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Crowley ISD – Campus Improvement Plan – 2013-14

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CROWLEY ISD

CAMPUS IMPROVEMENT PLAN

Oakmont Elementary

2013-2014 Revised Annually


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District Mission Statement

Crowley ISD provides our students with excellence in education so

that all students achieve their full potential.

Vision Statement

Crowley ISD will provide all students with a world-class, high-

quality education where students are inspired to succeed in the

global community.

Board Priorities

I. We value high academic achievement.

II. All students can learn through a variety of instructional

methods and opportunities that meet their individual

needs.

III. Learning is enhanced through social interaction in a

diverse setting.

IV. We value a safe and secure learning environment.

V. We value a positive work place in which each employee

is appreciated and is provided opportunities for

professional growth.

VI. We respect and value the opinions of all students,

employees and community members.

VII. We encourage open, effective and timely communication

with district stakeholders.

VIII. We support effective stewardship of public resources.


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Crowley ISD

2013-2014 District Strategic Plan

Goals and Objectives

Goal 1: Student Achievement for All

Description: Crowley ISD will demonstrate sustained growth in student achievement by

ensuring learning for all students through high standards, integrated technology, highly qualified

staff and the district-wide aligned curriculum.

Performance Objective 1.1: Increase the number of students who are college/workforce

ready and meet the criteria for graduating on the Distinguished or Recommended High

School Plan or with endorsements and distinctions.

Performance Objective 1.2: Demonstrate continuous improvement of district

accountability measures through district-wide aligned systems and curriculum resulting

in all campuses meeting state accountability standards.

Performance Objective 1.3: Increase the number of students enrolled in Advanced

Academic Courses.

Performance Objective 1.4: Encourage student participation in extracurricular activities

and monitor their progress to ensure high levels of academic achievement.

Performance Objective 1.5: Increase the integration of technology resources and

systems in order to ensure students are 21st Century Learners.

Performance Objective 1.6: Recruit and retain a Highly Qualified, diverse staff who

implement best practices and are recognized and valued.

Goal 2: Safe, Secure and Nurturing Schools

Description: Crowley ISD will provide and maintain safe, secure and nurturing environment

conducive to learning, which will enable students to think critically and act responsibly.

Performance Objective 2.1: Maintain safe and orderly learning environments for all

students and staff.

Performance Objective 2.2: Increase customer satisfaction.

Performance Objective 2.3: Increase the number of parents and community members

involved in schools.

Goal 3: Ensure Effective and Efficient Use of Resources

Description: Crowley ISD will align its resources with its mission and establish operational

processes that systematically improve individual departments and campuses, which in turn,

improve the district.

Performance Objective 3.1: Customer/Stakeholder Satisfaction in effectiveness and

efficiency of the district.

Performance Objective 3.2: Efficient use of resources by all district departments


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Crowley Independent School District

Profile of a Graduate – 21st Century Learner

All graduates of the Crowley Independent School District will make valuable

contributions to society in the 21st century. The following competencies and

performance behaviors are expectations for all

CISD graduates.

As a 21st century learner, the students will have abilities to

make conceptual connections across the content areas

work effectively on real-world applications and make connections to real-world

contexts

be successful in post-secondary education and employment after their graduation

from the PK -12 system

Competencies

Academically Prepared for Life-Long Learning

Uses reading, writing, language, mathematics, science, social studies and

technology effectively

Maintains high expectations of learning

Appreciates a diversity of literature and fine arts

Continues education in a variety of settings, i.e. academic, vocational, and

workplace

Commits to the continuous process of self-directed learning

Sets, adjusts, and evaluates realistic long and short term goals

Demonstrates the ability to locate, organize, evaluate, and utilize information

Reads proficiently from a variety of sources for knowledge and enjoyment

Effective Communicator

Practices effective communication skills through listening, speaking, writing, and

reading while adapting to different audiences and purposes

Conveys ideas while respecting the feelings and thoughts of others

Demonstrates the ability to communicate using the computer and other available and

appropriate technology

Performance Behaviors

Problem Solver

Exhibits innovative and perceptive thinking to solve problems

Questions, researches, and thinks critically to obtain essential knowledge

Demonstrates conflict resolution and interpersonal skills

Appreciates the past with a vision for the future

Responsible Citizen

Value Integrity and accepts responsibility

Builds self discipline and a strong work ethic, balancing competition and

cooperation

Demonstrates cultural and social mindedness and willingness to participate in a

democratic society and the world

Develop an awareness of a healthy life style


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Campus Performance Objectives Committee (CPOC)

Committee Members

Teaching positions:

Jennifer Avrett, Lisa Blount, Jennifer Hennessey, Gayle Biemeret, Amanda Pate, Jenny Leavitt,

Melissa Vuduris

Non-teaching positions:

Hope Martin

Community Partners/Business Partners/Parents:

Pastor Darwin Jordan, Andrea Chicotsky,


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CPOC Calendar – Meeting Timeline - Sample

Date Activity Members Required Comments/Expected

Outcome/Agenda Items

September

Campus Planning Staff

Development Day

Campus Reps

Parents/Community Members

DWEIC Members Faculty/Staff

Data review Action plans

December

Regular CPOC mtg

Library 3 PM

Campus Reps Parents/Community Members

Data review Campus improvement plan

March

Regular CPOC mtg library 3PM


Data review

May

Regular CPOC mtg library 3 PM


Data review Budget


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Data Sources Reviewed:

2013 STAAR data

Attendance and Discipline Reports

TEKS resource system unit assessment data

Demographic reports

DWEIC collaboration

Enrollment data

Faculty/parent surveys

Highly Qualified teacher report

Instructional technology

Longitudinal data

Parental participation/involvement

PDAS

Semester failure rates

Teacher/staff feedback/input

TELPAS report

IStation (Reading), TEMI Texas Elementary

Mathematics Inventory, At Risk assessments.

Area Reviewed Summary of Strengths

What were the identified strengths? Summary of Needs

What were the identified needs?

Priorities

What are the priorities for

the campus, including how

federal and state program

funds will be used?

A.

Demographics

(Goal 1, 2 & 3)

Performance

Objectives

1.1, 1.2, 1.6, 2.1

Adequate teacher/student ratios: average 1/20

Diversity among the student population.

Demographics: American Indian - Alaskan Native

1%

Asian 4%

Black - African American 42%

Native Hawaiian - Pacific Islander 0%

White 25%

Two-or-More 5%

Enrollment 582 students (this is up about 30 students

from last year)

100% of staff highly qualified

Low teacher mobility 9% ( 5 teachers) three of these

retired and two decided to stay at home with babies.

Student attendance 96%

Student mobility 32%

No distinction in ELAR

Attendance

ELAR

Oakmont ES COMPREHENSIVE NEEDS ASSESSMENT SUMMARY- CAMPUS PROFILE SCHOOL YEAR: 2013-2014


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B. Student

Achievement

(Goal 1)

Performance

Objectives

1.1, 1.2, 1.3

Distinctions met in Math and Top 25%. Met standard

in all areas.

Book ownership is important, Book Fair held yearly.

EOY TEMI results for Grades K and 1 above district

average and improved over year.

Kindergarten

district above

BOY

campus above

BOY

84 92

district above

MOY

campus above

MOY

86 92

district above EOY campus above EOY

87 96

First grade

district

above BOY

campus

above BOY

84 90

district

above MOY

campus

above MOY

82 83

district above EOY campus above EOY

83 84

IStation Reading improvement strengths

are: Kindergarten TIER 1 improved from 34% in

Oct to 68% in May. First

grade TIER 1 improved

TEMI: Grade 2 did not

improve and was below district

average.

Second grade

district above

BOY

campus above

BOY

83 88

district above

MOY

campus above

MOY

80 76

district

above EOY

campus above

EOY

77 72

IStation Reading improvement

concerns are: PK moved from

56% TIER 1 in Nov to 56%

TIER 1 in May. Second grade

moved from 28% TIER 1 in

Sept to 31% TIER 1 in May.

Third grade moved from 36%

TIER 1 in Sept to 44% TIER 1

in May.

Math Lesson plans

and level of engaged

learners.

ELAR lesson plans

and implementation

of guided reading.

Additional access to

IStation and Think

Through Math in

classrooms.


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from 28% in Sept to

60% in May.

Increased number of gifted and talented students from 29

students last year to 36 students this year.

C. School

Culture and

Climate

(Goal 1 & 2)

Performance

Objectives

1.4, 2.1, 2.2

Discipline data: Met goal of 5% or fewer discipline

referrals school wide in first and sixth six weeks. First six

weeks 3% and sixth six weeks 4%.

Parental engagement survey (Spring 2013): 96% of

parents believe that parental/guardian involvement is

positively related to a child’s achievement. 94% of

parents feel that school facility is well maintained. 94%

believe the school encourages students to be responsible.

89% of parents believe the school offers its students a safe

environment to learn. 89% of parents indicate there is an

active PTA at my child’s school. 88% believe that their

child’s homework assignment requires interaction with

them or others in the family. 85% believe they are

informed of their child’s academic progress on a regular

basis. 84% understand the school’s academic expectations

for their child. 84% feel it is very clear to them what the

teacher expects of their child in terms of school work.

84% indicate they attend most school events offered to

parents such as parent teacher conferences and open

Discipline data: Did not

meet goal of 5% or fewer

referrals school wide in

second – fifth six weeks.

Second six weeks – 7%,

third six weeks 7%, fourth

six weeks 9%, fifth six

weeks 7%.

Parental engagement

survey: 30% of parents state

they do not regularly check

their child’s information

using an online resource.

26% stated the school does

not offer opportunities to

explore areas of interest

outside the core content

areas. 18% state the school

does not do a great job of

PBIS classroom

implementation

Increase in parent

knowledge and

understanding of our

school and activities.

Continue/increase PLC

work with staff.


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houses.

Staff school climate and culture survey Spring 2013: 98%

of staff have trust and confidence in our school

leadership. 96% are committed to seeing the school

succeed. 96% feel safe at work. 96% feel that the people

they work with care about each other on a personal level

(up from 93% in 2012). 96% know what is expected of

them at work. 94% get the information needed to perform

their job effectively ( up from 86% in 2012). 94% stated

that teachers at Oakmont have positive relationships with

most parents (up from 85% in 2012). 94% feel that

school/district procedures and practices support student

achievement. 94% stated that school leadership is

accessible. 92% states the people that they work with

cooperate to get the job done (up from 88% in 2012).

Parent and family events held each year: Meet the

Teacher night, Grandparents Day, Welcome parent

brunch, twice a month family PE days, Trunk R Treat,

Field trips, school carnival, PTA programs (grade levels

perform), after school volleyball, Jump Rope for Heart.

Morning meetings held in each classroom. Students learn

problem solving and communication skills during this

discussion time.

challenging their child to his

full potential. 17% indicate

they would not recommend

Oakmont to a friend seeking

a school for their child. 14%

state they are not well

informed about their child’s

school life. 14% indicated

the school does not do an

excellent job dealing with

student bullying. 14% state

the level of difficulty

associated with their child’s

homework is not

appropriate. 14% state they

are not satisfied with the

overall quality of the school

that their child attends. 13%

state the amount of

homework given to their

child is not appropriate.

13% state the school does

not do a very good job of

meeting the needs of all its

students.

Staff school climate and

culture survey Spring 2013:

39% stated that parents at

Oakmont are not very

involved in their child’s

school life (This is a

decrease from 51%

unfavorable in 2012). 37%


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indicated that not many

parents volunteer time to

assist in Oakmont (decrease

from 47% in 2012). 33%

indicated that parents at

Oakmont are not very

engaged in the learning of

their child (decrease from

43% in 2012). 29% believed

that teachers at Oakmont are

not well-supported by the

parents with respect to

discipline issues (decreased

from 37% in 2012). 28%

believed that the amount of

word required of them is

unreasonable (increased

from 23% in 2012). 22% of

staff felt that students at

Oakmont do not show

respect for our teachers

(decreased from 24%). 18%

say they are not involved in

the decisions that affect

their work (increased from

14% 2012). 16% state they

are not satisfied with the

professional development

opportunities that are

available to them (decreased

from 18% 2012). 14% state

they do not have the

freedom needed to do their


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job. 12% indicate they do

not know the specifics of

how Oakmont intends to

improve student

achievement in the coming

year ( increased from 11%

in 2012).

D. Staff

Quality/

Professional

Development

(Goal 1 & 3)

Performance

Objectives

1.6, 3.2

All paraprofessionals are highly qualified.

Highly qualified, certified staff with additional

endorsements/certifications (SPED, reading, ESL).

Teacher mentoring program for new teachers

Staff development

planned on needs.

E. Curriculum,

Instruction,

Assessment

(Goal 1 & 3)

Performance

Objectives

1.2, 3.2

Teachers utilize Crowley curriculum, resources &

assessments which are aligned with TEKS. Teachers

meet twice a week to discuss the curriculum

resources and lesson plans as well as assessment data.

Daily English Language Arts learning time is 150

minutes a day for PK-2nd

grade and 120 minutes a

day for 3rd

-4th

grade. Daily Math learning time is 70

minutes a day for all grade levels.

Response to Intervention process is successfully

implemented.

Students are encouraged to think about high school

graduation and college. Each class displays the “Class

of……” over their door. Staff members display

college signs. College spirit days occur every Friday.

UIL teams for both Ready Writing in 3rd

grade and

Number Sense for 4th

grade.

Balanced literacy

fully implemented

Full time Math and

Reading specialists

in place.

F. Family and Parent and family events held each year: Meet the Increase the use of


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Community

Involvement

(Goal 2 & 3)

Performance

Objectives

2.2, 2.3, 3.1

Teacher night, Curriculum night, Grandparents Day,

Welcome parent brunch, twice a month family PE

days, Trunk R Treat, Field trips ( 2 a year for each

grade level), school carnival, PTA programs (grade

levels perform), after school volleyball, Jump Rope

for Heart, Van Cliburn Concert, Family Week, Career

Week, Movin with Mom, Dunkin with Dad,

Skyward parent portal has increased online

communication with parents.

Use of School Messenger and School Connect App

have increased communication with parents.

Partnership with House of Hope for Snack Sacks and

penny drive.

School communicates to parents in both English &

Spanish and provides a translating website as well as

personnel to translate.

Each teacher communicates with parents via a weekly

newsletter which includes topics of study for the

week, homework expectations, parenting tip, and any

calendar items or reminders needed.

Grade level teachers call each child’s parent twice a

year with a positive comment. Teachers keep a parent

contact log documenting all contacts with parents.

Partnership with Country Day Private school – High

school students volunteer twice a year in our gym.

Partnership with Ft Worth Presbyterian Church.

Through Kid’s Hope they provide mentors to our

students.

Partnership with Teen Leadership class at North

Crowley High School for mentors.

Retired military officers mentor and tutor in Reading

twice a week for half a day .

teacher websites

either through our

website, Facebook,

or other sites.

Increase the number

of volunteers

G. School Campus Performance Objectives Committee (CPOC) Support classroom


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Context and

Organization

(Goal 1, 2 & 3)

Performance

Objectives

1.2, 2.1, 3.2

allows teachers to have a voice in the decision making

process at the campus level.

Campus discipline team School-wide Positive

Behavioral Interventions and Support Project PBIS

Hawks team meets monthly to discuss safety and

discipline concerns.

Campus emergency plan in place, with emergency

drills scheduled.

Cleanliness of facility

Campus leadership team (Principal, Assistant

Principal, and Counselor) meet weekly to discuss

current safety and discipline concerns.

Campus committees meet regularly.

Weekly informational e-mail sent to staff.

Counselor meets with small groups of students for

social skills.

implementation of

PBIS

H. Technology

(Goal 1 & 3)

Performance

Objectives

1.2, 1.5, 3.2

AWARE, Eduphoria, and Forethought software

programs

Document cameras and projectors are available for all

teachers

Mimio Teach units (interactive white board) are

available for all teachers.

Grades and lesson plans are computerized

Home Access Center is available to parents/legal

guardians

Technology is a focus on the campus both in

instruction, planning, and staff development

Wireless capabilities throughout the building.

Each first grade classroom has six IPod Touch to use

as learning stations to support all subject areas. Three

other classrooms also have these IPods.

Two-four student computers in each classroom.

With the loss of student

computers in the

classroom we are

concerned about

interventions for

students.

Research and

implementation of

technology to help

support student

learning.


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Intent and Beneficiaries of Federal Funds -

Federal Grant Funds 2012 – 2013 and

Proposed 2013 – 2014 Programming

Title I: $1.921.013

The purpose of Title One monies is to help students in greatest need to master the state mandated

curriculum. Campuses are identified as being eligible for Title One monies based on the percentage of

students that qualify for either the free or reduced lunch program. The district currently utilizes the Title

One monies to pay for supplemental personnel, professional development, materials, and parental

involvement activities at the Title One campuses. The vast majority of the monies go to personnel (math

specialists, reading specialists, science specialists, and general instructional specialists. The Title One

campuses for this year have been: David Walker Intermediate, Mary Harris Intermediate, Sycamore

Elementary, Meadowcreek Elementary, Jackie Carden Elementary, Parkway Elementary, J. A. Hargrave

Elementary, and Poynter Elementary.

Title II: $176,137

The purpose of Title Two monies is to develop and maintain a highly qualified staff of administrators,

teachers, and other professionals in order to help students master the state mandated curriculum. The

district currently utilizes the Title Two monies for supplemental district personnel and outside

professional speakers that address topics that include among other things: Differentiated Instruction,

Advanced Academics, Sheltered Instruction for English Language Learners, and High Yield Instructional

Strategies that focus upon academic rigor. The district also utilizes the monies to support the district

mentoring program and for recruitment of highly qualified teachers.

Title III: $173,930

The purpose of the Title Three monies is to help English Language Learners (ELL’s) master the state

mandated curriculum. The district currently utilizes the Title Three monies for supplemental bilingual

personnel that assist with direct instruction in reading and/or math as well as providing professional

development. The district also utilizes the monies to pay for supplemental bilingual instructional

materials, and for outside speakers that help teachers prepare to take the state endorsement test related to

English as a Second Language.

Perkins Grant: $153,571

The purpose of the Perkins Grant is to provide additional support for the Career Technology Program

(CTE). The district currently utilizes the vast majority of the Perkins monies to purchase additional

supplies and equipment for the programming provided at the Bill Johnson CTE Center. The funds also

support the CTE programming conducted at other campuses. The CTE program prepares students for

both continued educational experiences and/or certifications that make them more employable.


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Federal Program Expenditures

All district and campus expenditures related to the following Federal Grants will be utilized for

the purposes and intended audiences stated below:

Grant Purpose and Intended Beneficiaries

Title I, Part A The purpose of the grant is to help all students meet the state

student performance standards. The intended beneficiaries are

students who experience difficulties mastering the state academic

achievement standards.

Title II, Part A The purpose of the grant is to increase student academic

achievement through improving teacher and principal quality and

increasing the number of highly qualified teachers in classroom as

well as highly qualified principals and assistant principals. The

intended beneficiaries are teachers and principals, including

assistant principals, and as appropriate, administrators, pupil

services personnel, and paraprofessionals.

Title III, Part A The purpose of the grant is to provide supplemental resources to

help ensure that children who are limited English proficient attain

English proficiency at high levels in core academic subjects and

can meet state mandated achievement performance standards. The

intended beneficiaries are LEP students, including immigrant

children and youth.

Ten Components of a Schoolwide Program

1. A comprehensive needs assessment

2. Schoolwide reform strategies that provide opportunities for all children to meet or exceed

state’s proficient level of student performance

3. Instruction by highly qualified teachers

4. High Quality, ongoing professional development for all staff as needed

5. Strategies to attract high-quality highly qualified teachers to high-need schools

6. Strategies to increase parental involvement

7. Plans for assisting preschool children in the transition from early childhood programs

8. Measures to include teachers in the decisions regarding the use of academic assessments

for improving individual student performance and the overall instructional program

9. Effective, timely intervention activities which include measures to ensure that students’

difficulties are identified and of sufficient scope to target appropriate intervention

10. Coordination and integration occurs between federal, state, and local services such as

nutrition, education, job training, programs provided under NCLB and violence

prevention programs.


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2013-14 CISD Campus Improvement Plan

OAKMONT

Action Plan/Processes

Area of Focus from Comprehensive Needs Assessment:

A. Demographics

Strategic Plan Goal:




Performance Objective(s):

Performance Objective 1.1: Increase the number of students who are college/workforce ready and meet the criteria for graduating on

the Distinguished or Recommended High School Plan or with endorsements and distinctions.

Performance Objective 1.2: Demonstrate continuous improvement of district accountability measures through district-wide aligned

systems and curriculum resulting in all campuses meeting state accountability standards.

Performance Objective 1.6: Recruit and retain a Highly Qualified, diverse staff who implement best practices and are recognized

and valued.

Performance Objective 2.1: Maintain safe and orderly learning environments for all students and staff.

Summative/Formative Evaluation Tools: 2013 STAAR data, attendance and discipline data, unit assessment data, highly

qualified teacher report, longitudinal data, PDAS, semester failure rates, teacher/staff feedback/input, TELPAS report,

IStations (Reading) TEMI Texas Elementary Mathematics Inventory, At Risk Assessments.

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)

Staff Responsible Timeline Resources/

Funding Sources


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Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Assistant Principal and Attendance Clerk

will meet weekly to track truancy and

tardies. Institute an after school program for

students with excessive absences.

1,2,6

Assistant Principal

Attendance Clerk

Weekly

throughout the

year

Local funding

Gifted and Talented cluster teachers write

enrichment lessons for GT students each

week

8

GT cluster teachers Each week. Eduphoria>Forethought/local

funding

Number Sense and Ready Writing UIL

participation at grades 4 and 3 respectfully 8

Third and fourth

grade teachers as

well as UIL

coordinators/coaches

Spring semester UIL materials/local funding

Student data folders and class data posted:

Reading and Math data through grade 2 and

Science & Social Studies added to grades 3-

4. Principal will speak with every individual

student regarding their data twice a year.

Principal speaks with teachers about

classroom data every 3 weeks. Data from

unit assessments is used to drive tutoring.

Principal meets with each student twice a

year to review their individual data.

1,2,8,9,

Students, teachers,

Principal

Each six weeks Local funding


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Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Ensure all students progress to the next

grade level reading on level: Guided

reading at all grade levels. IStation

software (Reading) used in all grade

levels several times a week. Running

record and fluency check requirements

in place for each classroom. Balanced

literacy in place. Critical writing

required for every worksheet assigned

across the curriculum.

1,2,8,9,

Teachers Daily Local funding

Timezattack math software in use.

Computer lab open every morning

before school for this software use.

1,2,8,9,

Teachers, computer

lab aide

Daily Title I

Intervention strategies offered to aid

student achievement – e.g.

morning/afternoon tutorials, STAAR

tutorials, computer lab is open every

morning from 7:15-7:40 for 3rd

/4th

graders to utilize Math and Reading

programs. Reading Teacher’s aide

works with small groups of students to

improve reading skills, daily 7:45-8:15

intervention time across campus, full

time Math and Reading specialist

1,2,8,9,

Teachers, ESL aide,

computer lab aid, all

staff, Math

specialist, Reading

specialist

Daily Local funding and Title I for

Math specialist salary


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Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Dyslexia specialist works with students

identified with dyslexia. 1,2,8,9,

Dyslexia specialist Daily Local funding

Guided reading implementation for all

grade levels. Balanced literacy

implemented all grade levels

1,2,8,9,


I Station Reading intervention staff

development. 1,2,8,9,

Teachers November 2013 Local funding

Vertical team meetings to discuss Math

and Reading curriculum expectations

and differences

4

Principal, Assistant

Principal,

Math/Reading

specialist, teachers

November 2013 Local funding

Teachers trained in learning walks with

expectation of at least three walks to be

made each year

4


Principal, teachers

Spring semester Local funding

State of Texas Assessment of Academic

Readiness (STAAR) updates regarding

expectations, Texas Education Agency

resources and Oakmont results.

1,2,8,9,

Principal & teachers Each six weeks Local funding


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Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Review of Marzano’s high yield

instructional strategies and Fundamental

5

1,2,8,9,

Principal & teachers Fall semester Local funding

Teachers meet twice a week to discuss

curriculum resources and lesson plans.

A lesson plan template was implanted.

They also meet to discuss assessment

data and how to improve the learning

activities to improve student mastery.

4

Principal & teachers Weekly Local funding

Increase parent awareness of parent

portal, website, and other district

technology resources through PTA

meetings, newsletters and other

training/communication opportunities.

6

Principal, teachers &

PTA board

Monthly Local funding

Each grade level and individual teacher

creates a learning goal for the year.

Principal meets with teams every 3

weeks and individual teachers twice a

year to discuss progress made on goal

4

Principal and

teachers

2013-14 school

year

Local funding

7 Habits of highly functioning children

taught by counselor in guidance lessons

throughout the year.

9

Counselor and

teachers

2013-14 school

year

Local funding

Morning announcements include

positive thought of the day which

correlates to the 7 Habits.

9


Principal, &

counselor

2013-14 school

year

Local funding


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Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

School wide and classroom student

incentive programs to encourage good

behavior and decision making

9

Assistant Principal

& teachers

2013-14 school

year

Local funding

Conflict resolution, violence prevention,

and suicide prevention provided through

school counselor

9

Counselor 2013-14 school

year

Local funding

Bully reporting system in place 9

Counselor and

teachers

2013-14 school

year

Local funding

Classroom implementation of CHAMPS

as a continuation of PBIS

implementation

9

PBIS team,

Assistant Principal,

and teachers

2013-14- school

year

Local funding

Compliance training completed online

by all staff 4

All staff members Aug 2013 Local funding

Counselor and district behavior

specialist create small social skills

groups with will meet weekly.

9

Counselor Weekly Local funding


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Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

PBIS Hawks team meets and reports to

staff monthly regarding current

behavioral and safety concerns. Actions

will be created as new discipline data

requires.

9

PBIS team,


teachers


Pregnancy related services under 504

will be provided if needed. 9

Counselor As needed Local funding

Homeless services provided through

Title I funds if needed 9

Counselor As needed Title I


of 49 Revised: 10-31-12


OAKMONT



B. Student Achievement




Performance Objective 1.1: Increase the number of students who are college/workforce ready and meet the criteria for graduating on

the Distinguished or Recommended High School Plan or with endorsements and distinctions.



Performance Objective 1.3: Increase the number of students enrolled in Advanced Academic Courses.

Summative/Formative Evaluation Tools: 2013 STAAR data, attendance data, unit assessment data, longitudinal data, PDAS,

semester failure rates, teacher/staff feedback/input, TELPAS report, IStations (Reading) TEMI Texas Elementary

Mathematics Inventory, At Risk Assessments.

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



week

8


funding


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources


participation at grades 4 and 3 respectfully 1,2,8,9,

Third and fourth

grade teachers as

well as UIL











1,2,8,9,

Students, teachers,

Principal









literacy in place. Critical writing

required for all worksheets across the

content area.

1,2,8,9,





1,2,8,9,

Teachers, computer

lab aide

Daily Title I


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources






/4th







1,2,8,9,

Teachers, ESL aide,


staff, Math

specialist, Reading

specialist









1,2,8,9,







and differences

4


Principal,

Math/Reading




of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



made each year

4


Principal, teachers






1,2,8,9,




5

1,2,8,9,




A lesson plan template was provided.




4







6


PTA board







4

Principal and

teachers

2013-14 school

year

Local funding


of 49 Revised: 10-31-12


OAKMONT



C. School Culture and Climate





Performance Objective 1.4: Encourage student participation in extracurricular activities and monitor their progress to ensure high

levels of academic achievement.



Summative/Formative Evaluation Tools: discipline data, demographic reports, enrollment data, faculty/parent surveys,

parental participation/involvement, student extra-curriculuar involvement.

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Motivate more students to participate in the

summer reading program

1,2,8,9, Teachers May-Aug 2014 Local funding


of 49 Revised: 10-31-12

Increase parent awareness of parent portal,

website, and other district technology

resources through PTA meetings,

newsletters, and other

training/communication opportunities

6 Principal, PTA

board members

2013-14 school

year Local funding


of 49 Revised: 10-31-12


Oakmont



D. Staff Quality and Professional Development




Performance Objective(s): 1:6

Performance Objective 1.6: Recruit and retain a Highly Qualified, diverse staff who implement best practices and are recognized

and valued.


Summative/Formative Evaluation Tools: highly qualified teacher report, SKYWARD

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Hire highly qualified staff 1,2,8,9,

Principal 2013-14 school

year

Local funding

School budget built on needs assessment. 1,2,8,9,

Principal, CPOC 2013-14 school

year

Local funding


of 49 Revised: 10-31-12


Oakmont



E. Curriculum & Instruction, Assessment








Summative/Formative Evaluation Tools: SKYWARD, STAAR data, attendance reports, unit assessment data, semester

failure rates, IStation (Reading), TEMI Texas Elementary Mathematic Inventory, At Risk assessments, lesson plans

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



tardies

1,2,8,9,

Assistant Principal

Attendance Clerk

Weekly

throughout the

year

Local funding



week

1,2,8,9,


funding


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



Third and fourth

grade teachers as

well as UIL













1,2,8,9,

Students, teachers,

Principal









literacy in place

1,2,8,9,





1,2,8,9,

Teachers, computer

lab aide

Daily Title I


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources






/4th







1,2,8,9,

Teachers, ESL aide,


staff, Math

specialist, Reading

specialist









1,2,8,9,







and differences

4


Principal,

Math/Reading




of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



made each year

4


Principal, teachers






1,2,8,9,




5

1,2,8,9,








4







6


PTA board







4

Principal and

teachers

2013-14 school

year

Local funding


of 49 Revised: 10-31-12


OAKMONT



F. Family and Community Involvement


Goal 2: Safe, Secure & Nurturing Schools




Performance Objective 2.3: Increase the number of parents and community members involved in schools.

Performance Objective 3.1: Customer/Stakeholder Satisfaction in effectiveness and efficiency of the district

Summative/Formative Evaluation Tools: Parent satisfaction survey, parent volunteer reports,

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Increase parent awareness of parent portal,

website, and other district technology

resources through PTA meetings,

newsletters, and other


6

Principals and PTA

board members

2013-14 school

year

Local funding


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

PTA volunteer representative is actively

searching out volunteers and organizing

their duties.

6

PTA 2013-14 school

year

PTA budget

Staff development and awareness of

website, FaceBook, and other media

communication sites.

4

Teachers 2013-14 school

year

Local funding


of 49 Revised: 10-31-12


OAKMONT



G. School Context & Organization



Goal 2: Safe, Secure & Nurturing Schools







Summative/Formative Evaluation Tools: STAAR data, attendance and discipline reports, unit assessment data, enrollment data,

lesson plans, instructional technology, PDAS, semester failure rates, teacher/staff feedback/input, IStation (Reading), TEMI Texas

Elementary Mathematics Inventory, At Risk assessments.

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



tardies

1,2,8,9,

Assistant Principal

Attendance Clerk

Weekly

throughout the

year

Local funding


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



week

1,2,8,9,


funding



Third and fourth

grade teachers as

well as UIL













1,2,8,9,

Students, teachers,

Principal









literacy in place

1,2,8,9,



of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources




1,2,8,9,

Teachers, computer

lab aide

Daily Title I






/4th







1,2,8,9,

Teachers, ESL aide,


staff, Math

specialist, Reading

specialist









1,2,8,9,






of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



and differences

4


Principal,

Math/Reading





made each year

4


Principal, teachers






1,2,8,9,




5

1,2,8,9,








4







6


PTA board



of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources






4

Principal and

teachers

2013-14 school

year

Local funding

7 Habits of highly functioning children

taught by counselor in guidance lessons

throughout the year.

9

Counselor and

teachers

2013-14 school

year

Local funding

Morning announcements include

positive thought of the day which

correlates to the 7 Habits.

9


Principal, &

counselor

2013-14 school

year

Local funding

School wide and classroom student

incentive programs to encourage good

behavior and decision making

9

Assistant Principal

& teachers

2013-14 school

year

Local funding

Conflict resolution, violence prevention,

and suicide prevention provided through

school counselor

9

Counselor 2013-14 school

year

Local funding

Bully reporting system in place 9

Counselor and

teachers

2013-14 school

year

Local funding


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Classroom implementation of CHAMPS

as a continuation of PBIS

implementation

9

PBIS team,


and teachers

2013-14- school

year

Local funding

Compliance training completed online

by all staff 4

All staff members Aug 2013 Local funding

Counselor and district behavior

specialist create small social skills

groups with will meet weekly.

9

Counselor Weekly Local funding

PBIS Hawks team meets and reports to

staff monthly regarding current

behavioral and safety concerns. Actions

will be created as new discipline data

requires.

9

PBIS team,


teachers


Pregnancy related services under 504

will be provided if needed. 9

Counselor As needed Local funding

Homeless services provided through

Title I funds if needed 9

Counselor As needed Title I


of 49 Revised: 10-31-12


OAKMONT



H. Technology







Performance Objective 1.5: Increase the integration of technology resources and systems in order to ensure students are 21st Century

Learners.


Summative/Formative Evaluation Tools: instructional technology, teacher/staff feedback/input

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources

Use of research based strategies and

teaching practices. Teachers meet two times

a week as grade level team studying the

curriculum documents such as the

instructional focus document, vertical

alignment document, Texas Essential

Knowledge and Skills (TEKS) verification

document and other TEKS support system

documents. Teacher uses the performance

indicators for the instructional focus

document to plan lessons and create

assessments.

4

Principal, teachers 2013-14 school

year

Local funding

Add IPOD touch or IPAD minis until each

classroom has a set of six. 1,2,8,9,

Principal 2013-14 school

year

Local funding and fundraiser

Continue on demand technology training at

the campus level 4

Teachers 2013-14 school

year

Local funding


of 49 Revised: 10-31-12


OAKMONT


System Safeguards


Goal 1 – Student Achievement for All




Summative/Formative Evaluation Tools: STAAR data, attendance and discipline reports, unit assessment data, enrollment data,

PDAS, semester failure rates, teacher/staff feedback/input, IStation (Reading) TEMI Texas Elementary Mathematic Inventory, At

Risk assessments.

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



tardies

1,2,8,9,

Assistant Principal

Attendance Clerk

Weekly

throughout the

year

Local funding



week

1,2,8,9,


funding


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



Third and fourth

grade teachers as

well as UIL













1,2,8,9,

Students, teachers,

Principal









literacy in place

1,2,8,9,





1,2,8,9,

Teachers, computer

lab aide

Daily Title I


of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources






/4th







1,2,8,9,

Teachers, ESL aide,


staff, Math

specialist, Reading

specialist









1,2,8,9,







and differences

4


Principal,

Math/Reading




of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources



made each year

4


Principal, teachers






1,2,8,9,




5

1,2,8,9,








4







6


PTA board



of 49 Revised: 10-31-12

Activity/Strategy

*Title 1

Schoolwide

Component

(#1-10)


Funding Sources






4

Principal and

teachers

2013-14 school

year

Local funding

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