jarrell independent school district jarrell elementary school 2015 … · 2017-12-04 · the above...

Jarrell Independent School District

Jarrell Elementary School

2015-2016 Campus Improvement PlanAccountability Rating: Met Standard

Jarrell Elementary School Campus #2469071011 of 34Generated by Plan4Learning.com August 9, 2016 10:42 am

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Mission Statement Jarrell ISD Mission Statement

"The Jarrell Elementary School Staff partners with families and community to prepare each student to achieve his or her full potential by providing collaborative, encouraging and rigorous learning opportunities in a safe and nurturing environment."

Excellence... Everyday... NO EXCEPTIONS!

Vision We believe that:

Each student deserves access to a world-class education.Education is a partnership between family, school, and community.

Relationships are the foundation for meaningful teaching and learning.Learning can occur any time, any place, and at any pace.

Providing diverse learning opportunities promotes individual success.Excellence is worth the effort.

High expectations drive performance.Diversity strengthens our community.

The measure of success of any community is the success of its children.Communication with all stakeholders develops unity.

Every person is responsible to be to be a continuous lifelong learner.



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Goal 1: The campus will provide an aligned curriculum, instructional rigor, and high student learning expectations to ensure that all students meetthe challenging state and local student achievement standards. The campus will increase student academic performance for all Jarrell ISD students. . 21Goal 2: The campus will continue to recruit, employ, and retain teachers, administrative staff, and support staff that meet highly qualified standardsin order to provide a quality education for all students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 3: The campus will coordinate with central office to provide high-quality, ongoing professional development for all staff. . . . . . . . . . . . . . . . . . 26Goal 4: The campus will form partnerships with stakeholders in the community and promote district and campus activities to increase parental andcommunity involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 5: The campus will maintain a positive, safe, and healthy learning environment that positively impacts student achievement, builds characterand leadership, and graduates students who are college and career ready. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322015-2016 Campus Leadership Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Jarrell Elementary School Campus #2469071013 of 34 Generated by Plan4Learning.com August 9, 2016 10:42 am


Comprehensive Needs Assessment

Needs Assessment Overview

Jarrell Independent School District conducted comprehensive needs assessments based on AEIS and PBMAS data including STAAR performance, attendance rates, dropout rates, SAT, ACT, and TELPAS data. In addition, for general education and for special programs, the data were disaggregated for all population groups. Individual student’s strengths and weaknesses were identified by disaggregating data by grade level, subject area, and objectives. The needs assessment also consisted of identifying needs for all subject areas, grade levels, and each special program considering the six areas of decision making (planning, curriculum/instruction, staffing, staff development, school organization, budgeting). Campus improvement plans from the 2014-2015 school year were also reviewed. As a result the 2015-2016 district and campus improvement plans include all identified priority needs.



Demographics

Demographics Summary

Jarrell Elementary School currently has an enrollment of 527 students, as of October 27, 2015.

CAMPUS TOTAL ENROLLMENT HISPANICWHITE BLACK ASIAN

AMERICAN INDIAN/

ALASKAN NATIVE

HAWAIIAN/

PACIFIC ISL.

Multiple SPED BIL/ESL ECO DIS AT RISK

JES 527 50% 42% 4% 0 0.1% 0.1% 4% 9% 20% 66% 52% EE 4 40% 60% 0 0 0 0 0 100% 0 25% 0 PK 75 62% 31% 3% 0 1% 0 3% 10% 32% 85% 44% KG 111 44% 45% 5% 0 0 0.9% 5% 9% 19% 66% 59% 1 108 40% 51% 5% 0 0 0 5% 7% 21% 66% 70% 2 121 49% 44% 5% 0 0 0 2% 8% 18% 61% 44% 3 108 64/59% 35% 2% 0 0 0 5% 8% 18% 63% 47%



Student Achievement

Student Achievement Summary

Jarrell Elementary School received a “Met Standard” designation from the Texas Education Agency for the 2014-15 school year. We did not receive any distinctions. It is our goal as a campus, to continue building on our academic strengths in the areas of Reading, Writing, and Mathematics. Our goal is to increase student progress and close achievement gaps in our diverse demographic groups through the continued use of guided reading and guided math. Additionally, we will continue to provide focused interventions in both Reading and Math 45 minutes each on a daily basis.

Through the continued use of Thinking Maps, extreme focus on new math TEKS and expectations, and implementation of Project Read, teachers and students will be provided with necessary supports to increase student achievement across the curriculum. (Note: Project Read is a multi-sensory phonics program that provides students with methods to sound out words that will accelerate students reading ability.)

STAAR 2015: (% of students meeting state standards)

All Students:

Reading- 73% (12% Advanced Level III) Math- 81% (6% Advanced Level III)

Economically Disadvantaged:


Hispanic:




White:


Two or More Races:


ELL:


Special Education: (7 Students)


Gifted and Talented: (12 Students)




We are very excited about the results from our 2015 STAAR scores. However, we will continue to work extremely hard to not only increase the passing rate on each STAAR assessment, but will work feverishly to increase the number of students that receive an Advanced Level III score. Through the early identification of GT students and providing meaningful and enriched learning opportunities, we will assist our students in reaching the highest academic level.

Student Achievement Strengths

3rd grade students at Jarrell Elementary School scored higher on the Math STAAR than compared to the State of Texas averages:

STAAR Math: Jarrell Elementary- 81% Passing Rate

State of Texas- 77% Passing Rate

The above scores are indiciative of the extremely hard work of the 3rd grade teachers and interventionists to evaluate the math TEKS and standards that were new for the 2014-15 school year.

Student Achievement Needs

Areas of focus for the 2015-16 school year will be our identified ELL and SPED students in all grade levels. Jarrell Elementary School received a rating of Met Standard for the 2014-15 school year, however we did not meet the expectations in Index 2 which measures Student Progress. Success in Index 2 for Jarrell Elementary School is measured by the academic progress that is made by our 3rd grade ELL students.

To maximize instructional time and opportunities for 3rd grade ELL and SPED students, 2 instructional intervention blocks will be scheduled each day to meet the varied academic needs of each student. In addition to scheduling multiple intervention periods during the school day, reading and math interventionists will also co-teach with the classroom teacher in order to expedite the process of identifying academic strengths and weaknesses and providing the necessary instruction to address areas of weakness.



School Culture and Climate

School Culture and Climate Summary

Jarrell Elementary School has been provided with the opportunity to participate in the Early Act First Knight Character Trait program this year. It is sponsored by the Georgetown Rotary Club. Through the course of the year, several character virtues, such as honesty, responsibility, and respect, are highlighted and students from each class who best exhibit the featured virtue are honored by being recognized in an awards ceremony at the conclusion of each 6 week grading period. The character traits are taught a minimum of 10 minutes per day, and each lesson begins with a recitation of "The Four Way Test."

Jarrell Elementary School recently implemented Ground Works positive behavior in which campus staff developed schoolwide expectations for all common areas, with our focus on students being Safe, Respectful and Responsible (SR2). We will recognize students in the classroom and schoolwide for successfully demonstrating the previously mentioned expectations through the awarding of “Cougar PRIDES”. Student recognitions will be displayed in the windows of the gym by grade level each Friday.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Prior to the end of November 2015, there will be a total of 28 classrooms—5 Pre-K (new Pre-K teacher added in November), 6 Kindergarten, 5 1st Grade, 6 2nd Grade, and 6 3rd Grade classes. Second and third grade levels each have 2 bilingual classes for our ELL students. The other grade levels consist of 1 bilingual class in each. 100% of our teaching staff is Highly Qualified. 9 of our 12 paraprofessionals are highly qualified as well. The three paraprofessionals that are not Highly Qualified will complete coursework and successfully pass the test to attain Highly Qualified status.

The remaining teaching staff include:

Interventionist - 2

Special Education Behavior Teacher - 1

Special Education Teacher - 1

PE Teacher - 1

Music Teacher – 1

Librarian- 1

Other staff include a nurse, a counselor, a secretary, registrar, and three custodians.

Administrative staff at Jarrell Elementary School has been very fortunate to hire highly qualified staff for all of the classrooms that are currently beingutilized. Prospective employees are identified using the Applitrack application process as job openings are announced.

Staff Quality, Recruitment, and Retention Strengths

Campus administration at Jarrell Elementary School has been very fortunate to hire highly qualified staff for all of the classrooms that are currently beingutilized. Prospective employees are identified using the Applitrack application process as job openings are announced.



Jarrell Elementary instructional staff has completed required continuing education in the following areas:

Gifted and Talented (6 hour/yearly update) Required mandated courses via Eduhero Ground Work PBIS New Textbook Training Project Read

Five teachers attended the Conference for the Advancement of Mathematics Teaching. A completely different set of teachers will attend the CAMT conference in the summer of 2016.

Nine teachers attended the Elementary Extravaganza professional development that was offered at Region XIII. Six of the seven teachers that attended, also presented their educational practices to the groups of educators that attended from other school districts.

New teachers to the district participate in New Teacher Induction professional development.

Jarrell Elementary demonstrated an extremely high teacher retention rate from the 2014-15 school year. Only 2 new teachers needed to be hired for the 2015-16 from staff that did not return from the previous school year. Additional staff have been hired to accomodate the rapid growth in the student population at Jarrell Elementary School.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Jarrell Elementary School utilizes the TEKS Resource System, which is aligned with the state standards, to design a rigorous instructional delivery system. Grade levels participate in grade level planning meetings weekly to plan and coordinate grade level activities, as well as to disaggregate data and identify needed interventions in support of students. Evidence of the planning is provided via lesson plans, common assessments, student made products and presentations. Student achievement and progress is measured by formative assessments, AIMSWEB progress monitoring, teacher-made assessments, and STAAR results. Teachers will disaggregate data based on the SE performance in benchmark assessments to identify areas of strengths and weakness across the student grade level population as well as deficits identified for individual students. To increase student achievement, we provide 45 minutes intervention blocks for both reading and math. Math and reading intervention instruction will target areas of academic weakness that are specific for every individual student.

Curriculum, Instruction, and Assessment Strengths

The established RtI process at Jarrell Elementary School continues to be academically beneficial for all students. Classroom teachers at JES have the opportunity to discuss academic and behavioral strengths and weaknesses of a student with the RtI committee, which in turn can effectively adjust learning activities to meet the varied academic and behavioral needs of their students that are not meeting grade level expectations. The valued input of the classroom teachers in conjunction with the RtI team develop a specified plan that will increase student achievement and/or improve student behavior.

AIMSWEB assessments at the beginning, middle, and end of year will continue to be assessed to determine academic progress of each student in reading and math. Locally developed benchmarks will continue to be administered to 2nd and 3rd grade students in October and February of the school year to determine the level of mastery for each grade level TEK in reading and math.

Curriculum, Instruction, and Assessment Needs

Curriculum and Instruction for ELL students will continue to be an area of focus for the 2015-16 school year. Pre-K, Kindergarten, and 1st grade ELL teachers will participate in training sessions of the Estrelitas bilingual curriculum to provide relevant instruction to Spanish speaking students. The delivery of this curriculum will allow ELL students to develop their academic strengths in their native language prior to transitioning into academic instruction in 2nd grade. As with any new curriculum, teachers will need the opportunity to effectively learn the curriculum and how to effectively deliver that curriculum to their students.

2nd and 3rd grade ELL teachers will continue to improve instructional practices in their classroom through extensive collaboration with their grade level



teams and with reading and math interventionists to increase academic achievement of all ELL students. JES and JISD Adminsitrators will provide curriculum resources to support Bilingual/ESL students and teachers.



Family and Community Involvement

Family and Community Involvement Summary

Jarrell Elementary participates in multiple events throughout the school year that provides parents and community the opportunity to be actively involvedwith their student(s). The list below is provides examples of activities that occur at Jarrell Elementary School.

Communication with parents Schoolway Communication App Remind Communication from each classroom teacher Parent attendance at school functions such as concerts and academic nights Support from the PTO Monthly calendars Parent conference attendance Grandparents' Day Breakfast with Dad Muffins with Mom Book Fairs Literacy Night Thanksgiving Lunch Math and Science Night Field Day Fied Trips (2 per grade level) Parent recognition events Georgetown Rotary Club sponsorship of EAFK ALGA Support to work with 2nd grade students in reading Mad Hatter performances Summer Reading Program throug JES Library Summer Literacy Activities through JES Library. Documentation of parent contacts/conferences

Family and Community Involvement Needs

Jarrell Elementary School will be implementing WATCH DOG Dads program prior to January 2016. This will provide parents (specifically dads) the opportunity to be on campus more frequently to have an impact on the family and community involvement that directly impacts student achievement and



behavior.

Jarrell Elementary School is currently exploring opportunities and resources for the parents of our ELL students to attend English classes at JES that will directly benefit the overall achievement of ELL students.



School Context and Organization

School Context and Organization Summary

Jarrell Elementary School is a Pre-K through 3rd grade campus that has 27 classroom teachers: Pre-K- 4 teachers (1 bilingual teacher, 1 PPCD), Kindergarten- 6 teachers (1 bilingual teacher), First Grade- 5 teachers (1 bilingual teacher), Second Grade- 6 teachers (2 bilingual teachers), and 3rd grade- 6 teachers (2 bilingual teachers) that serve 527 students.

12 Paraprofessional also provide academic, behavioral, and clerical support to the staff and students of Jarrell Elementary School.

School Context and Organization Strengths

* Common planning periods for entire grade levels

* Subject Area Vertical PLC's

* Campus Committees

* Master Schedule

* RtI Processes and Procedures that assist in the identification of potential 504/Dyslexic and SPED Students.

* Academic Intervention Services provided to students

*

School Context and Organization Needs

Jarrell Elementary School staff will need to closely monitor rapid student population increases and continuously monitor the impacts of population growths on the academic programs of the campus (ie: Bilingual, SPED, GT, and At Risk).



Technology

Technology Summary

Staff at Jarrell Elementary are very technologically aware of the latest trends and application of new technology that directly impact student learning activities. Technology devices at Jarrell Elementary School are aging rapidly and will need to be replaced within the next couple of years. Research is currently being completed to study the most viable and cost effective options that are available to replace the aging devices at JES. Research includes the purchase of Chromebooks for the classrooms that will mirror those being utilized at other campuses in JISD.

Technology Strengths

Addition of Project Share Access to Destiny Slates, IPADS, Chromebooks, Interactive White Boards, IPODS Projection cameras More student technology Teachers using more web based technology-EDUPHORIA, compliance training, Google Docs Technology "savy" staff members that incorporate technology into daily instruction

Technology Needs

Development of separate technology plan Prioritize and develop campus plan for each grade level minimum technology in the classroom Investigate software updates Plan professional development-next phase Project Share, EDUPHORIA, etc. Continue to improve infrastructure Update existing equipment-computers Continue to add learner centered technology Professional development for staff



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data AEIS longitudinal data AYP longitudinal data PBMAS data Community and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR Released Test Questions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Running Records results Observation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Jarrell Elementary School Campus #24690710118 of 34Generated by Plan4Learning.com August 9, 2016 10:42 am


Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Economically Disadvantaged / Non-economically disadvantaged performance and participation data Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RTI) student achievement data

Student Data: Behavior and Other Indicators

Attendance data Mobility rate, including longitudinal data Discipline records Violence and/or violence prevention records Class size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) data Staff surveys and/or other feedback Highly qualified staff data Teacher/Student Ratio Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Evaluation(s) of professional development implementation and impact PDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedback Parent Involvement Rate Community surveys and/or other feedback

Support Systems and Other Data

Organizational structure data



Processes and procedures for teaching and learning, including program implementation Communications data Budgets/entitlements and expenditures data Study of best practices Action research results



Goals

Goal 1: The campus will provide an aligned curriculum, instructional rigor, and high student learning expectations to ensure that all students meet the challenging state and local student achievement standards. The campus will increase student academic performance for all Jarrell ISD students.

Performance Objective 1: All students and disaggregated student groups will meet or exceed passing standards on state assessments.

Summative Evaluation: State Assessment Data

Strategy Description Title I Staff Responsible for Monitoring Evidence that Demonstrates Success Formative Reviews

Nov Apr June 1) In order to increase program effectiveness, eliminate duplication, and reduce fragmentation of instructional programs, the campus will coordinate federal, state, and local programs with Title I A, Title II, Title III, and SCE funds to provide appropriate programs, instruction, and services to all students.

10 Administration Budgets, Program Descriptions

2) The campus will monitor students in at-risk situations and fund programs/services designated to supplement the regular education program (including accelerated instruction with SCE funds) for students identified as not achieving at their full potential and who are experiencing difficulty mastering standards set by the state.

2, 9 Administration Student Grades, Benchmark Data, State Assessment Data

3) The campus will ensure that programs/services for students requiring Special Education services are based on needs assessment data and follow ARD committee recommendations and IEPs. Students will be served in the Least Restrictive Environment (LRE).

9 Special Education Director

Services Provided, IEPs, Master Schedules

4) The campus will coordinate services for students identified with needs such as homelessness, pregnancy related services or neglect.

9 Homeless Liaison, Administration, Homebound Teacher

Services Provided

5) The campus will provide research based programs and strategies, inclusive of an accelerated reading program, for students identified with Dyslexia such as, but not limited to . . .

Dyslexia Coordinator

State Assessment Data

6) The campus will ensure that GT services are provided, that teachers receive the appropriate amount of professional development, and that the program is evaluated and results are addressed in the district and campus plans.

1, 2 GT Coordinator GT Program Description, GT Program Evaluation

7) The campus will provide English Language Learners (ELLs) instruction that includes not only the ELPs, but also supplemental linguistic instruction to support their ability to score "Advanced High" on the TELPAS exam, including SIOP.

9 Administration, LPAC Chair

AMAOs, TELPAS Scores



8) The campus will ensure a smooth transition from early childhood programs such as Head Start, Even Start, Pre-Kindergarten, etc. to local elementary schools with activities such as, but not limited to; meet the teacher night, grade level open house nights, and parent teacher conferences prior to October 12, 2016.

7 Administration Kindergarten Enrollment Data, Sign In Sheets, Title I Parent Compact Completion

9) With the use of curriculum alignment (at the Instructional Focus Document level) and data disaggregation techniques, teachers will be included in decisions regarding the use, selection and development of assessments to guide instruction. The district will develop a schedule for benchmark testing to determine student progress and the campus will follow the schedule.

8 Administration Lesson Plans, Benchmarks, RTI Universal Screening Results

10) The campus will provide extended learning opportunities for student struggling academically including, but not limited to: tutorials and/or summer school.

2, 9 Administration Report Cards, State Assessment Data

11) The campus, in coordination with the district, will utilize a shared service arrangement with Region XIII to provide migrant services to eligible students.

2 Administration SSA Services Received

12) Rigorous instruction will be provided to all students with areas of focus in reading, math, writing, social studies and science across all grade levels.

Administration State Assessment Data

13) Teachers will give students opportunities for project based or interactive learning with clear definition of learner outcomes.

Administration Project Presentations, Cooperative Learning Strategies Evident in Lesson Plans and Walk Through Observations

14) The campus will utilize the Texas Curriculum Management Program Cooperative to align curriculum and become proficient with the TEKS at grade level specificity, while utilizing the TEKS resource guide

2 Administration Lesson Plans

15) (Title I Campus with SCE Funds): As allowed by the Financial Accountability System Resource Guide (9.2.14.2), this campus uses SCE funds to support the Title I, Part A schoolwide program. The campus reported a low income enrollment of 40 percent or above on the 2015-2016 NCLB Consolidated Application for Federal Funding.

10 Administration Assistant Superintendent

Budgets

16) The campus will utilize AIMSWEB, RTI data and an intervention documentation template to streamline and communicate differentiated student needs.

2, 9 Adminstration RTI Progress Notes in AimsWeb

17) The campus will conduct regular grade level team meetings with teachers and support staff to align curriculum and instructional strategies/interventions to support student instruction.

2 Administration Team Meeting Agendas and Sign In Sheets

18) Administrators will conduct one to one meetings with any teachers whose tier 1 students have not demonstrated a minimum of four months growth between the beginning of year assessments and the middle of the year assessments.

9 Administration Universal Screener Results, Scheduled Meetings

19) Administrator will conduct one to one meetings with any teachers whose tier 2 and tier 3 students have not demonstrated a minimum of six months growth between the beginning of year assessments and middle of year assessments.

9 Administration Universal Screener Results, Scheduled Meetings



20) Teachers will evaluate the number of students receiving Tier 2 / Tier 3 intervention instruction and develop an action plan to determine proportional relationships between the instructional tiers

9 RTI Teachers, Administration

RTI Meetings

21) As a means to provide effective strategies that support students who experience difficulty mastering standards set by the state, the campus will conduct a focused data analysis of RTI Tier 1 students and their performance on state and end of year assessments and provide necessary academic interventions to ensure success.

9 RTI Teachers, Administration

RTI Meetings

22) To provide consistency from campus to campus, JES will conduct transition RtI meetings for 3rd grade students to include a JIS staff representative.

2 RTI Team, SPED Director

IEPs, RTI Documentation

23) To provide students with a solid reading foundation in the area of phonics, JES will utilize "Project Read" as the phonics instruction that is provided to students PK-3rd grade.

2, 4 Classroom Teachers, Administration

Lesson Plans, Observations, and increase in student performance on local and state assessments.

24) Introduction and Implementation of Estrelita Curriculum for PK-1st grade Bilingual Students.

2 District Bilingual Coordinator, Administration, Bilingual Teachers

Lesson Plans, Observations

= Accomplished = Considerable = Some Progress = No Progress = Discontinue



Goal 1: The campus will provide an aligned curriculum, instructional rigor, and high student learning expectations to ensure that all students meet the challenging state and local student achievement standards. The campus will increase student academic performance for all Jarrell ISD students.

Performance Objective 2: The campus will provide a quality education for the future by utilizing quality, effective staff, instructional improvement, academic improvement and will produce graduates with 21st century skills: life-long learners, decision makers, creativity, problem solving and critical thinking skills. The district will meet or exceed state goals for graduation/completion rate.

Summative Evaluation: TAPR Report, Postsecondary Readiness Performance Index


Nov Apr June 1) Technology will be integrated into administrative and academic instructional programs to provide students with skills to acquire information, problem solve, and use technology as a communication tool.

2 Technology Director Technology Purchase Orders, Lesson Plans, Training Records

2) The campus will reduce their dropout rate and increase their attendance rates, through academic interventions, parent communication, utilization of community resources, counseling and guidance services to students at risk of dropping out of school.

9 Administratiion, Counselors

Drop Out Rate, Attendance Rate, Graduation Rate

3) The campus will increase the number of students who participate in advanced academics such as Advanced Placement, Dual Credit, Gifted and Talented and score "Advanced" on their state assessments.

Administration State Assessment Data SAT/ACT Prep Courses Completed AP Training for Teachers GT Parent Letters Staff Development

4) Teachers and administrators will carefully monitor student attendance and parents will be notified of absences; attendance will be emphasized at all campuses

Administration Attendance Rate




Goal 2: The campus will continue to recruit, employ, and retain teachers, administrative staff, and support staff that meethighly qualified standards in order to provide a quality education for all students.

Performance Objective 1: The district will coordinate with campus administration to recruit, hire, and retain 100% highly qualified staff.

Summative Evaluation: Personnel Records


Nov Apr June 1) The campus will utilize strategies to attract and retain highly qualified teachers including, but not limited to, media advertisements, recruiting trips to traditional teacher educational institutions, and participation in job fairs when appropriate.

5 Human Resource Director

Personnel Records

2) The campus will coordinate with the district to provide and ongoing training and support for new teachers at the district and campus level to ensure a high retention rate.

3, 5 Curriculum Director Teacher Retention Rate

3) The campus will provide an orientation and training for all substitute teachers. Human Resources Substitute Training Log

4) The campus will provide to each parent information on the parent's right to request information regarding the professional qualifications of his/her child's classroom teacher and will provide notice to parents if their child has been assigned to or taught by a teacher for four or more consecutive weeks who is not highly qualified.

3 Administration HQ Survey




Goal 3: The campus will coordinate with central office to provide high-quality, ongoing professional development for all staff.

Performance Objective 1: 100% of teaching staff will participate in professional development to enhance subject matter knowledge and teaching skills to help students meet challenging state and local achievement standards.

Summative Evaluation: Training Records, Sign-In Sheets


Nov Apr June 1) Based on data from a comprehensive needs assessment, inclusive of teacher input, the campus will provide high quality and ongoing professional development for principals, teachers and paraprofessionals. State, federal (Title I, Title II, Title III), and local funding will be coordinated to provide needed training.

1, 3, 4, 10 Administration Budgets, Professional Development Documentation

2) The campus will provide professional development training in areas such as, but not limited to: instructional strategies for struggling students, teaching gifted and talented students, math/science/writing strategies, awareness of advanced academic courses at JISD, dual credit offerings, SIOP, thinking maps, book studies . . .

2, 3, 9 Administration RTI Intervention Lists, Training Certificates, Lesson Plans

3) All Jarrell ISD administrators will be trained in Data Walks and will participate in 50 data walks, cumulatively per month. Constructive feedback from the walks will be provided to teachers to monitor implementation of instructional intervention procedures to ensure educational decisions and schoolwide reform strategies are data driven, and scientifically researched based.

2 Administration Data Walks

4) The campus will develop a professional library for teacher/paraprofessional use with computers, DVD's books and other materials available for check out.

3 Librarians, Title I Teachers

Circulation Records

5) The campus will utilize a district compensation day plan for teacher attending summer staff development.

4 Administration Certificates of Training

6) The campus will participate in the district school improvement, administrator and leadership meeting with collaboration time built in/ and set up procedures for principals to share information from meetings with their staff (email, agenda items).

Superintendent Training Agenda, Calendars

7) The campus will focus professional development regarding instruction within the following areas: Word Walls, Rigor and Relevance, book studies, Exemplar Problem Solving, Fundamental Five and Thinking Maps.

4 Administration Training Agendas, Sign In Sheets

8) Administrators will conduct summative evaluations and conferences with every staff member.

Administrators Evaluations



9) Campus administrators will attend professional conferences to ensure the implementation of instructional best practices and compliance in state and federal regulations, such as, but not limited to: TASA midwinter, TEPSA, and curriculum council (live streaming through Region XIII).

Administrators Certificates of Completion

10) Beginning with the Middle of the Year Assessments, a team of teachers will be assembled to analyze and conduct reading assessments for selected classes. This strategy will ensure the validity and reliability of common assessments that are administered to students.

Administrators, Reading and Math Interventionists, and Teachers

Student assessment data

Funding Sources: 461 Campus Activity Fund - $0.00




Goal 4: The campus will form partnerships with stakeholders in the community and promote district and campus activitiesto increase parental and community involvement.

Performance Objective 1: Parent and community involvement will increase by 5% over the previous year.

Summative Evaluation: Parent and Community Participation Documentation


Nov Apr June 1) The campus will conduct an annual meeting to review and revise the written Parental Involvement Policy and Parent Involvement Compact that are both developed jointly with, agreed upon by, and distributed to, parents of participating students.

6 Federal Programs Director

Parent Involvement Policy Parent Involvement Compact Meeting Notes, Agendas, Sign In Sheets

2) The campus will provide communications to parents in a language that parents can understand.

6 Administrators Copies of communication

3) The campus will utilize a planning and decision making committee to conduct a comprehensive needs assessment, and annually develop, evaluate and revise the campus improvement plan.

1 Administrators, Campus Improvement Team

District Improvement Plan Comprehensive Needs Assessment

4) The campus will provide parent education on the importance of updated contact information at open house and will make sure all parents know about online access to programs; including information in parent school start documents.

6 Administration Parent Sign in Sheets

5) The campus will host at least two academic parent meetings each year; the district will host 3C meetings.

6 Administration Parent Sign in Sheets

6) Campus and teacher websites will be maintained and updated monthly with specific campus/grade level information.

6 Administration Campus Websites

7) Each library will have a designated computer for parent use to access school information.

6 Librarian Parent Sign In Sheets

8) The campus will host community events such as STAAR nights, family fun night, CTE information nights, science and research fairs, community appreciation nights, and Title Funds meetings.

6 Administration Agendas, Sign In Sheets, Meeting Notes

9) The campus will develop and use annual parent, staff and student surveys for each campus and solicit feedback via the website for input towards campus/district planning.

6 Administration CIP/DIP/CNA

10) Through the use of the SCHOOLWAY app, JES and JISD will increase communication to parents concerning upcoming campus and district events and occurrences.

6 Administratoin Sent Messages



11) The campus will research and implement the WATCH DOG DADS program to increase parental involvement of students' fathers on campus. The WATCH DOG DADS program will increase the active participation of JES dads throughout the school.

6 Administration, Campus Parent Representative

Sign In Sheets, Volunteer Schedule Documents, Pictures of Volunteers with students

12) Parent Involvement will be increased through the implementation of "Brown Bag" and in class volunteer opportunities.

6 Administrators, Teachers, Parent Involvement Committee

Sign In through Raptor, Sign in and sign out for Brown Bag activities.




Goal 5: The campus will maintain a positive, safe, and healthy learning environment that positively impacts studentachievement, builds character and leadership, and graduates students who are college and career ready.

Performance Objective 1: The district will provide relevant training for staff in health, safety, and social concerns.

Summative Evaluation: Training Documentation, Sign-In Sheets


Nov Apr June 1) The campus will participate in the district provided training about sexual abuse and other maltreatment of children, including methods for increasing staff, student and parent awareness and staff training.

Administration, Nurses

Training Records

2) The campus will participate in district coordinated methods for addressing needs of students for special programs such as early mental health intervention and suicide prevention, conflict resolution, drug and violence prevention and intervention.

Administration, Counselors

Training Records, Counseling Records

3) The campus will uphold the district's freedom from bullying policy and procedures can be found in the school district's board policy FFI (Legal) and FFI (Local). The policy includes requirements for the prevention, identification, response to and reporting of bullying.

Administration, Principals

Bullying Policy and Procedures Posted

4) Staff and students will be trained in safety procedures including health issues, crisis management, the student code of conduct. The campus will hold safety drills periodically to practice emergency procedures.

Administrative staff Documentation of training and drills.

5) The campus will utilize, as appropriate, the district's DAEP to uphold discipline infraction of the student code of conduct. The DAEP program will be analyzed regarding student groups served, attendance rates, pre- and post- assessment results, drop out rates, graduation rats and recidivism.

DAEP Administration

Students Completion of Coursework and Successful Transition Back to Home Campus

6) The campus will utilize a School Health Advisory Committee (SHAC) to coordinate school health activities and their evaluation as well as methods to ensure that students participate in the schools required physical activities.

Adminstration FitnessGram

7) The campus will participate in the district's developed system to reward high academic achievement.

Adminstration Reward Plan

8) The campus will participate in the district's initiative to provide positive teacher recognition via the newspaper, website and at board meetings.

Superintendent Recognition Certificates

9) The campus will participate in the district's central calendar with events and will also post district policies and procedures to the JISD website.

Superintendent Calendar, Website

10) The campus will make sure all community members have access to the phone alert system.

Technology Department

Alert System, Phone Numbers Dialed



11) Elementary and middle school students will use PBS (positive behavior support) strategies to make classrooms safe and productive.

Administration, PBS Teams

Reduction of PEIMS 425 Records

12) With the financial support from the Georgetown Rotary, the campus will participate in Early Act First Knight character education activities throughout the school year.

Administration, Counselor, Classroom Teachers

EAFK Award Ceremonies, Student Accolades

13) Campus staff will implement and follow Ground Works expectations for all common areas of the campus.

Administration, Teachers

Reduction of office referrals received from common areas of the campus, Reduction of student injuries on playground

14) Campus will continue the use of the Solid Roots behavior monitoring program for identified students.

Administration, Campus Behavior Teacher, Counselor

DBRC data, Shades of Grey data, Reduction of ISS placements




Plan Notes

Complete the needs assessment domains

Complete the needs assessment data documentation section

In the plan signatures section, designate your SBDM

Review activities to make sure they fit what the campus will actually do this upcoming year

** Before you delete an activity, check the Plan Checklist to make sure you aren't deleting something you need for compliance

Either import budgets as seperate addendums, or go in and indicate FTEs and budget expenditures for SCE, TI, TII, TIII, GT, IDEA, etc.



2015-2016 Campus Leadership Team

Committee Role Name Position Administrator Jack Wilson Principal Administrator Andrea David Assistant Principal Classroom Teacher Brittney Arbuckle Teacher Classroom Teacher Jaclynne Bizzell Teacher Classroom Teacher Jamie Golla Teacher Classroom Teacher D'Ann Knudsen Teacher Classroom Teacher Susan Riley Teacher Classroom Teacher Cynthia Wallace Teacher Community Representative Vickie Allman Community Representative Non-classroom Professional Laura Buckley Counselor Non-classroom Professional Jennifer Williams Campus Interventionist Parent Karen Daugherty Parent Parent Darryl Goddard Parent Parent Lacey Murphy Parent Parent Libby Nichols Parent



Campus Funding Summary

461 Campus Activity Fund Goal Objective Strategy Resources Needed Account Code Amount

3 1 10 $0.00 Sub-Total $0.00

Grand Total $0.00



Comprehensive Needs AssessmentNeeds Assessment OverviewDemographicsStudent AchievementSchool Culture and ClimateStaff Quality, Recruitment, and RetentionCurriculum, Instruction, and AssessmentFamily and Community InvolvementSchool Context and OrganizationTechnology

Comprehensive Needs Assessment Data DocumentationGoalsGoal 1: The campus will provide an aligned curriculum, instructional rigor, and high student learning expectations to ensure that all students meet the challenging state and local student achievement standards. The campus will increase student academic performance for all Jarrell ISD students.Goal 2: The campus will continue to recruit, employ, and retain teachers, administrative staff, and support staff that meet highly qualified standards in order to provide a quality education for all students.Goal 3: The campus will coordinate with central office to provide high-quality, ongoing professional development for all staff.Goal 4: The campus will form partnerships with stakeholders in the community and promote district and campus activities to increase parental and community involvement.Goal 5: The campus will maintain a positive, safe, and healthy learning environment that positively impacts student achievement, builds character and leadership, and graduates students who are college and career ready.

Plan Notes2015-2016 Campus Leadership TeamCampus Funding Summary