north lamar independent school district aaron parker …€¦ · · 2017-10-17north lamar...

North Lamar Independent School District

Aaron Parker Elementary

2017-2018 Campus Improvement PlanAccountability Rating: Met Standard

Distinction Designations:Academic Achievement in Reading/English Language Arts

Top 25% Student ProgressTop 25% Closing Performance Gaps

Postsecondary Readiness

Aaron Parker ElementaryGenerated by Plan4Learning.com 1 of 36

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Mission StatementThe goal of Aaron Parker Elementary School is to promote the development of the whole child. In order to achieve this goal the staff, parent, andcommunity will facilitate and encourage life-long learning.

VisionAaron Parker Elementary will be a learning community that provides opportunities for all students to develop intellectually, physically, socially, andemotionally to cultivate life-long learners to meet the challenges of a culturally diverse society.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Teacher Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7STAAR RESUTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Student Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Campus Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Campus Strengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Staff Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Facilities Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 1: Provide students a quality education that will demonstrate academic success and individual growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 2: Provide teachers with the curriculum, technology, instructional programs, and training necessary for student growth. . . . . . . . . . . . . . . . . . . . 22Goal 3: Provide a quality learning environment that is positive, safe, and supportive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 4: Develop a plan that helps with college and career readiness by facilitating a process that explores self interests and career aspirations. . . . . . 27

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Budget for Aaron Parker Elementary: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Personnel for Aaron Parker Elementary: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30


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Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36


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Comprehensive Needs Assessment

Demographics

Demographics Summary

As reported in the 2016-2017 Texas Academic Performance Report (TAPR), the most recent report available at the time of the preparation of this report,there were 231 students enrolled at Parker Elementary School. Enrollment at the campus has been relatively static for the past three school years. The ethnicdistribution of the students at the school is 77.9% White, 5.6% two or more races, 8.7%% Hispanic, and 3.0% African American. Other ethnic groups makeup the remainder of the ethnic distribution of the students.

Students in special circumstances such as at-risk, economically disadvantaged, and limited-English proficiency may have social and instructional needs thatthe campus must address in order to improve overall student performance. in 2015-2016 the student population at the school was 31.6% Non-EducationallyDisadvantaged, 68.4% Economically Disadvantaged, 33.8% At-Risk, and .4% English Language Learners. The campus had a mobility rate of 26.8% and anattendance rate of 97% in 2014-2015 (the most current reported year at the time of this report).

Other data found in the 2015-2016 TAPR for the campus have been reviewed and illustrate the following student demographics for the Parker ElementarySchool. Fields with an asterisk (*) indicate that the student group was too small to report in the Texas Education Agency’s Texas Academic PerformanceReports (TAPR) system.

STUDENT GROUPS AS PERCENTAGES OF TOTAL CAMPUS ENROLLMENT

ATTENDANCE RATE

Year State Campus African American Hispanic White Eco. Disad. ELL2014-15 95.7% 97.0% * 97% 97.1% 96.9% *

Year Eco. Disad. ELL At-Risk AfricanAmerican Hispanic White Other

State 2016 59.0% 18.5% 50.1% 12.6% 52.2% 28.5% 6.5%2016 68.4% 0.4% 33.8% 3.0% 8.7% 77.9% 14.6%2015 68% * 40.2% 2.5% 7.8% 77% 12.7%2014 71.4% * 36.4% 3.5% 6.9% 80.1% 8.6%


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2014-13 95.8% 96.5% 98.6% 95.7% 96.5% 96.3% *2012-13 95.9% 97% 97.8% 97.5% 96.5% 96.6% *2011-12 95.7% 96.2% 98.4% 97.4% 96.1% 95.8% *

Student Ethnitcity

Teacher Demographics

Under the No Child Left Behind Act, districts participating in Title I, Part A should have all teachers meeting the standards to be considered highly qualified.The campus reports that 100% of its teachers meet the standard for highly qualified.

Ethnicity of Teachers

African American Hispanic White American Indian Other3.0% 8.7% 77.9%3.5% 6.9%

African American HispanicWhite Other4.0% 8.1% 87.9% 0.0%


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Student Achievement

Student Achievement Summary

STAAR RESUTS

Fields with an asterisk (*) indicate that the student group was too small to report in the Texas Education Agency’s Texas Academic Performance Reports(TAPR) system.

Scores on the Math STAAR tests were not reported in the 2015-2016 TAPR System.

READING / ENGLISH ARTS

Year State Campus African American Hispanic White Eco. Disad. ELL

SY 2016 75% 86% * 83% 87% 85% *SY 2015 77% 90% * 80% 92% 82% *SY 2014 76% 90% * 100% 90% 84% *SY 2013 80% 86% 83% 100% 84% 81% *

WRITING

Year State Campus African American Hispanic White Eco. Disad. ELLSY 2016 69% 82% * * 79% 75% *SY 2015 72% 59% * * 59% 47% *SY 2014 72% 55% * * 56% 45% *SY 2013 63% 63% * * 61% 54% *


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SCIENCE

Student Findings

Research shows that a number of personal, social, and health factors impinge on students' academic performance. In considering the overall learningoutcomes, it is important to take into account the learning environment, student characteristics, and the nature of the learning tasks. Schools in Texas havebeen judged primarily by the performance of students on the State of Texas Assessments of Academic Readiness (STAAR) was introduced. Other dataconsidered in determining student strengths and needs included language skills, report cards, common assessments, daily work, discipline referrals,attendance/ tardy records, benchmarks, other standardized assessments, dropout rates and observations of the professional staff. Also significant is theidentification of students in special circumstances such as at-risk, students with disabilities, and what their special social and instructional needs might be.

Year State Campus African American Hispanic White Eco. Disad. ELLSY 2016 79% 80% * * 82% 74% *SY 2015 78% 89% * * 86% 90% *SY 2014 78% 76% * * 80% 62% *SY 2013 82% 72% * * 68% 66% *

Student Achievement Strengths

As indicated on the 2016-2017 TAPR, student achievement on the campus is above state averages on the Reading /English Language Arts, Mathematics, andWriting exams. Writing scores increased to 13 points above the state average from 13 points below the state average the previous 2014-2015 school year.

The Head Start program for Lamar County is located near the Parker Elementary School and provides preschool services for Economically Disadvantagedand English language learner students. The program has helped prepare these children for public school.

The campus attendance rate is above the state average at 97%.


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Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Campus scores for Writing for economically disadvantaged students has been lower than the campus average over the past threeyears. The scores have increased as the campus scores have increased. Root Cause: Writing is not as much of a priority as Reading and Math in the K-3grades.

Problem Statement 2: The overall campus Reading score has decreased 4 percentage points from the previous school year from a 90% to 86%. Root Cause:The rigor of the questions has increase on the assessment.

Problem Statement 3: Students may be developmentally ready for the curriculum taught at Aaron Parker Elementary, but they seem to have not beenexposed to age appropriate materials at home. Root Cause: Student are not is a preschool program or parents are not aware of what their child needs to beexposed to before school.


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School Culture and Climate

School Culture and Climate Summary

Introduction

The Site-Based Decision-Making Committee met on April 18,2017 to develop a needs assessment of Parker Elementary School for school year 2017-2018.

During the meeting, members of the committee discussed the strengths and needs of the school focusing on six areas: students; staff; parental involvement;community involvement; building facilities; and technology. It is important to consider both strengths and needs in these areas because one may be able touse strengths identified in one area to address needs in another area. The committee also considered the results of state and local assessments, experience inthe school and community, and professional opinions to arrive at the strengths and needs discussed in this report.

Campus Characteristics

Aaron Parker Elementary School is a Head Start - 5th grade campus located in Powderly, Texas.

The campus is rated at “Met Standard” in the 2017 state accountability rating system. The campus earned four Distinction Designations: AcademicAchievement in Reading/English Language Arts, Top 25 Percent in Closing Performance Gaps, Top 25% in Student Progress, and Postsecondary Readiness.Distinction Designations are awarded to schools that are performing in the top 25% of their campus comparison group.

School Culture and Climate Strengths

Campus Strengths

The committee reported that Parker Elementary has a strong collaborative atmosphere. Committee members noted the strong leadership traits of theprincipal and indicated that campus administrators had very high expectations for teachers, staff, and administrators. The committee also noted that there is agreat deal of pride in the school – in its teachers and in its students.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Staff Findings

Researchers have compiled impressive evidence that healthy and sound school organizational cultures correlate strongly with increased student achievementand motivation, and with teacher productivity and satisfaction. The organizational culture of any educational institution is critical to the success of thestudents it serves. Campus atmosphere must foster collegiality and be able to maintain a high level of staff morale. Among the most important elements oforganizational culture is the ability of administration to create an environment of trust through open, two-way communication and a monitoring of staffattitudes and opinions. The most positive school culture occurs when principals, teachers, and students model the values and beliefs important to theinstitution. As in any profession, exposure to the latest developments in the profession is critical in order for staff to stay on the cutting edge; henceprofessional development is a key component in any successful school program.

Teachers by Years of Experience

Teachers’ Average Years of Experience

Total District14.3 10.8

Beginning 1-5 Yrs. 6-10 Yrs.11-20 Yrs.>20 Yrs.4% 22.8% 32.3% 20.2% 20.7%

Staff Quality, Recruitment, and Retention Strengths

Committee members reported that a significant strength of Aaron Parker Elementary is the high morale and pride teachers take in being part of the campus. They indicated that the relatively small enrollment on the campus helps create a strong sense of community.

Teachers are surveyed on professional development needs each spring. The committee indicated that the survey provides a basis for professionaldevelopment offerings, which teachers and staff generally perceive as adequate and meeting their needs.

The committee indicated that teacher turnover is low. Members indicated that teacher turnover is most often tied to retirements of teachers on the campus. However, as reported in the 2015-2016 TAPR, the percent of teachers at Parker Elementary with 10 years' or more of experience is 73.2%. This number is


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above the state average of 64.7% of teachers with more than 10 years’ experience and the district average of 79.6%. Parker elementary has the lowestpercentage of teachers with 10 years’ or more experience in the district.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: The committee determined that there is a need for vertical planning time during the year. Root Cause: The planning time that isscheduled is focused more cross-campus and horizontal

Problem Statement 2: According to the Needs Assessment Survey the teachers determined that time to work with students on remediation or at risk studentsis a great need.


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Family and Community Involvement

Family and Community Involvement Summary

Governing boards, administrators and employees of school districts have the responsibility to encourage parents and the community to share theirknowledge, skills, energies and abilities with the schools. A key ingredient in any successful instructional program is the involvement of students’ parentsand community members. It is therefore worthy of any school’s time to foster the enhancement of the relationship between the community and the school.

Family and Community Involvement Strengths

A parent survey conducted during the 2016 – 2017 school year is included at Appendix 2 of this report.

Committee members indicated that Parker Elementary parents are generally supportive of their students and the school.

The committee indicated that the campus parent-teacher organization (PTO) is active. Among its various meetings and activities supporting the school isteacher recognition every six weeks.

A good rapport with parents is maintained by making parents feel at home when they are at the school. Based upon the 2016 - 2017 Parent Survey, 78% ofthe parents responding indicated that they had attended a family event. 88% of the parents responding indicated that they were comfortable during visits tothe school. The best time to hold family events is 5:30 p.m. with 7:00 p.m. coming in second.

Staff uses Grade Viewer, a newsletter, and teacher web pages to provide school information to the parents. According to the parent survey, the best way forthe school to communicate with parents is by notes brought home by the students, with phone calls or text messages second-most preferred and email or in-person tied for third. Eighty-four percent of the parents indicated that they were satisfied with the way the school communicates with them.

Parker Grade 5 students attend Sky Ranch. The community provides donations to ensure students are able to attend. The committee indicated that localmedia supports the campus. In addition, local church families provide needy students with shelter, food, and clothing. Dairy Queen, the Dollar Store, andlocal churches donate supplies and back packs for students as well as provide incentives and donate time to help with various activities with in the school.

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: Attendance during family night events has been extremely low the past 2 years. Root Cause: It is difficult for parents to get off workprepare and evening meal and make it back to the school for an evening event.


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School Context and Organization

School Context and Organization Summary

Facilities Findings

The importance of a sound, safe, healthy and modern school infrastructure is fundamental since students should not be expected to learn in buildings that arecrumbling and outdated or in classrooms that are overcrowded and uncomfortable. Maintenance should be a high priority to ensure a safe, comfortable, andstable environment. Deferred maintenance should be tracked on a five year planning basis with the plan reviewed and updated annually, and presented forBoard approval. A safe, well-lighted, heated, ventilated, and cooled environment with adequate and appropriate supplies, furniture, and equipment isessential in rounding out the instructional staff and parent and community involvement.

School Context and Organization Strengths

Facility Strengths:

Although the oldest building in the district. The building is a historical landmark for the community and the center of not just school activities butcommunity activities as well.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: There are major roof leaks in the main building that have been occurring over the past several years Root Cause: Time and weatherhas caused the need for a new roof.

Problem Statement 2: The annex building has plumbing issues.


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Technology

Technology Summary

Technology is rapidly transforming teaching and learning at all Grade levels and in all subjects. Today’s students must learn the skills they will need to liveand work in the future. Technology curricula must provide access and equity to all students. A school district’s technology program must be about more thanjust the acquisition of hardware, software, peripherals and connectivity; it must include how the technology is integrated with the instructional program aswell as what professional development programs will help the district achieve its goals in this vital area. Any decisions concerning the direction andintegration of instructional technology at the campus level should begin with a thorough review of the district’s technology plan.

Technology Strengths

The committee indicated that support for technology on the campus is generally good. The computer lab is working well and all classrooms have computersavailable for student use.4th and 5th grade have access to a classroom set of Chrome books and K-3 has access to 2 ipads per class. One of the teachers hasbeen designated as the technology assistant and helps staff work through minor technology problems. The district also has a full-time instructionaltechnology coordinator who provides technical assistance to the staff as well as training. All classrooms are equipped with overhead LCD projectors.

Computer assisted instructional software is adequate to meet the needs of the campus teachers.

The district has begun to budget funds to replace technology as needed. This has taken this responsibility and considerable cost from the campus budget.

Problem Statements Identifying Technology Needs

Problem Statement 1: Smart Board pens need to be updated. They do not work on a consistent basis which prevents teachers from using the technology.Root Cause: Smart boards and pens are out dated.

Problem Statement 2: K-3 classroom need more ipads in order to successfully use them in small groups.


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Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) 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 versionsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataAt-Risk population, including performance, discipline, attendance, and mobilityResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal data

Employee Data

Staff surveys and/or other feedback


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Teacher/Student RatioProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate


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Goals

Goal 1: Provide students a quality education that will demonstrate academic success and individual growth.

Performance Objective 1: By the end of the year, 80% of students in grades K-2nd will be reading on grade level.

Evaluation Data Source(s) 1: EOY TPRI data

Summative Evaluation 1:

Strategy Description Title I Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) 1) Individual classroom teachers will provide small,flexible groups to meet student needs. (9)

9 PrincipalTeachers

Increased student academic achievement and growth.

2) 2) Fluency checks will be completed by teachersperiodically in grades 1-2. (2)

2 PrincipalTeachers

Increased student achievement in reading.

3) Various Federal, State, and local funds will beintegrated and coordinated throughout the school to ensuretheir effective use and the elimination of duplication ofeffort. General operating funds will be used to provide thebasic instructional program while other Federal and Statefunds, including but not limited to, Title I, Part A; Title II,Part A; and State Compensatory Education, will be used toimplement the schoolwide program designed to upgradethe entire instruction program. (10)

10 SuperintendentPrincipal

Increased student academic success and growth.

4) 3) Coordination of Funds: All funding sources will becarefully coordinated to ensure the efficient use ofresources

10 Principal Funding is used appropriately and efficiently.

5) Struggling Students: The needs of struggling studentswill be met through appropriate intervention

9 PrincipalCare TeamIntervention Teachers

Increased student academic growth and success.

Funding Sources: 211 - Title IA - 71321.00

6) Teachers will be involved in the selection ofassessments.

8 Principal Assessments will be rigorous and reflective of the TEKS.

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue


October 9, 2017 2:22 pm


Performance Objective 2: A 15% increase in number of students at meets grade level performance on ELAR STAAR assessments, grades 3-EOC.

Evaluation Data Source(s) 2: STAAR data





3, 9 PrincipalTeachers

Increased academic student success and growth.



Increase student academic growth and success.


10Principal

Funding is use appropriately and efficiently.


9 PrincipalCare TeamIntervention Teachers

Increase academic student success and growth.

Funding Sources: 199 - SCE - 225024.00

5) Teachers will meet regularly to discuss and plan studentprogress and achievement.

8 Principal Increased student achievment



October 9, 2017 2:22 pm


Performance Objective 3: A 15% increase in number of students at meets grade level performance on Math STAAR assessments, grades 3-EOC.

Evaluation Data Source(s) 3: STAAR data




1) Individual classroom teachers will provide small,flexible groups to meet student needs. (9)

3, 9 PrincipalTeacher

Increased student academic growth and success.



Increased student academic success and growth.


3, 10 PrincipalCare TeamIntervention Teachers

Increased student success and academic growth.

4) Coordination of Funds: All funding sources will becarefully coordinated to ensure the efficient use ofresources.

10 Principal Funding is used appropriately and efficiently.


8 Principal increased student achievment


6) Purchase instructional supplies to support classroominstruction and increase student achievement

Principal Increased student achievement




October 9, 2017 2:22 pm


Performance Objective 4: By the end of the year, 80% of students in grades K-2nd will be on grade level in math.

Evaluation Data Source(s) 4: Istation Math





3, 9 PrincipalTeachers

Increase student academic success and growth.





10 Principal Funding is use appropriately and efficiently.

4) Struggling Students: The needs of struggling studentswill be met through appropriate intervention.

3, 9 PrincipalCare TeamIntervention Teachers



8 Principal Increased student achievement



October 9, 2017 2:22 pm

Goal 2: Provide teachers with the curriculum, technology, instructional programs, and training necessary for studentgrowth.

Performance Objective 1: 50% of students will meet expected growth on STAAR student progress.

Evaluation Data Source(s) 1: STAAR progress measure




1) Provide specialized training and professionaldevelopment for RtI and special education teachers

4 PrincipalTeachers

Teachers use this training while working with student inorder to increase student academic growth.

2) Staff Development: High Quality staff development willbe provided to enhance their teaching skills.

4 AssistantSuperintendent ofCurriculum,Instruction, andAssessment

Principal

Increase student learning and academic growth.

3) 3) Continue to seek, hire, and retain a highly qualifiedteaching staff that is reflective of campus studentdemographics.

5 Principal Quality teaching staff.


Principal Increase student achievment



October 9, 2017 2:22 pm

Goal 2: Provide teachers with the curriculum, technology, instructional programs, and training necessary for student growth.

Performance Objective 2: 90% of teachers will participate in at least 6 hours of professional development outside their contracted days.

Evaluation Data Source(s) 2: PD certificates




1) Teacher assistants will receive training at the campuslevel to add to their knowledge of instructional strategiesand techniques. (4)

4 Principal Teacher assistant will use what they learned while workingwith students in order to increase student academic growth.

2) Provide specialized training and professionaldevelopment for RtI and special education teachers

4 PrincipalTeachers

Teachers use this training while working with student inorder to increase student academic growth.



October 9, 2017 2:22 pm

Goal 2: Provide teachers with the curriculum, technology, instructional programs, and training necessary for student growth.

Performance Objective 3: A 5% district increase in age-appropriate technology devices.

Evaluation Data Source(s) 3: District technology inventory




1) Classroom teachers will receive professionaldevelopment on the integration of technology intoinstruction. (4)

2, 4 Principal Technology will be used in the classroom by the student.

2) Purchase 1 ipad per K-3 classroom and 1 per RTIteacher.

1 Principal More opportunities for students and teachers to usetechnology in the classroom.



October 9, 2017 2:22 pm

Goal 3: Provide a quality learning environment that is positive, safe, and supportive.

Performance Objective 1: Provide opportunities for all students to participate in service learning, events, and activities to learn responsibility andcitizenship.

Evaluation Data Source(s) 1: Number of opportunities offered at each campus with student participation counts




1) School/Parent/ Community Involvement: Parents andthe community will be involved in the educational processby providing support and resources for instructionalservices.

6 PrincipalCounselor

Improve students' success in school by having support atboth school and home.

2) Guidance lessons will be provided once a six weeks. 2 Counselor Improve the social/emotional well being and awareness ofstudents

3) Back to School Bash, Meet the teacher, building tourswill be provided to students and parents.

6, 7 Principal, Counselor Increased community involvement and help students withtransitioning into school.



October 9, 2017 2:22 pm

Goal 3: Provide a quality learning environment that is positive, safe, and supportive.

Performance Objective 2: Provide teachers and students with a safe learning environment.

Evaluation Data Source(s) 2:




1) Purchase and install cameras at all campus entrances 1 SuperintendentPrincipal

Safe campus for all students.

2) Purchase and install a new roof for main building andrepair roof leak in the annex building.

Board of TrusteesSuperintendentMaintenancePrincipal

Repair the multiple leaks in the hallway and variousclassrooms so students are in a safe learning environment.

3) Students will receive guidance lessons that emphasizebully prevention.

2 Counselor Reduce bullying and to teach students the different forms ofbullying.



October 9, 2017 2:22 pm

Goal 4: Develop a plan that helps with college and career readiness by facilitating a process that explores self interests andcareer aspirations.

Performance Objective 1: Each campus will offer 3 opportunities to promote college and career readiness

Evaluation Data Source(s) 1: Number of opportunities offered at each campus and student participation counts




1) Hire a fine arts teacher, full time, to teach music and artto all students. (9)

9 Board of TrusteesSuperintendentPrincipal

Expose student to both art and music in order to developthose skills and allow students to discover their talents.

2) Conduct and annual Career Fair with local business. 6 Counselor Give students the opportunity to explore various careeroptions.

3) Career Explorations :Schedule a time each six weekswith people from different professions to do presentationsto various grade levels.

PrincipalCounselorTeachers

Expose students to various careers and help students makeconnections with what they learn in class to what thedifferent professions require.



October 9, 2017 2:22 pm

State Compensatory

Budget for Aaron Parker Elementary:

Account Code Account Title Budget

6100 Payroll Costs199 11 6119 00 102 8 30 0 00 6119 Salaries or Wages - Teachers and Other Professional Personnel $136,524.00199 11 6121 00 102 8 30 0 00 6121 Extra Duty Pay/Overtime - Support Personnel $1,000.00199 11 6141 00 102 8 30 0 00 6141 Social Security/Medicare $1,835.00199 11 6142 00 102 8 30 0 00 6142 Group Health and Life Insurance $5,856.00199 11 6144 00 102 8 30 0 00 6144 Teacher Retirement/TRS Care - On Behalf Payment $8,434.00199 11 6146 00 102 8 30 0 00 6146 Teacher Retirement/TRS Care $2,546.00

6100 Subtotal: $156,195.00


October 9, 2017 2:22 pm

Personnel for Aaron Parker Elementary:

Name Position Program FTE

Betty Ashby math intervention Accelerated Instruction .5Sharla Malone reading intervention Accelerated Instruction 1.0Tiffani Crawford math intervention Accelerated Instruction 1.0


October 9, 2017 2:22 pm

Title I

Schoolwide Program Plan

Title I as well as other state and ferderal fund souces will be used to implement school wide programs at grade K-5 to upgrade the entire instuctional programat the elementary and intermediate level.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Goal PerformanceObjective Strategy Description

2 3 2 Purchase 1 ipad per K-3 classroom and 1 per RTI teacher.3 2 1 Purchase and install cameras at all campus entrances

2: Schoolwide Reform Strategies


1 1 2 2) Fluency checks will be completed by teachers periodically in grades 1-2. (2)

2 3 1 Classroom teachers will receive professional development on the integration of technology into instruction.(4)

3 1 2 Guidance lessons will be provided once a six weeks.3 2 3 Students will receive guidance lessons that emphasize bully prevention.

3: Instruction by highly qualified professional teachers


1 2 1 1) Individual classroom teachers will provide small, flexible groups to meet student needs. (9)1 3 1 Individual classroom teachers will provide small, flexible groups to meet student needs. (9)1 3 3 Struggling Students: The needs of struggling students will be met through appropriate intervention1 4 1 1) Individual classroom teachers will provide small, flexible groups to meet student needs. (9)1 4 4 Struggling Students: The needs of struggling students will be met through appropriate intervention


October 9, 2017 2:22 pm

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff


2 1 1 Provide specialized training and professional development for RtI and special education teachers2 1 2 Staff Development: High Quality staff development will be provided to enhance their teaching skills.

2 2 1 Teacher assistants will receive training at the campus level to add to their knowledge of instructionalstrategies and techniques. (4)

2 2 2 Provide specialized training and professional development for RtI and special education teachers

2 3 1 Classroom teachers will receive professional development on the integration of technology into instruction.(4)

5: Strategies to attract highly qualified teachers


2 1 3 3) Continue to seek, hire, and retain a highly qualified teaching staff that is reflective of campus studentdemographics.

6: Strategies to increase parental involvement

3 1 1 School/Parent/ Community Involvement: Parents and the community will be involved in the educational process by providing support and resourcesfor instructional services.

3 1 3 Back to School Bash, Meet the teacher, building tours will be provided to students and parents.

4 1 2 Conduct and annual Career Fair with local business.7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs


3 1 3 Back to School Bash, Meet the teacher, building tours will be provided to students and parents8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program


October 9, 2017 2:22 pm


1 1 6 Teachers will be involved in the selection of assessments.1 2 5 Teachers will meet regularly to discuss and plan student progress and achievement.1 3 5 Teachers will meet regularly to discuss and plan student progress and achievement.1 4 5 Teachers will meet regularly to discuss and plan student progress and achievement.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards


1 1 1 1) Individual classroom teachers will provide small, flexible groups to meet student needs. (9)1 1 5 Struggling Students: The needs of struggling students will be met through appropriate intervention1 2 1 1) Individual classroom teachers will provide small, flexible groups to meet student needs. (9)1 2 4 Struggling Students: The needs of struggling students will be met through appropriate intervention1 3 1 Individual classroom teachers will provide small, flexible groups to meet student needs. (9)1 4 1 1) Individual classroom teachers will provide small, flexible groups to meet student needs. (9)1 4 4 Struggling Students: The needs of struggling students will be met through appropriate intervention.4 1 1 Hire a fine arts teacher, full time, to teach music and art to all students. (9)

10: Coordination and integration of federal, state and local services and programs


1 1 3

Various Federal, State, and local funds will be integrated and coordinated throughout the school to ensuretheir effective use and the elimination of duplication of effort. General operating funds will be used toprovide the basic instructional program while other Federal and State funds, including but not limited to,Title I, Part A; Title II, Part A; and State Compensatory Education, will be used to implement the schoolwideprogram designed to upgrade the entire instruction program. (10)

1 1 4 3) Coordination of Funds: All funding sources will be carefully coordinated to ensure the efficient use ofresources


October 9, 2017 2:22 pm


1 2 2



1 3 2


1 3 3 Struggling Students: The needs of struggling students will be met through appropriate intervention

1 3 4 Coordination of Funds: All funding sources will be carefully coordinated to ensure the efficient use ofresources.

1 4 2




October 9, 2017 2:22 pm

Title I Personnel

Name Position Program FTE

Kaye Cooper reading intervention Accelerated Instruction 1.0


October 9, 2017 2:22 pm

Campus Funding Summary

199 - SCEGoal Objective Strategy Resources Needed Account Code Amount

1 2 4 $224,024.001 2 4 $1,000.00

Sub-Total $225,024.00Budgeted Fund Source Amount $225,024.00

+/- Difference $0211 - Title IA

Goal Objective Strategy Resources Needed Account Code Amount1 1 5 $71,321.001 3 5 $0.001 3 6 $23,454.60

Sub-Total $94,775.60Budgeted Fund Source Amount $94,775.60

+/- Difference $0

Grand Total $319,799.60


October 9, 2017 2:22 pm

Addendums


October 9, 2017 2:22 pm

Current Programs: Currently there are several programs in place to enhance the basic instructional program at the campus. These programs include the following: ESEA, Title I, Part A — Improving Basic Programs operated by Local Education Agencies: Parker Elementary School implements a schoolwide program with Title I funds to upgrade the entire instructional program by paying for two Reading Recovery teachers who reinforce reading to help struggling students. A dyslexia teacher is also paid for as part of the schoolwide program. Instructional software, supplies and materials, as well as parent involvement activities and professional development are also paid for with these funds.

ESEA, Title I, Part C—Educating Migratory Children: The district is in a shared services arrangement with Education Service Center Region 8 that provides recruitment and training services to the district and its schools.

ESEA, Title II, Part A—Principal, Teacher Training and Recruitment Fund: Resources available from this program are used to provide professional development activities for staff in the core subject areas.

ESEA, Title III, Part A—English Language Acquisition, Language Enhancement, and Academic Achievement Act: The district participates in a shared services arrangement with Education Service Center Region 8 that provides professional development for special language teachers and curriculum materials for special language programs. State Compensatory Education: These funds are used to pay for one math intervention teacher and two paraprofessionals who use various intervention programs including tutoring to address the needs of students in at-risk situations. Special Education: Supplemental programs are designed to meet the needs of students with disabilities as determined by the Admissions, Review, and Dismissal (ARD) committee. Programs at Aaron Parker Elementary School include Success Center Lab, Inclusion, and Content Mastery. Aaron Parker serves primarily the less severe students. Students with more severe disabilities are bused into town to one of the other elementary schools. Speech and OT/PT are available on an itinerant basis as needed. All special education programs and services are provided in the least restrictive environment. Bilingual Education: The English as a second language (ESL) methodology is used by teachers having an ESL endorsement to provide English language learners (ELLs) with special language services to assist them in making the transition from languages other than English to proficiency in using the English language. Students are classified as ELLs by the Language Proficiency Assessment Committee (LPAC). Presently, there are no ELL students at Parker Elementary School.

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