

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Facilities Danbury Independent School District has aging, but adequate facilities that are conducive to educating all children. The facilities are accessible for the handicapped and meet the requirements of the Americans with Disabilities Act (ADA). The District Educational Improvement Committee reports there are adequate materials, supplies, and equipment available to the teachers. All classrooms have internet access and are equipped with teacher and student workstations. Danbury Elementary has one computer lab that houses 25 student computers and a CEI lab with 11 student computers.

Programs ESEA, Title I, Part A – Improving Basic Programs Danbury Elementary receives Title I funds. These funds are used to provide additional instructional support for student groups identified as needing additional assistance in reading and mathematics. Some of the services provided to students include tutoring, computer assisted instruction, intervention classes, professional development and funds to increase parental involvement activities.

ESEA, Title II, Part A – Teacher and Principal Training and Recruitment Fund Funds allocated to the district under this program are used to provide supplemental professional development services to staff in the core subject areas. Training is conducted both on the campuses and at the Region 4 Education Service Center. Funds are used to recruit, hire, and retrain teachers and are also used to assist teachers in meeting the NCLB Highly Qualified requirement. In addition, these funds are also used to reduce class size below what is mandated by Texas state law at any grade level.

ESEA, Title III – English Language Acquisition Danbury ISD receives funds for Title III through a Shared Services Arrangement (SSA) through the Region 4 Education Service Center. The entitlement funds for Title III are based on the number of students identified as Limited English Proficient (LEP) as

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reported in PEIMS. The program is designed to provide instructional support for Limited English Proficient (LEP) student to assist them in attaining English proficiency, develop high levels of academic attainment, and meet the same challenging state academic content and achievement standards that all children are expected to meet. There is one full time ESL teacher in the district.

State Compensatory Education Instruction This program is designed to complement the ESEA Title I, Part A program by providing supplemental services to enhance the regular educational program for students who meet one or more of the state’s 13 criteria for being in an at-risk situation. The goal of State Compensatory Education is to support students who are/or may become at-risk of dropping out of school. These funds are budgeted for all campuses. Programs and services paid for with SCE funds are limited to students who meet one or more of the 13 at-risk criteria spelled out in Section 21.089 of the Texas Education Code. While State Compensatory funds are used to directly support identified at-risk students, the district receives these funds based on the number of free and reduced eligible students. Thus, not every student who is eligible for free and reduced lunch is identified as at-risk. Only students who meet the at-risk criteria receive these additional services. The funds are supplemental to the regular education program. How these funds are utilized is described in the District Improvement Plan and in each of the Campus Improvement Plans.

Comprehensive Needs Assessment Meeting Summary

Documented meetings May 2012 with groups meeting to discuss the campus needs. (on file) On September 18th, CAC met to review the Needs Assessment Summary. The committee then divided into 4 groups each reviewing one of the four goals, and incorporated the strategies to address the needs into the Campus Plan. The committee met again on Oct. 30, 2012 to review the needs and develop ways to address the needs.

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2011-12 District Performance Analysis Summary

Special Program 2

Participation

No discrepancies were reported for special programs based on the 2011-2012 2011-2012 PBMAS report.

Attendance 3

Preliminary, unofficial data indicate that the attendance rate for the district for 2011-12 was 96.2%:

Overall, students in grade 10 had the highest attendance rates (97.4%); the lowest attendance rate (90.7%) was observed for PPCD students, followed by (93.8%) for Grade 12 students.

There are no significant gaps in attendance among the student groups.

Discipline 3

2011-12 District Data shows the following number of disciplinary incidents by campus:

Elementary School 94

Violent or Criminal 4

Incidents

Violent Incidents reported by campus in 2010-11:

Danbury Elementary School – 0 incidents

2 2012 PBMAS Report 3 2012 Summer PEIMS Submission 4 2011-12 NCLB Consolidated Federal Application Compliance Report

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Campus Plan

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Goal 1:

By 2014, Danbury ISD will achieve an Acceptable rating as determined by the TEA. All students in all subgroups will meet minimum thresholds for mastering state assessments to achieve this rating as established for the 2013-14 school year. A priority of our schools is to put each student in learning situations which result in academic and personal growth. We are committed to the use of multiple accountability measures to monitor student and district progress

Objective 1: In order to prepare students to be successful on state assessments an instructional improvement plan will be implemented using a process of data disaggregation and instructional focus. .

STRATEGIES/ACTIVITIES

RESOURCES

PERSON(S) RESPONSIBLE

TIMELINES

EVALUATION

COMPLETED

Benchmark exams assessments in the fall and spring semesters for STAAR grade levels.

Local Funds Teachers, Principal

Fall and Spring State Assessments

Formative and summative assessments

Benchmarks

Prioritized objectives based on data from assessments. Data derived using DMAC and other sources.

Local Funds, Local programs-Title 1, and after school tutorials

Principal, Teachers

August May

Assessment Data

Identify students not meeting expectations on state standardized tests, benchmarks or other evaluation criteria will receive Title 1 support.

Local Funds, Title 1 funds

Principal, Title 1 Teachers, Teachers

September January May

State Assessments DRA Assessments Star Reading and Star Math TPRI Results IOWA Results Think Through Math Istation DMAC

DRA testing Local Funds Teachers May DRA Results

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Students identified, as needing additional support will be assigned tutorials.

Local Funds Title 1 Funds Title III Funds

Principal, and Title 1 Teacher and Teachers

November January June

State and Local Assessments

Develop campus-testing calendar for the year, , ITBS, TPRI, TELPAS, DRA, STAAR, and MSTAAR

Local Funds Department Chairs, Principal, Teachers

September Testing Calendar on the DISD website

Move to Obj. 5 Provide support and resource service to promote effective and efficient uses of technology for administration, instructional management, and increased student performance.

Local Funds Technology Director

August, March, and June

-Monthly Board Technology Reports -District Technology Plan -Staff Surveys - Technology Work Order Sheet

Objective 2: After analyzing student assessment data, teachers will incorporate research-based instructional strategies

that enhance the core curriculum and take into account that all students can learn, although they may learn differently and at different rates.


RESOURCES


TIMELINES

EVALUATION COMPLETED

Using a variety of instructional strategies, provide multiple opportunities for students to master each TEKS for core curriculum subjects.

Local Funds Principal and Teachers

August—June State and Local Assessments

Implement and utilize Questioning strategies that foster critical thinking and problem-solving through the use of the Critical Reference Guide

Local Funds Principal and Teachers

August - June September- May

State and Local Assessments

Utilize campus student support programs to maximize student achievement. –Title 1, Special Education and Gifted and Talented

Local Funds Principal and August State and Local Assessments Student attendance

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Computer resources are utilized to evaluate student progress such as STAR Reading, STAR Math, STAR Early Literacy

Local Funds Principal September January May

Reports generated from assessments

Computer resources that are utilized to evaluate and enhance student achievement such as UnitedStreaming, TEKS based websites, Accelerated Reader, Inspiration, online subscription databases, CEI program, Study Island, and TechKnowledge, I station and Think Through Math

Local Funds Technology Director, Teachers

August-June Teacher and student use of the programs. Student tracking through the use of the program. Student Achievement

Fourth Grade Camp Write- Along Local Funds 4th grade writing

Teacher March State Writing Assessment

PE curriculum will be sequential, developmentally appropriate, designed, implemented and evaluated to enable students to develop the motor, self-management, and other skills, knowledge, attitude’s, and confidence necessary to participate in physical activity throughout life.

Local Funds PE teacher August - May

Lesson Plans Fitness gram report

Moved to School Climate – Goal 3 Motivational Strategies are used to promote reading.

Local Funds Classroom teachers

September-May Friday – awards Book Work of the Week AR – points and parties

Continue to revise, expand, and align district curriculum to the Texas Assessment Program specifications through a formal, written scope and sequence for each core course.

Local Funds Director of Curriculum and Principals

August--May -Revised Scope & Sequence

32

Objective 3: All teachers will incorporate technology into the classroom that reinforces student learning.


RESOURCES


TIMELINES


Provide STAAR computer assisted tutorials – Study Island, CEI program

learning

Local Funds Principal, Teachers

November Jan. August - June

State and Local Assessments Reports from program

Provide cross curriculum support for students in the classrooms using United Streaming and Accelerated Reading Programs.

Local Funds Principal, Librarian, Teachers, Technology Director

August—June State and Local Assessments

Incorporate Smart Boards, document cameras, and in-focus machines to be utilized for instructional purposes.

Local Funds Administration Teachers

August – June Lesson plans documenting the use of technology

Install wireless access points throughout district for instructional use PreK—12.

IMA Funds 25,000

Superintendent, Dir. Of Curriculum, Tech. Dir., and Principals

Oct. – Dec. Purchase Order Documents Technology Inventory IMA budget

Purchase instructional technology equipment for teacher/classroom use

IMA Funds $ 15,500

Superintendent, Dir. of Curriculum, Tech. Dir., and Principals

Oct. – Dec. -Purchase Order Documents -Technology Inventory -IMA budget

Update existing Computer Lab IMA FUNDS Donations

Technology Committee, Administration

Jan. – June Purchase Orders

33

Objective 4: Danbury ISD plans to reduce the discrepancies in performance of students in Accountability Groups.


RESOURCES


TIMELINES


Provide concept reinforcement and monitoring of TEKS through re-teaching, tutorials, diagnostics, and instructional focus materials.

Local Funds Principal and teachers

Aug. –May State and Local Assessments

Student accountability groups are identified and monitored using assessment data

Local Funds Principal, Counselor

August –May State and Local Assessments Purple forms in perm folders

Provide tutorials/extra assistance opportunities for students in accountability group populations.

Local Funds Funds Title Funds

Principal and teachers

Nov. – May State and Local Assessments

Fitness Gram – PE program Local Funds PE teacher January testing reporting to the state

Support provided to the monitored ESL students through ESL assistance in and out of the classroom.

Local Funds ESL Teacher, Classroom Teacher

August- May Assessment data

34

Objective 5: All administrators, faculty, and staff will participate in intensive, sustained, research-based staff

development in the areas of technology, curriculum, special programs, instructional strategies, and state assessments annually.

District Budget= $18,177


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


Provide teachers and staff with core curriculum and STAAR workshop opportunities.

Local Funds Title Funds

Principal, Aug. - July In-service records

Training will be provided for teachers and staff regarding special education issues and concerns.

Local Funds Principal, Department Chairs and Coop

August–May June

In-service records

Technical training will be provided for faculty and staff on assessment software and skills materials.

Local Funds Technology director, Administrators, and Teachers

August–May July

In-service records

Additional training for ESL teacher and teachers that teach ESL students to improve target population achievement.

Title III Funds Title Funds

Director of Curriculum & Instruction

Aug. – May June

In-service records

Teachers will be trained on the ARD process

Local Funds Special Education Coordinator

August In-service records

Be trained in ARD decision-making process for alternate STAAR testing.

Local Funds Special Education Teachers Co-op

Before February In-service records

Teachers will be trained in the RTI process (Response to Intervention)

Local Funds Administrators and counselor Co-op

October In-service records

Technology training and support. Local Funds Title 1 Funds

Director of Curriculum

August-May July

In-service records

35

Mini Training sessions that give teachers the opportunity to acquire waiver hours.

Local Title III

ESL Teacher, Administrator, Teachers

Nov. – Nov. Sign-in sheets

Professional Development for training teachers on building strong relationships with parents

Local Funds Title 1 Funds

Administrators Aug. Meeting Agenda

Provide staff the opportunity to become ESL certified through local training and support.

Local Title III

ESL Teacher Administrator Teachers

Aug. – July Sign-in Sheets

Goal 2: The efficient use of district resources, both financial and human, is an essential aspect of the district’s well-being. As a ―property poor‖ entity, it is imperative that all avenues of revenue are pursued and that resources are used to their maximum potential. In order to recruit and retain high quality personnel in all areas of the school organization, working conditions, salaries and benefits must remain competitive with area schools and businesses. District facilities must be cleaned and maintained to protect the positive learning and working environment for students and employees.

Objective 1: Danbury ISD will provide a District Budget that reflects District goals, objectives, and initiatives and fully

funds instructional programs and supplies, while effectively and efficiently utilizing resources to maintain fiscal stability.

District Budget = $6,232,470


RESOURCES


TIMELINES EVALUATION COMPLETED

Develop a prioritized list of needs at each grade level to maximize use of campus funds.

Local Funds Grade Level and Department Chairs, and Budget Committee

August— May

Budget

Use a collaborative approach in developing the campus budget by analyzing department and grade level needs a prioritized list of needs.

Local Funds Superintendent, Principal, Department Chairs, CAC Team, and Campus Budget Committee

Feb. March Fall/Spring

Department meeting addressing department needs Budget

36

Monitor use function 11 funds to assure appropriate fund allocation.

Local Funds Superintendent, Principal, Grade Level Teachers, and Campus Budget Committee

September March Monthly

Campus Budget

Objective 2: Danbury ISD is dedicated to the effective recruitment, hiring, utilization, and retention of all district

personnel. The scope of our efforts include the development and maintenance of the District Salary and Benefits Program, the maintenance of human resources records, and the establishment of effective mentoring programs. Danbury ISD will recruit, hire, and retain 100% highly qualified teachers and

paraprofessionals as defined by No Child Left Behind


RESOURCES


TIMELINES


Personnel will be utilized to address grade level and subject area needs.

Local Funds Principal, Teachers, and Staff

August May June

Schedules

Personnel will be utilized to address special program needs.


August May June

Schedules

Support staff will be used to maintain and facilitate classroom programs.

Local Funds Principal and Staff

August May June

Schedules

A mentoring program will be utilized to support new employees at all levels.

Local Funds Principal, Curriculum Director, and Teacher Mentors

August—May June

Mentor Documentation

37

Objective 3: Danbury Elementary will implement a plan to maintain the campus facility in order to create an optimum learning environment and to maximize resources District Budget= $922,600


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES

EVALUATION

COMPLETED

Facility resources will be fully utilized to effectively support student and campus programs.

Local Funds Principal, Teachers, Staff, and Maintenance Personnel

August—May July

Campus Budget

Broken/ineffective and inappropriate materials and supplies will be replaced in a timely manner to support campus programs.

Local Funds Principal and Maintenance Personnel

August—May July

Work order documentation

Goal 3: The development and implementation of a positive school climate is seen as an integral ingredient in the overall success of our district. This action requires the district to maintain and reflect high expectations for our students and staff. The school organization is structured to create and nurture an environment that is designed for learning.

Objective 1: Danbury ISD will provide a climate of mutual respect among parents, business representatives, community members, staff, and students through increased opportunities for involvement and increased participation in all programs in the district. The school implements and maintains programs and connections to facilitate positive communication and a positive climate for learning and work between Educators, Students and Staff.

38


RESOURCES


TIMELINES


Implement and increase positive communication activities within the school through various activities. I.e., Department Meeting, Grade Level Meetings, Faculty Meetings, emails, calendar


Principal, Teachers, and Staff

August- May June

Staff turnover rate

Promote the FISH philosophy on campus through faculty and staff activities.


August—May June

Staff turnover rate Weekly student recognition of reading and good behavior

Establish and maintain a Site-based Decision Making Committee to offer ideas and discuss issues for campus improvement.

Local Funds Building Administration Teachers CAC

August—September, December—March, and May August - June

CAC sign in sheet Sept. 18th 2012

Recognize and publish student and staff achievements and accomplishments


Principal and Counselor

August—May June

Newsletter Faculty Meetings, Celebrations, Recognition at Board Meetings, EOY Breakfast, A/B Honor Roll, Friday Awards

Caught ―Bee‖-ing Good Program to reward appropriate choices. Student recognition for positive achievements.

Local Funds

School Staff

September—May Discipline referrals

Teacher Appreciation incentives through out the year.


Campus Administration and PTO

September—May Teacher attrition

The library will sponsor monthly activities to reinforce student learning.

Local Funds Librarian August – May List of activities.

Incentives for academic achievement. (Accelerated Reader Program, Six week grading cycles)


DES Staff September—May June

List of activities Scheduled activities

Custodial luncheon. Maintenance, cafeteria appreciation

Local Funds DES Staff May Sept. - June

Luncheon activities

39

Meet the teacher night


DES Staff August Attendance 8-24-12

Grade level parent meetings.


DES Staff August—September

Attendance Week of 9-4-12

Veterans Day program.

Local Funds DES Staff November Participation/Attendance 11-9-12

Family Math and Reading Night.


DES Staff October Attendance 10-9-12

Book Fair Local Funds Librarian October and April Sales Oct. 5th

April 5th

Acknowledge the dates in Texas History as required by the state.

Local Funds DES Staff August - September

Documented activities.

Volunteer appreciation.

Local Funds DES Staff May Notification

Womens Independence Day No cost DES Staff Aug. March

Morning announcements

Attendance recognition.

Local Funds DES Staff Each six weeks grading cycle

Attendance data Each 6 wks.

Observe ―Obesity Awareness Week‖ Local Funds DES Staff September Daily Announcements /P.E. Lesson Plans

Department Meetings Local Funds Title 1 Funds

Department Chairs and Administrator

September. – May Attendance/Scheduled meetings

STAAR Pep-Rally PTO DES Staff April Date

Kindergarten Celebration Private Funds

Kindergarten Teachers and Parents

May Date

Collection of ―Box Tops For Education‖ for Student incentives

Funds raised by the campus

DES Staff and parents

On-going Money reimbursed for the ―Box Tops‖

Collect ―Campbell’s Soup‖ labels No cost Teachers On-going Points earned to purchase school related items

Character Counts Local Funds Counselor/DES staff

August-June Documented lessons

Mc Teacher Night No cost DES Staff November Money Raised/attendance

Grade Level Field Trips Parent/Local Grade Level September – Documented Trips

40

Funds Teachers February

PTO Fundraiser No Cost PTO Spring Money Raised

Library Activities Library Budget/Activity account

Librarian August- May Library Calendar of Events and Themes

Student Council Participation No Cost Student Council Sponsor

August –May Documented Participation in Campus Activities

STAAR EOY Celebration Local Funds DES Staff May Date

Semester A Honor Roll and Perfect Attendance Activity

Local Funds DES Staff Jan. and May Dates and activities

Texas New Mexico Power Program No Cost DES Staff

Science Night Local Funds DES Staff April March

DOW Science Program No Cost DES Staff

Pre K transition plan to Kindergarten Inclusion Lunch, Fire Station Field Trip, Winter Wonderland Program

Title 1 Funds

Pre-K Teacher, PPCD Teacher, Kinder Teacher

May August - May

Documentation of days in May Pre-K inclusion in May Inclusion -lunch

―Experience Kindergarten‖ Program - Students registering early will be given the opportunity to spend time in the Kindergarten classroom. ―Buddy Day‖ for future kindergarten students.

Title 1 Funds

Kindergarten Teachers, Administrators

May Early Kindergarten enrollments

Parental activities that teach parents how to teach their kids, Gradebook, Ar, on-line textbooks, Istation

Title 1 Funds

Teachers, Administrators

Aug. – May Attendance

Newsletters that go home with students giving parents strategies for working with their students

Title 1 Funds

Teachers, Administrators, office staff

September – May Monthly

Newsletters Letters go home in Report Cards

Parent Meetings Informational (Title 1 meeting, parent involvement policy, and school parent compact) (TAKS meetings)

Title 1 Funds

Principal 9-11-12

Professional Development for training teachers on building strong relationships with parents

Title 1 Funds

Administration Aug. Meeting agenda

Campus Theme Campus Aug. –May Activities promoting the theme 9-18-12

Field Day Local PE teacher, Staff May Activity

Teacher Appreciation Week Local PTO Funding

Administration May Planned Activities

41

Community Memebers coming into the school working with students in different capacities (career day)

Local Funds Administrators, Teachers

August – June Activities

Objective 2: Danbury ISD will provide a climate of mutual respect among parents, business representatives, community members, staff, and students through increased opportunities for involvement and increased participation in all programs in the district. Consolidate with objective 1


RESOURCES


TIMELINES


Students in grades 2-5 6 will practice and participate in the UIL contest.

Local Funds Principal, UIL Coordinator, and Teachers

September--December

Participation 12-2-12

Students in grade 6 will practice and participate in UIL contest.

Local Funds Principal, UIL Coordinator, and Teachers

September--December

Participation 12-15-12

Students will display History Fair will be displayed at DES and open to the community. projects in the library in conjunction with Texas Public Schools Week.

Local Funds 4th, 5th, and 6th Grade Teachers

March Participation and Attendance

Educational programs for the students. ie Railroad Program, CyberBullying Presentation, TABC Program

Local Funds DES Staff September--May Dates

42

Students will participate in community contests. Ie. Fair Art, Daughters of the Repoublic of Texas Essay Contest

Local Funds DES Staff August--May Participation Brazoria County Fair – Art

Students will collect soup Local Funds DES Staff September—June

SHAC evaluates and implements the Wellness Program at the Elementary level.

Local Funds SHAC committee August--May Documented SHAC meetings.

SPCA collection day for the 100th day of school.

Local Funds Teachers, Student Council Members 4

th Grade

January Contributions collected

ESL Parent Night Local Funds ESL Teacher Sem1 Sem 2

Date

Family Math/Reading Night Local Funds Teachers October Attendance 10-9-12

Family Science Night in conjunction with Texas Public Schools Week

Local Funds Teachers April March

Attendance

Book Fair No cost Library October and April Attendance

Backpack Safety ―Pack it Light, Wear if Right‖ program

Angleton/Danbury Medical Center

Rep. from Angleton/Danbury

September Attendance

Present bullying information to Parents

Local Funds Titile 1 teacher, Administration

September Sign-in sheets

DES Canned Food Drive Student Council Dec. Collection

Enrollment Packets for new students containing; lunch prices; school times; schedule; drop-off, dismissal procedures; PE/Music, Lunch, recess schedule

Local Funds Administration May Enrollment Packet

Utilize technology to communicate with parents and staff (Alert Now, District Website, Emails, phone tree)

Local Teachers, Administrations

August-June Calendar of events

43

Goal 4: The effective planning and coordination of student support services programs will lead students to significant gains in

achievement as measured by state and federal assessments and accountability standards. All special programs will be in compliance with local, state, and federal policies and regulations.

Objective 1: The English as a Second Language program will increase the proficiency levels of ELL/LEP students in the skill areas of listening, speaking, reading, and writing so that they may acquire the academic language

necessary to function comfortably in the mainstream classroom. Students will show an annual increase in their level of proficiency as measured by the TELPAS assessment.

Budget= $48,407 FTE=1.7


RESOURCES


TIMELINES


Regular and required ESL program is maintained on campus.

Local Funds Principal and ESL Teachers

August—May Class Schedule

Permanent folders are reviewed for Home Language Surveys. Students new to the disrict are reviewed at the time of enrollment.

Local Funds Principal/PEIMS Coordinator, ESL Teacher

September—October August - June

Survey is in perm folder

Placement Eligibility of LEP/ELL students into the program is reviewed by the LPAC committee using the required criteria.


August—May June

ESL folders

Program Information is provided to parents of qualifying LEP students (Program Benefits) regarding the ESL program.


August—May June

ESL folders Handouts/perm folders

Identified LEP/ELL students are served daily through the ESL program.


Principal and ESL Teachers, Teachers

August—May June

Schedules

TELPAS training will be held for identified teachers.


Principal and ESL Teachers designated classroom teachers

Sept.- April Jan. – Feb.

Staff Development log Certificates

44

The OLPT and other norm referenced tests are is used to identify LEP/ELL students as needed.

Local Funds ESL Teachers

August and January

ESL folders Perm Folders

The TELPAS will be administered to LEP/ELL students.


March/April Date Results

Establish and maintain exit process for LEP/ELL students.

Local Funds Principal, classroom teachers and ESL Teachers

August and May May - June

ESL folder

Students who have exited the program are monitored for 2 years.


Principal, ESL Teacher and designated classroom teachers

August--May Tracking folders

An ESL parent survey is conducted for successful program development and maintenance.


May Surveys

Annual ESL Evaluation Report completed.


May Report

ESL Summer program is maintained offered for Kindergarten and Grade 1.

Local Funds Federal Funds

Principal and ESL Teachers

June - July Summer report

LPAC meetings held. Local Funds Principal and ESL Teachers

Fall and Spring August - June

ESL folders -Dates

Incorporate use of the ESL Reading Smart program to enhance work with ELL students

Local Funds Title III Funds

Principal August- May June

TELPAS Results

Resources provided to parents of LEP students to enable them to more fully participate in their child’s education through interpretation of school reports and educational family activities.

Title III Funds

Principal August, January, and May - June

Program Expenditures, Invoices, and Distribution List

Use technology to differentiate curriculum in the classroom supporting linguistic/academic achievement of ELL students

Title III Funds

Principal and Technology Director

August, January, and May August - June

Student achievement documented in their TELPAS evaluations

45

Provide professional development opportunities for campus personnel in ESL requirements, strategies, and differentiation techniques.

Local Funds Title II, A Title III

Principal and Director of Curriculum & Instruction

September, May, and July

Certificate of Attendance Expenditure Reports

Provide supplemental tutorials for ELL population

Title III Funds

ESL Teacher, Administration

September – May Tutorial Log

Enhance differentiated instruction through the use of technology devices to support academic and linguistic achievement of ELL students.

Title III Funds Local Funds

ESL Teacher, Administration, Classroom Teachers

September – May Assessment scores

Objective 2: All students referred through the district’s RtI process for dyslexia assessment will be screened according

to district and state guidelines and all identified dyslexic students will receive all the accommodations and instructional support services listed in their IEP or Section 504 Accommodation Plan.

Campus Budget= $80


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


Maintain procedures for identification, intervention and support of dyslexic program. Region IV – Dyslexia Intervention Program


Principal and Dyslexia Teacher Dyslexia Committee

August—May Identification, intervention and support procedures are in place Student schedules or tracking folders

Maintain parent notification/communication procedures on assessment and placement.


Principal and Dyslexia Teacher

August—May June

Teacher documentation

46

Maintain Dyslexia Committee No Cost Dyslexia Coordinator

Sept.- May June

Committee members Meeting minutes

Use tracking folders to monitor (2yrs.) students having completed dyslexia program.

No Cost Dyslexia Teacher

August-June Student folders

Objective 3: The Title I program will provide a comprehensive program of support through resources for a high quality, research-based literacy and math program for students in need of additional assistance in Kindergarten through sixth grade. Students will demonstrate consistent annual growth toward closing the achievement gap as measured by local, state, and national assessments.

Budget= $90,411 FTE=2.25


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


Students are identified for assistance in reading and math using ITBS scores and state assessment scores, teacher input and documentation, reading assessments, and reading inventories such as the TPRI.


Principal, Title I Teacher, and Teachers

August--September, January, and April--May

Testing documentation

Maintain and review School-parent compacts.


Title I Teacher. DES Staff

August—September April- October

On file with Title teacher 9-11-12

Revise Parent Compact No Cost Title I teacher, parent involvement committee

April - May Parent Compact Document 9-11-12

Students are served in reading and math according to i targeted areas of concern identified through testing.. of (CEI, Istation, Think Through Math)


Title I Teacher and Principal

September—May Assessment Data

Maintain CEI Lab for computer-based skill development to accelerate student learning.


Title I Teacher, Classroom Teachers and Principal

August—May Assessment Data

47

Complete annual evaluation of the Title 1 program.


Title I Teacher, Classroom teachers

April—May Title teacher report

Instructional strategies are used to coordinate with the regular instructional program.


Title I Teacher, Classroom Teachers and Principal

August—May Lesson plans

Instructional strategies are used based on research that strengthens core academics. CEI information, Istation, Think Through Math, Early Literacy, STAR Reports, TPRI, IOWA, Online Textbook tutorials, and online programs for parental access)


Title I Teacher Classroom Teacher and Principal

August—May CEI Reports

Review parent involvement activities and adjust as needed to increase parent involvement and to comply with Title I guidelines.


Title I Teacher, Parental Involvement Committee, Staff and Principal

August, January, and May 2 Times a Year

Documented meetings

Conduct an annual survey prior to the beginning of the school year to ensure that all teachers teaching in core academic subjects are highly qualified

Local Funds Administrator

August Teacher certification

Send notices out when a child’s teacher does not meet the criteria to be highly qualified

Local Funds Administration August - June Notices

48

Objective 4: By May 2012 3, all professional staff will participate in high quality, research-based staff development that impacts student learning.

District Budget= $21,298


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


Collaborative planning is conducted in planning determining personnel activities and decisions.


Principal

June-August Administrator/Teacher retention Survey Sign-in Sheets

Needs are assessed to implement programs for qualified staff.

Local Funds Campus Administration

August—May In-service documentation

Provide training opportunities that increase staff awareness of issues regarding sexual abuse and maltreatment of children with a focus on prevention techniques and warning signs a child might have been victimized.


August -Staff Development Plan -Attendance Certificates -Sign-in Sheets

49

Objective 5: The district Elementary Campus will maintain a safe and drug-free learning environment. During the 2012-2013 school year, the number of discipline referrals and the number of incidents involving violence, tobacco, alcohol, and other drug use as measured by PEIMS will be reduced through increased preventative programs and measures introduced by the campuses.


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


A clear and consistent message is promoted campus-wide that drugs and weapons are zero tolerance.

Local Funds Principal, Counselor, Teachers, and All Staff

August—May Student handbook, Safe and Drug Free banners

Program activities are adopted and implemented at each grade level

Local Funds Principal, Teachers, and Counselor

August--May SDFS committee documentation

Weekly Announcements using the Character Counts Curriculum

No cost Counselor August- May Discipline referrals

Bullying Awareness Programs Local Funds Administrators, Counselor, Teachers

Sept. Documented Classroom visits or scheduled programs

Smoking and Cancer Information and Awareness

No cost Administrators, Counselor and Teachers

Puppet Program sponsored by ―Kids on the Block‖

Cancer Information and Awareness No cost Administrators, Counselors, and Teachers

Community Programs that are available

Provide training opportunities that increase staff awareness of issues regarding sexual abuse and maltreatment of children with a focus on prevention techniques and warning signs a child might have been victimized.


August -Staff Development Plan -Attendance Certificates -Sign-in Sheets

50

Objective 6: Danbury ISD will identify students in grades K-12 who excel consistently in one or more of the four core contents areas and provide differentiated programs for identified students beyond the regular classroom requirements by highly qualified teachers who have been trained in gifted education.

Budget= $6,601 FTE= .14


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


G.T. parent/teacher survey.

Local Funds G. T. Coordinator Committee

April-May Parent Participation

Students are identified using multiple sources of assessment, both verbal and nonverbal.

Local Funds G. T. Committee

August--November and January--February

SOI-test Ravens Sages Teacher/Parent component

Students are re-assessed every 3 years to identify areas of strength for differentiation using multiple assessments.

Local Funds Principal, G. T. Teacher, Classroom Teachers

August--November and January—February 2 times a year

Testing Data

Staff development opportunities are provided for differentiation strategies and effective models.


Principal, G. T. Teacher, and Teachers

August-May GT Training, sign in sheet

Professional development activities to meet the requirements of training and/or annual updates.


Principal and G. T. Teacher

August--May Sign in sheets

Program is evaluated annually to assess program effectiveness.

Local Funds Principal and G. T. Teacher

May Program Data

Annual GT update for teachers. Local Funds Title 1 Funds

Director of Curriculum

August Sign in sheets

51

Objective 7: Danbury ISD will provide accelerated instruction and instructional opportunities that monitor progress ,

and create a personal graduation plan for all students who have not passed all portions of the state assessment program or are identified as at-risk of not completing high school according to state guidelines.

Budget= $42,778 FTE=.86


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


Annually the campus uses state criteria to identify at-risk students.

Local Funds Administration, Counselor, and Support Staff

August--May At-risk cards

Teachers, provide tutorials, extra assistance, accommodations, and interventions for students as applicable.


Principal, Teachers, and Counselor

August--May Title and tutorial list Documentation on At-risk cards

Strategies for serving students in at-risk situations are developed at the campus and district level. These strategies include but are not limited to: ESL classes, STAAR preparation classes, Title services and tutorial services,


Principal and Teachers

August—May Title and tutorial list

Needs Assessment Information (from state assessments, dropout rate and language barriers) is compiled and reviewed for at-risk students.

Title 1 Funds Principal, Counselor and Teachers

August—May At-risk cards

52

At-Risk Student Performance review includes timelines for review with; Measurable Performance Objectives. (Data used to determine entry and exit from At-risk identification) Formative Evaluation criteria would include documentation of student performance on measurable objectives and the inclusion of students in campus wide program to address student needs.

Local Funds Principal, Counselor and Teachers

August—May Testing data

53

Objective 8: By May 20123, at least 75% of all Special Education students in Danbury ISD will pass all portions

of their required state assessment exams, students with disabilities graduating by their IEP will be prepared to successfully transition into post-secondary options, and pre-referral interventions will be conducted on all students indicating need of special education or other targeted services.

Budget= $214,850 FTE=6.0


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


Identification of Special Education students includes a review of: Child Find, Private School Notification, LRE - Ethnicity, LRE -Economically disadvantaged, and LRE - Limited English Proficiency.

Local Funds Administration, Special Education Teachers, and Staff

August—July Information postings and enrollment

Evaluation of Special Education students includes a review of Early Childhood Intervention Coordination, Current Evaluation Reports and Qualifying Disability. (PPCD)

Local Funds Administration, Special Education Teachers and Diagnostician

August—May June

Student ARD data

ARD Committee Meetings/IEP Development includes a review of Surrogate Parents, Notices, Consents, Transition Plans and Extended School Year. (Annual ARD)

Local Funds Administration, Special Education Teachers, and Regular Education Teacher

August—May June

Student ARD data

In-class Support Local Funds Title 1 Funds

Classroom Teacher and Special Ed. Teacher

Aug. – May June

Inclusion Time

54

IEP implementation/ Least Restrictive Environment (LRE) includes a review of LRE: General Classroom Removal, Private Placement, Placement Ratio and Commensurate Services, IEP Implementation and Disciplinary Removals.


Administration, Special Education Teachers Instructional Aids Classroom Teachers

August— May June

Student ARD data

Parents' Rights includes a review of Confidentiality and independent Educational Evaluations.

Local Funds Administration, ARD specialist

August--May Student ARD data

Administrative review includes a review of Assistive Technology, Personnel Credentials, Budgeting, and a Comprehensive Analysis.

Local Funds Administration and Special Education Director

August--May Per student assessment data

Campus has established process for training and dissemination of information regarding the Comprehensive Analysis Process (CAP).


August and December

RTI program/documentation

Data is collected and analyzed to ensure compliance with regulations and laws related to the identified CAP areas.


Year around Student ARD data

Monitoring of Special Education students and IEP implementation is ongoing according to guidelines and procedures.


Administration, Special Education Teachers and Regular Education Teachers

August—April June

Tracking folders and Special Ed. Documentation Notebooks

Campus staff development activities include information and training on instructional strategies, interventions, information updates, and modifications/differentiation

Title 1 Funds

Administration, Special Education Teachers, Teachers, and Special Education Director Department and Coop

August-May June

In-service log

55

Enhance the use of assistive and instructional technology with special education populations through the purchase of additional instructional devices.

IDEA B, ARRA Title 1 Funds

Campus Administrators and Special Education Teachers

August—July -Purchase Orders -Invoices -Inventory Documents ARD Paperwork

Provide scientifically research-based professional development to all staff in the areas of inclusion and special education differentiation/modification.


Special Education Director, Director of Curriculum, Principals, and Teachers

August—July -Attendance Certificates -Sign-in Sheets -Meeting Agendas and Handouts

IDEA B, Preschool

ARRA Funds

Teachers, Administration

August -July Enrollment

Enhance the use of technology with preschool special education populations through the purchase of additional instructional devices.


Campus Administrators and Special Education Teachers

August—July -Purchase Orders -Invoices -Inventory Documents

56

Objective 9: The district will promote and students will demonstrate behaviors that support academic success as

evidenced by a reduced retention rate, reduced discipline referrals, and increased attendance rate.


RESOURCES

PERSON(S)

RESPONSIBLE

TIMELINES


Acknowledge students for good behavior and academic achievement- Caught ―Bee-ing‖ Good

Local Funds DES Staff August-June Discipline referrals Weekly Awards roster A/R Party Attendance

Adopt and implement truancy prevention measures prior to referring a child to court for failure to attend school. These measure include:

Attendance calls to parents,

Teacher/parent contact

Letters sent to parents on 3rd

, 6

th, and 9

th absence,

Disciplinary measures,

Parental contact with administration,

And attendance committee review

Local Funds Campus Administrators

August—May -Monthly Attendance Report -Attendance as reported in PEIMS Perfect Attendance Roster

57

Objective 10: To ensure students assigned to the DAEP achieve educational excellence, DAEP instructors will receive required training and each campus will disaggregate and analyze data which includes the following: overrepresentation of students in special populations, attendance rates, pre- and post-assessment results, dropout rates, graduation rates, and recidivism rates.


RESOURCES


TIMELINES


Disaggregate and analyze data for the following:

Overrepresentation of special populations in the DAEP

Attendance rates

Pre- and post-assessment results

Recidivism rates

Local Funds Superintendent Director of Curriculum, and Campus Administrators

August--June -PEIMS Records -AEIS Report -Discipline Reports -Attendance Reports -Pre- and Post-Assessment Results

Provide training opportunities for DAEP staff over the following topics:

Behavior management

Safety procedures

Skills training in diversity, dating violence, and anger management

Education

CPR, First Aid, and AED discipline of students with disabilities who receive special education services,

social and problem-solving skills that address diversity, dating violence, anger management, and conflict resolution,

and annual training on procedures for reporting abuse, neglect, or exploitation of students.

Local Funds Title II, Part A

Director of Curriculum, Campus Administrators, and School Nurse

August—May -Staff Development Records -Attendance Certificates -Sign-in Sheets -Meeting Agendas and Minutes

Annual training for DAEP staff over established procedures for reporting abuse, neglect, or exploitation of students.

Local Funds Title II, Part A

Director of Curriculum and Campus Administrators

August—May -Staff Development Records -Attendance Certificates -Sign-in Sheets -Meeting Agendas and Minutes

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Written contracts between parents/guardians, students, and the DAEP to outline student behavior and expectations will be established and implemented as a part of the intake procedure.

Local Funds Campus Administrators

August—May -DAEP Handbook -Signed Contracts

Students will be transitioned from the DAEP to the locally assigned campus in a gradual manner incorporating the following:

An established timeline.

Transition counseling to adjust students to reentry into the school environment.

Monitoring of student progress upon reentry into the regular school environment by DAEP teachers, counselors, and other school staff as determined by the campus administration.

Local Funds Campus Administrators, Counselors, DAEP Instructor, and Teachers

August—May -Completed Transition Schedule -Completed Monitoring Form -Reduced Recidivism

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Objective 12 1: The district will promote healthy living for all students and staff members.

District Budget= $ 3,500


RESOURCES


TIMELINES


Danbury ISD will use The Great Body Shop as the Coordinated School Healthy Program for grades K—6

Local Funds Director of Curriculum, Principals, Health teachers, and Classroom Teachers

September—May -Lesson Plans -Classroom Observations

The SHAC will meet a minimum of four times each year to discuss student and staff health issues, develop needs assessments, and recommend policy to the DISD Board of Trustees.

None Required

District Nurse, Director of Curriculum, Campus Administration, Parent Representatives

September, November, January, and March

-SHAC Agenda and Minutes -Goals and Objectives in DIP/CIP -Board Agenda and Minutes

District nurse will provide health screenings, student and staff care, and staff wellness programs.

Local Funds District Nurse Campus Wellness Committee

August--May -Record of Students Screened -Staff Wellness Programs

All DISD students enrolled in a course that received physical education credit will participate in rigorous physical activity through the FITNESSGRAM assessment. Individual student results will be provided to the student’s parents and the TEA.

Local Funds Director of Curriculum, Campus Administrators, and the Health/PE Coaches

September, February, and June

-FITNESSGRAM Assessment Results

The SHAC will use needs assessments to gather information and present a report to the Board of Trustees annually.

Local Funds District Nurse, Director of Curriculum, and Campus Administration

August—July -Annual SHAC Report -Board Agenda and Minutes

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Appendix

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State and Federal Programs 2012-13 Funding Levels

Program Purpose Est.

SSA

Estimated

Entitlement State compensatory Education

Enhance & improve the regular education program to increase the academic achievement & to reduce the drop out rate of identified students in at-risk situations. Supplements Local Funds.

$0 $296,732

ESL Address the needs of students whose home language is one other than English. $0 $14,818

Special Education Address the needs of students identified with disabling conditions. $0 $386,080

Gifted and Talented To identify and provide services for students identified as gifted/talented. $0 $25,948

Career & Technology Education (State)

Develop more fully the academic and occupational skills of all segments of the student populations, ultimately assisting to make the U.S. more competitive

$0 $434,771

Career & Technology Education (Perkins)

Develop more fully the academic and occupational skills of all segments of the student populations, ultimately assisting to make the U.S. more competitive.

$9,000 $9,000

Title I, Part A To enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the state content standards and to meet the state student performance standards developed for all children.

$0 $72,429

Title II, Part A To increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers, principals, and assistant principals in schools.

$0 $18,206

Instructional Materials Allotment

To purchase instructional materials (textbooks and technological equipment) that contributes to student learning and to pay for training educational personnel in the use of the instructional materials. Year two - $53,014

$0 $115,129 (total 2 year allotment) $53

Title III, Part A (LEP) Language – English Proficiency $2,054 $2,054

Education Jobs Fund The Education Jobs Fund (Ed Jobs) program is a new Federal program that provides assistance to districts to save or create education jobs for the 2011-2012 school year. Jobs funded under this program include those that provide educational and related services for early childhood, elementary, and secondary education.

$0 $148,132

Student Success Initiative

The goal of the SSI is to ensure that all students receive the instruction and support they need to be academically successful in reading and mathematics. $0 $2,687

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State Compensatory Education Description A brief description of the State Compensatory Education program in Danbury ISD:

In keeping with the intent and purpose of Section §29.081 of the Texas Education Code addressing Compensatory, Intensive, and Accelerated Instruction, Danbury ISD provides compensatory supplemental services to the regular education program for students identified as at risk of dropping out of school. Each campus, along with its site-based decision making committees, will decide how the money can best be spent to provide compensatory, intensive, and accelerated instruction for the at-risk students on that campus for the purpose of increasing the academic achievement and reducing the drop out rate of those students who meet the eligibility criteria for being at-risk. The district ensures that these funds remain supplemental to those used to implement the regular education program and that the intent and purpose of the SCE Program are met – to increase the academic achievement and reduce the drop out rate of students meeting the State-defined eligibility criteria. Program Goals The goals of all DISD SCE services provided to identified students are to reduce any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39 and to reduce/eliminate any disparity in the rates of high school completion between students identified in at-risk situations and all other district students (§29.081, TEC and 77® SB 702 Enrolled – Bill Text). General Use of Funds Danbury ISD uses all SCE funds to supplement services beyond those offered through the regular education program, less 15 percent indirect costs and the 18% allowable to provide baseline services at the District’s AEP. SCE funds do not supplant funds for the Regular Education Program, defined as those basic instructional services to which all eligible students are entitled and consists of the required curriculum for each school district that serves grades K-12 (e.g., English language arts, mathematics, science, social studies) and enrichment curriculum (e.g., languages other than English, health, physical education, fine arts, economics, career and technology education and technology applications).

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State Compensatory Education State of Texas/ Danbury ISD Student Eligibility Criteria: Danbury ISD has adopted the thirteen criteria delineated in Texas Education Code §29.081 and redefined by Senate Bill 702 as the sole criteria used in identifying students who are eligible to receive intensive, supplemental services. These criteria include the following: A student at risk of dropping out of school includes each student who is under 21 years of age and who… 1. Is in pre-kindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the

current school year. 2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a

semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. Was not advanced from one grade to the next for one or more school years 4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year

performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

5. Is pregnant or is a parent 6. Has been placed in an AEP during the preceding or current school year 7. Has been expelled during the preceding or current school year 8. Is currently on parole, probation, deferred prosecution, or other conditional release 9. Was previously reported through PEIMS to have dropped out of school 10. Is a student of limited English proficiency 11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS 12. Is homeless 13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the

district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

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Identification Procedures The Superintendent, in consultation with each campus principal, shall appoint an At-Risk Contact at each campus. Responsibilities of each contact include the following: • Oversee processes for identification of students • Maintain a list of identified students with the qualifying criterion/criteria listed • Advise campus staff, as appropriate, of the status of identified students • Oversee processes for timely review of student progress to determine the need for continued services &/or continued eligibility • Oversee, at a minimum, a semi-annual review of student data to determine the student’s continued eligibility • Collaborate with campus administration and staff (SBDM) to ensure appropriate services are available to identified students • Plan and conduct, in coordination with the district contact, an annual evaluation of program effectiveness at the campus level • Collaborate with the principal and SBDM or campus staff to provide appropriate staff development sessions Procedures for Identifying Eligible Students The district coordinator shall establish uniform procedures for identifying students, utilizing a district-adopted/created document for identifying and monitoring the status of students in at-risks situations according to the criteria outlined by the State. Each campus contact shall oversee identification processes at his/her respective campus and shall ensure that PEIMS data is updated accordingly. Periodic Updates and Eligibility Review The campus contact, in consultation with the district coordinator and the campus principal and/or his designee(s), shall establish procedures to conduct periodic reviews annually, at a minimum, to identify additional eligible students, as well as to review the status of previously identified students, ensuring that all students receive services as needed. Student data to be reviewed shall include, but may not be limited to, the following: • For elementary students only – students’ performance on a readiness test or assessment instrument administered during the current school year (e.g., TPRI); • Retention rates; • Performance on State assessments, inclusive of STAAR and alternative assessments • Alternative education program placement (current or preceding school year) • Expulsion records (current or preceding school year) • To the extent possible, data regarding parole, probation, deferred prosecution or other conditional release; • LEP status • DPRS referrals (current school year)

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• Homeless status • Residential facility placement data (preceding or current school year) Provision of Services Upon identification of students, the campus contact, in collaboration with appropriate campus staff, shall ensure that identified students are provided appropriate services that address the student’s qualifying criteria. These services may include, but are not limited to, the following: • Intensive remediation services for state assessments • Extended learning opportunities (e.g., before/during/&/or after-school tutoring) • Counseling sessions • Peer, teacher, community-member mentoring sessions • Training sessions for parents of identified students • Intensive, supplemental reading programs • Study skills sessions • Summer enhancement programs • Individualized instruction • Extended early childhood programs • Goal-setting session Monitoring In addition to provision of services the campus contact in consultation with appropriate staff and representatives from external agencies, where appropriate, will establish measures for timely monitoring of the student’s progress. Such measures may include the following: • Periodic interviews with service providers • Written progress reports • Review of subject area performance • Periodic benchmark assessments • Review of six-week failure lists • To the extent possible, quarterly &/or other timely consultations with law enforcement agents and representatives DPRS • As appropriate review impact of counseling services offered to identified students

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Exit Procedures Since some criteria may only temporarily qualify students for SCE services (e.g., performance in subject area curriculum, on readiness tests, on State assessments, pregnancy or parent status, expulsion timeframe, LEP status, residential placement timeframes), the campus contact, in consultation with the principal and /or the appropriate staff, will determine through periodic decisions for exiting a student from the SCE program will be based upon the review of student data and may include the following: • Retention status • Maintenance of passing grades with a score of 70 or greater • Residential placement status • Condition of pregnancy or parent status • Alternative education program placement timeframe • LEP status Continued Monitoring To ensure that previously identified and served students receive timely and appropriate assistance, as needed, the campus contact will establish periodic review of students’ performance for those students who have been exited from the SCE Program services. Required Overall Program Evaluation The district coordinator will conduct an annual program evaluation, with assistance from the campus-level contacts, to assess the impact of SCE services/programs on the level of disparity between identified students in at-risk situations in relation to all other student populations for the following: 1. The disparity in performance on Chapter 39 Assessments; and 2. The disparity in the rates of high school completion. Campus-Level Services Based upon students’ qualifying criteria, the following information outlines each campus’ specific services funded by State Compensatory dollars. As additional students are identified, additional services may be added, and others may be modified or deleted.

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Danbury Elementary School

Teachers $ 42,778 Supplies $ 200 Support Personnel $ 0 Total $ 42,978 Total FTE: .86

Danbury Middle School Teachers $ 29,312 Supplies $ 250 Support Personnel $ 0 Academic Guidance $ 10,500 Total $ 29,562

Total FTE: .56

Danbury High School Teachers $ 60,447 Supplies $ 500 Odysseyware $ 6,000 Support Personnel $ 875 Total $ 67,822 Total FTE: 1.14

Other Services/Funds Utilized In addition to the strategies utilized by the campuses, DISD draws on other fund sources to support services to address the needs of students identified in at-risk situation. In particular, local and special grants support our goals to provide our teaching staff with the most current effective staff development, a required component of State Compensatory Education. As well, other special state and federal funds support additional initiatives designed to support all students, especially those in greatest need.

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Effective School Correlates

Correlate 1: Safe and Orderly Environment The First Generation: In the effective school, there is an orderly, purposeful, businesslike atmosphere which is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning. The Second Generation: In the first generation, the safe and orderly environment correlate was defined in terms of the absence of undesirable student behavior (e.g., students fighting). In the second generation, the concept of a school environment conducive to learning for all must move beyond the elimination of undesirable behavior. The second generation will place increased emphasis on the presence of certain desirable behaviors (e.g., cooperative team learning). These second generation schools will be places where students actually help one another. Moving beyond simply the elimination of undesirable behavior will represent a significant challenge for many schools. For example, it is unlikely that a school’s faculty could successfully teach its students to work together unless the adults in the school model collaborative behaviors in their own professional working relationships. Since schools as workplaces are characterized by their isolation, creating more collaborative/cooperative environments for both the adults and students will require substantial commitment and change in most schools. First, teachers must learn the "technologies" of teamwork. Second, the school will have to create the "opportunity structures" for collaboration. Finally, the staff will have to nurture the belief that collaboration, which often requires more time initially, will assist the schools to be more effective and satisfying in the long run. But schools will not be able to get students to work together cooperatively unless they have been taught to respect human diversity and appreciate democratic values. These student learnings will require a major and sustained commitment to multicultural education. Students and the adults who teach them will need to come to terms with the fact that the United States is no longer a nation with minorities. We are now a nation of minorities. This new reality is currently being resisted by many of our community and parent advocacy groups, as well as by some educators. Correlate 2: Climate of High Expectations for Success The First Generation: In the effective school, there is a climate of expectation in which the staff believe and demonstrate that all students can attain mastery of the essential school skills, and the staff also believe that they have the capability to help all students achieve that mastery.

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The Second Generation: In the second generation, the emphasis placed on high expectations for success will be broadened significantly. In the first generation, expectations were described in terms of attitudes and beliefs that suggested how the teacher should behave in the teaching-learning situation. Those descriptions sought to tell teachers how they should initially deliver the lesson. High expectations meant, for example, that the teacher should evenly distribute questions asked among all students and should provide each student with an equal opportunity to participate in the learning process. Unfortunately, this "equalization of opportunity," though beneficial, proved to be insufficient to assure mastery for many learners. Teachers found themselves in the difficult position of having had high expectations and having acted upon them--yet some students still did not learn. In the second generation, the teachers will anticipate this and they will develop a broader array of responses. For example, teachers will implement additional strategies, such as re-teaching and regrouping, to assure that all students do achieve mastery. Implementing this expanded concept of high expectations will require the school as an organization to reflect high expectations. Most of the useful strategies will require the cooperation of the school as a whole; teachers cannot implement most of these strategies working alone in isolated classrooms. High expectations for success will be judged, not only by the initial staff beliefs and behaviors, but also by the organization’s response when some students do not learn. For example, if the teacher plans a lesson, delivers that lesson, assesses learning and finds that some students did not learn, and still goes on to the next lesson, then that teacher didn’t expect the students to learn in the first place. If the school condones through silence that teacher’s behavior, it apparently does not expect the students to learn, or the teacher to teach these students. Several changes are called for in order to implement this expanded concept of high expectations successfully. First, teachers will have to come to recognize that high expectations for student success must be "launched" from a platform of teachers having high expectations for self. Then the school organization will have to be restructured to assure that teachers have access to more "tools" to help them achieve successful learning for all. Third, schools, as cultural organizations, must recognize that schools must be transformed from institutions designed for "instruction" to institutions designed to assure "learning."

Correlate 3: Instructional Leadership The First Generation: In the effective school, the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program. The Second Generation: In the first generation, the standards for instructional leadership focused primarily on the principal and the administrative staff of the school. In the second generation, instructional leadership will remain important; however, the concept will be broadened and leadership will be viewed as a dispersed concept that includes all adults, especially the teachers. This is in keeping with the teacher empowerment concept; it recognizes that a principal cannot be the only leader in a complex organization like a school. With the

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democratization of organizations, especially schools, the leadership function becomes one of creating a "community of shared values." The mission will remain critical because it will serve to give the community of shared values a shared sense of "magnetic north," an identification of what this school community cares most about. The role of the principal will be changed to that of "a leader of leaders," rather than a leader of followers. Specifically, the principal will have to develop his/her skills as coach, partner, and cheerleader. The broader concept of leadership recognizes that leadership is always delegated from the followership in any organization. It also recognizes what teachers have known for a long time and what good schools have capitalized on since the beginning of time: namely, expertise is generally distributed among many, not concentrated in a single person. Correlate 4: Clear and Focused Mission The First Generation: In the effective school, there is a clearly articulated school mission through which the staff shares an understanding of and commitment to the instructional goals, priorities, assessment procedures, and accountability. Staff accepts responsibility for students’ learning of the school’s essential curricular goals. The Second Generation: In the first generation, the effective school mission emphasized teaching for learning for all. The two issues that surfaced were: "Did this really mean all students or just those with whom the schools had a history of reasonable success?" When it became clear that this mission was inclusive of all students, especially the children of the poor (minority and nonminority), the second issue surfaced. It centered itself around the question: "Learn what?" Partially because of the accountability movement and partially because of the belief that disadvantaged students could not learn higher-level curricula, the focus was on mastery of mostly low-level skills. In the second generation, the focus will shift toward a more appropriate balance between higher-level learning and those more basic skills that are truly prerequisite to their mastery. Designing and delivering a curriculum that responds to the demands of accountability, and is responsive to the need for higher levels of learning, will require substantial staff development. Teachers will have to be better trained to develop curricula and lessons with the "end in mind." They will have to know and be comfortable with the concept of "backward mapping," and they will need to know "task analysis." These "tools of the trade" are essential for an efficient and effective "results-oriented" school that successfully serves all students. Finally, a subtle but significant change in the concept of school mission deserves notice. Throughout the first generation, effective schools proponents advocated the mission of teaching for learning for all. In the second generation, the advocated mission will be learning for all. The rationale for this change is that the "teaching for" portion of the old statement created ambiguity (although this was unintended) and kept too much of the focus on "teaching" rather than "learning." This allowed people to discount school learnings that were not the result of direct teaching. Finally, the new formulation of learning for all opens the door to the continued learning of the educators as well as the students.

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Correlate 5: Opportunity to Learn and Student Time on Task The First Generation: In the effective school, teachers allocate a significant amount of classroom time to instruction in the essential skills. For a high percentage of this time, students are engaged in whole class or large group, teacher-directed, planned learning activities. The Second Generation: In the second generation, time will continue to be a difficult problem for the teacher. In all likelihood, the problems that arise from too much to teach and not enough time to teach it will intensify. In the past, when the teachers were oriented toward "covering curricular content" and more content was added, they knew their response should be to "speed up." Now teachers are being asked to stress the mission that assures that the students master the content that is covered. How are they to respond? In the next generation, teachers will have to become more skilled at interdisciplinary curriculum and they will need to learn how to comfortably practice "organized abandonment." They will have to be able to ask the question, "What goes and what stays?" One of the reasons that many of the mandated approaches to school reform have failed is that, in every case, the local school was asked to do more! One of the characteristics of the most effective schools is their willingness to declare that some things are more important than others; they are willing to abandon some less important content so as to be able to have enough time dedicated to those areas that are valued the most. The only alternative to abandonment would be to adjust the available time that students spend in school, so that those who need more time to reach mastery would be given it. The necessary time must be provided in a quality program that is not perceived as punitive by those in it, or as excessive by those who will have to fund it. These conditions will be a real challenge indeed! If the American dream and the democratic ideal of educating everyone is going to move forward, we must explore several important policies and practices from the past. Regarding the issue of time to learn, for example, if the children of the disadvantaged present a "larger educational task" to the teachers and if it can be demonstrated that this "larger task" will require more time, then our notions of limited compulsory schooling may need to be changed. The current system of compulsory schooling makes little allowance for the fact that some students need more time to achieve mastery. If we could get the system to be more mastery-based and more humane at the same time, our nation and its students would benefit immensely. Correlate 6: Frequent Monitoring of Student Progress The First Generation: In the effective school, student academic progress is measured frequently through a variety of assessment procedures. The results of these assessments are used to improve individual student performance and also to improve the instructional program. The Second Generation: In the first generation, the correlate was interpreted to mean that the teachers should frequently monitor their students’ learning and, where necessary, the teacher should adjust his/her behavior. Several major changes can be anticipated in the second generation. First, the use of technology will permit teachers to do a better job of monitoring their students’ progress. Second, this same technology will allow students to monitor their own learning and, where necessary, adjust their own behavior. The use of

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computerized practice tests, the ability to get immediate results on homework, and the ability to see correct solutions developed on the screen are a few of the available "tools for assuring student learning." A second major change that will become more apparent in the second generation is already under way. In the area of assessment, the emphasis will continue to shift away from standardized norm-referenced, paper-pencil tests and toward curricular-based, criterion-referenced measures of student mastery. In the second generation, the monitoring of student learning will emphasize "more authentic assessments" of curriculum mastery. This generally means that there will be less emphasis on the paper-pencil, multiple-choice tests, and more emphasis on assessments of products of student work, including performances and portfolios. Teachers will pay much more attention to the alignment that must exist between the intended, taught, and tested curriculum. Two new questions are being stimulated by the reform movement and will dominate much of the professional educators’ discourse in the second generation: "What’s worth knowing?" and "How will we know when they know it?" In all likelihood, the answer to the first question will become clear relatively quickly, because we can reach agreement that we want our students to be self-disciplined, socially responsible, and just. The problem comes with the second question, "How will we know when they know it?" Educators and citizens are going to have to come to terms with that question. The bad news is that it demands our best thinking and will require patience if we are going to reach consensus. The good news is that once we begin to reach consensus, the schools will be able to deliver significant progress toward these agreed-upon outcomes. Correlate 7: Home-School Relations The First Generation: In the effective school, parents understand and support the school’s basic mission and are given the opportunity to play an important role in helping the school to achieve this mission. The Second Generation: During the first generation, the role of parents in the education of their children was always somewhat unclear. Schools often gave "lip service" to having parents more actively involved in the schooling of their children. Unfortunately, when pressed, many educators were willing to admit that they really did not know how to deal effectively with increased levels of parent involvement in the schools. In the second generation, the relationship between parents and the school must be an authentic partnership between the school and home. In the past when teachers said they wanted more parent involvement, more often than not they were looking for unqualified support from parents. Many teachers believed that parents, if they truly valued education, knew how to get their children to behave in the ways that the school desired. It is now clear to both teachers and parents that the parent involvement issue is not that simple. Parents are often as perplexed as the teachers about the best way to inspire students to learn what the school teaches. The best hope for effectively confronting the problem--and not each other--is to build enough trust and enough communication to realize that both teachers and parents have the same goal--an effective school and home for all children!

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MISSION OF TEXAS PUBLIC EDUCATION

To ensure that all Texas Children have access to a quality education that enables them to achieve their potential and fully participate

now and in the future in the social, economic, and educational opportunities of our state and nation.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

The district operates in full compliance with the student confidentiality requirements of the federal Family Educational Rights and

Privacy Act (FERPA). For a full explanation of district practices and procedures regarding student confidentiality see district policies

FL (LEGAL) and FL (LOCAL).

EQUAL EDUCATION OPPORTUNITIES

Danbury Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in

providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights

Act of 1964, as amended; Title IX of the Educational Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973, as

amended.

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State Goals and Objectives

Goal 1: The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language. Goal 2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. Goal 3: The students in the public education system will demonstrate exemplary performance in the understanding of science. Goal 4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

Objective 1: Partnering Parents with Educators Parents will be full partners with educators in the education of their children. Objective 2: Student Potential Students will be encouraged and challenged to meet their full educational potential. Objective 3: Dropout Prevention Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective 4: Curriculum A well balanced and appropriate curriculum will be provided to all students. Objective 5: Prepare Students Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and productively function in a free enterprise society.

Objective 6: School Personnel Qualified and highly effective personnel will be recruited, developed, and retained. Objective 7: Student Performance The state's students will demonstrate exemplary performance in comparison to national and international standards. Objective 8: School Environment School campuses will maintain a safe and disciplined environment conducive to student learning. Objective 9: Instructional Techniques Educators will keep abreast of the development of creative and innovative techniques in instruction and administration using those techniques as appropriate to improve student learning. Objective 10: Technology Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

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NCLB/ESEA Goals and Indicators Goal 1: Students will Reach High Standards By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 1.1 Performance indicator: The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading/language arts on the State's assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).) 1.2 Performance indicator: The percentage of students, in the aggregate and in each individual student group, who are at or above the proficient level in mathematics on the State's assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).) 1.3 Performance indicator: The percentage of Title I schools that make adequate yearly progress. Goal 2: LEP will become Proficient in English All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 2.1 Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year. 2.2 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State's assessment, as reported for performance indicator 1.1. 2.3 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State's assessment, as reported for performance indicator 1.2. Goal 3: Highly Qualified Staff By 2005-2006, all students will be taught by highly qualified teachers. 3.1 Performance indicator: The percentage of classes being taught by ―highly qualified‖ teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in ―high-poverty‖ schools (as the term is defined in section 1111(h)(1)(C)(viii) of the SEA). 3.2 Performance indicator: The percentage of teachers receiving high-quality professional development (as the term, ―professional development,‖ is defined in section 9101 (34). 3.3 Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parental involvement assistants) who are qualified (see criteria in section 1119(c) and (d)). Goal 4: Safe, Drug Free Learning Environments All students will be educated in learning environments that are safe, drug free, and conducive to learning. 4.1 Performance indicator: The number of persistently dangerous schools, as defined by the State.

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Title I – Ten Components of a School Wide Program

Outline of the ten required components of a Title I School wide program plan.

NCLB Section 1114 (b) (1) requires a Title I schoolwide program plan to contain each of the following ten components as well as related measurable goals and strategies for implementation:

1. A comprehensive needs assessment of the entire school with information about the academic achievement of children in relation to the state academic content standards as described in Section 1111(b)(1). 2. School wide reform strategies that: a. Provide opportunities for all children to meet the state's proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). b. Use effective methods and instructional strategies based on scientific research that:

Strengthen the core academic program in the school.

Increase the amount and quality of learning time, by providing an extended school year, before- and after-school and summer programs and opportunities, and an enriched and accelerated curriculum.

Include strategies for meeting the educational needs of historically underserved populations. c. Address the needs of all children in the school, especially those of low achieving children and those at risk of not meeting the state academic content standards who are members of a population targeted by the schoolwide program. The services of such a program include:

Counseling, pupil services, and mentoring services.

College and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies.

The integration of vocational and technical education programs. d. Address how the school will determine if such needs have been met. e. Are consistent with the state plan and any local improvement plans. 3. Instruction by highly qualified teachers. 4. High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state academic content standards in accord with Section 1119 and subsection 1114 (a) (4). 5. Strategies to attract highly qualified teachers to high-need schools. 6. Strategies to increase parental involvement through means such as family literacy services in accord with Section 1118. • Written Policy

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• School / Parent Compact • Annual Parent Conference • Address language of parents and how information will be shared in their language • Program listing materials and training for parents in how to help their child. Meetings must be held in parent language and at various times of the day to attract more participants. • Provide description and explanation of curriculum and expected proficiency level • Annual meeting to explain Title I plan • Educate teachers, pupil service personnel with the assistance of parents in the values and utility of contributions of parents and how to reach out to, communicate with, and working with parents 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. 8. Measures to include teachers in decisions regarding the use of academic assessments (described in Section 1111[b] [3]) to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Effective, timely assistance for students who experience difficulty in attaining the proficient or advanced level of the academic content standards as required by Section 1111(b)(1). Students' difficulties must be identified in a timely way and in such a way as to provide information on which to base effective assistance. 10. Coordination and integration of federal, state, and local services and programs, including programs supported under NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

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E-Rate Goals

Goal 1: Goals and Strategy for Using Technology The plan must establish clear goals and a realistic strategy for using telecommunications and information technology to

improve education or library services.

Goal 2: Development Strategy for Training The plan must have a professional development strategy to ensure that staff knows how to use these new technologies to

improve education or library services.

Goal 3: Assessment of Services for Improvement The plan must include an assessment of the telecommunication services, hardware, software, and other services that will

be needed to improve education or library services.

Goal 4: Sufficient Budget for Implementation The plan must provide for a sufficient budget to acquire and support the non-discounted elements of the plan: the

hardware, software, professional development, and other services that will be needed to implement the strategy.

Goal 5: Evaluation Process for Monitoring Progress The plan must include an evaluation process that enables the school or library to monitor progress toward the specified

goals and make mid-course corrections in response to new developments and opportunities as they arise.

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ACRONYMS AND ABBREVIATIONS

§ 504 Section 504 of the Rehabilitation Act of 1973

ABC Associated Builders and Contractors, Inc. ACT American College Test AEIS Academic Excellence Indicator System AP Advance Placement ARD Admission, Review & Dismissal AYP Adequate Yearly Progress CBE Credit-By-Exam CTE Career & Technical Education CEHI Compensatory Education Home Instruction CEIC Campus Educational Improvement Council CIP Campus Improvement Plan COE Certificate of Eligibility DAEP Disciplinary Alternative Educational Placement DEIC District Educational Improvement Council DIP District Improvement Plan DISD Danbury Independent School District DMAC Data Management for Assessment / Curriculum ESC Educational Service Center ELE Elementary School ESL English as a Second Language FAST Financial Allocation Study for Texas FIRST Financial Integrity Rating System of Texas FTE Full Time Equivalent GCTP Gulf Coast Tech Prep GED General Equivalency Diploma GGCC Greater Gulf Coast Cooperative GT Gifted & Talented HQ Highly Qualified HS High School HSA High School Allotment IEP Individual Education Plan ILD Instructional Leadership Development IGP Individual Graduation Plan ITBS Iowa Test of Basic Skills JJAEP Juvenile Justice Alternative Ed. Placement

LEP Limited English Proficient LPAC Language Proficiency Assessment Committee MFP Master Facilities Plan MS Middle School MSTAR Middle School Students in TX Algebra Ready NCCER National Center for Construction Education and

Research NCLB No Child Left Behind OEYP Optional End of the Year Program OSHA Occupational Safety & Health Administration PBMAS Performance-Based Monitoring Analysis System PDAS Professional Development Appraisal System PEIMS Public Education Information Management System PGP Personal Graduation Plan PK Pre-Kindergarten PRS Pregnancy Related Services RtI Response to Intervention SAT Scholastic Aptitude Test SCE State Compensatory Education SDFS Safe & Drug Free Schools SE Special Education SSA Shared Services Arrangement STAAR State of Texas Assessment of Academic Readiness TAKS Texas Assessment of Knowledge & Skills TASBO Texas Association of School Business Officials TEA Texas Education Agency TEKS Texas Essential Knowledge & Skills TELPAS Texas English Language Proficiency Assessment System THEA Texas Higher Education Assessment TMSFA Texas Middle School Fluency Assessment TPRI Texas Primary Reading Inventory TPTR Teacher & Principal Training & Recruiting