2017-2018 Campus Improvement Plan Pioneer … · Graham Independent School District Pioneer Elementary 2017-2018 Campus Improvement Plan Pioneer Elementary Generated by …

Graham Independent School District

Pioneer Elementary

2017-2018 Campus Improvement Plan

Pioneer ElementaryGenerated by Plan4Learning.com 1 of 29 Campus #252-901-104

November 30, 2017 9:36 am

Mission StatementGraham ISD will focus on the future by empowering students to think creatively and critically while learning in engaging, innovative, and inspiring

environments.

VisionIn order to: Build a Better World…One Student At A Time

We will:

PPrepareIImagineOObserveNNurtureEEncourageEEnvisionRRespect

Where As Pioneer Elementary is a campus in which: Students believe Pioneer is a place to experience new things, all in an environment of acceptance andprotection. Families believe Pioneer is a safe and professional educational environment which recognizes individual strengths, builds social skills, prepareschildren for lifelong learning, welcomes all, and embraces diversities. Pioneer staff believes others revere Pioneer as a valuable, respected, and vital role in

the development of young children. Central office believes Pioneer provides a quality learning opportunity for young children. GISD School Board believesPioneer offers a meaningful and appropriate educational experience for our students. Graham community believes Pioneer is an essential building block in

the educational foundation of the child. The Texas Education Agency believes Pioneer provides a free and appropriate educational opportunity for allchildren to achieve excellence and honor so that No Child is Left Behind. In that, we will be able to… Build a Better World…One Student At A Time.



Comprehensive Needs Assessment

Demographics

Demographics Summary

Pioneer Demographics 2013 - 2014 2014 - 2015 2015 - 2016 2017 - 2018

ActualNumber % Actual

Number % ActualNumber % Actual

Number %

PPCD 27 8.26% 22 7.12% 30 10.42% 10 3.83%Pre-K 101 30.89% 80 26.10% 101 35.07% 79 30.27%Kindergarten 199 60.85% 205 66.78% 157 54.51% 172 65.90%Total Enrollment 327 100% 307 100% 288 100.00% 261 100.00% At Risk 70.98% 51.97% 46.39% 31.42%Low SES 241 76.03% 221 71.99% 197 68.40% 168 64.37%ESL 3 0.92% 8 2.61% 13 4.51% 11 4.21%Bilingual 64 19.57% 60 19.54% 36 12.50% 32 12.26%SPED 55 16.82% 54 17.59% 57 19.79% 43 16.48%Homeless 10 3.06% 15 4.89% 1 0.35% 2 0.77%

Pioneer Annual Attendance2013 - 2014 2014 - 2015 2016 - 2017

93.78% 94.23% 94.44%

The attendance rate for Pioneer Elementary is lower than the sate and district average and a concern for the campus.

The percentage of students that are qualified as Low SES, ELL, or Special Education continue to be a focus as the top sub populations for the campus.



Demographics Strengths

Campus attendance rates have continued to improve over the past 3 years.

Students within the At-Rick category have steadily decreased

Problem Statements Identifying Demographics Needs

Problem Statement 1: Campus attendance rates are lower than the district and state percentages

Problem Statement 2: Students with an At-Risk label have decreased. However, the At-Risk population is significantly behind with social, emotional, andself-regulation skills



Student Achievement

Student Achievement Summary

Kindergarten Retention RatesYear Number Retained %

2013-2014 13 6.70%2014-2015 11 5.40%2015-2016 6 3.90%

Kindergarten Readiness 2013 - 2014 2014 - 2015 2015 - 2016 Actual Number % Actual Number % Actual Number %

Students Enrolled 198 100% 204 100% 152 100%Students

Assessed (TPRI) 174 87.90% 170 83.30% 146 96.10%

KindergartenReady 74 42.50% 79 46.50% 67 45.90%

Attended Pre-K in14-15 104 52.52% 101 49.51% 78 51%

Attended Pre-K inGISD 98 49.50% 94 46.08% 75 49.34%

Pioneer Elementary School focuses on teaching students and families success strategies in school through academics, physical health, and social / emotionalsupport. In both Pre-K and K all students are served through RTI Academics and RTI Behavior; Pre K students receive additional support in Speech andSound Development. Our largest roadblocks are the variety of experiences that our students come to school with and the level of intervention they need atany given time to be socially and emotionally ready to learn. To monitor our effectiveness we have adopted the following measurements within our campus:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Locally Developed Math Assessment Read Well Curriculum (K-2)Circle Progress Monitoring (Pre-K)CLI Engage Data Platform (Pre-K) Speech and Sound Development (Pre-K) RTI Math and ELA (Pre-K and K)



Campus Wide Positive Behavior Support SystemPEACE Volunteer Program Specific and Targeted Family Engagement Plan

** Students in need of academic intervention at Tier II or III according to BOY DIEBLES during the 16-17 school year was 35% compared to 17-18 at 29%

Student Achievement Strengths

Lower retention rates in K Participation in full-day Pre-K Parent and Student Engagement PlanRead-Well in K-2Ongoing Bilingual Curriculum Training in Pre-K and K Continued growth and development of campus wide positive behavior and support system

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Students are not maintaining their readiness level through BOY, MOY, and EOY.

Problem Statement 2: A majority of students within the At-Risk category are not emotionally ready to learn and prevent their own learning and others



School Culture and Climate

School Culture and Climate Summary

Pioneer Elementary believes strongly in building support for students, staff, and families to be active within the school and to be supported in the foundationsnecessary to be successful in school. We have a challenge in that we have our students a very short amount of time and a majority of our campus is "new toschool" each year. Due to a constant new population of students and families we are in a constant development and training cycle. In order to address theunique circumstance of the campus we have built in many opportunities and options for school and family engagement.

School Culture and Climate Strengths

Campus Wide Positive Behavior Support System in coordination with Conscious DisciplinePEACE Volunteer ProgramWatch DOGS Volunteer Program PTO Parent Square Family / Community Engagement App. PLC Meetings within all teaching groupsSubject Specific Teacher Planning GroupsCommon Planning Time in Pre-K

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: According to campus survey, there are a few staff members that feel the school is an "unsafe" place due to the behavior of studentsand the consequence to the behavior

Problem Statement 2: Consistency using the campus model of RTI for behavior support is a struggle

Problem Statement 3: Implementing PBIS with Conscious Discipline as a consistent management system of students in ALL settings is a struggle



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Pioneer Elementary school staff are 100% highly qualified teachers and staff, as defined by No Child Left Behind and as approved by Graham ISD. Teachersand paraprofessionals participate in ongoing professional learning. During the school year professional learning takes place in planning groups, shout outmeetings, district provided training, Google classroom, planning days, and professional leave days. The professional development topics include:

DIBLESREADWELLCLI ENGAGECIRCLE Progress MonitoringPBISGISD Required TrainingsTechnology TopicsData AnalysisRTI, Interventions, Modifications

According to the 2015 - 2016 Texas Academic Performance Report, our staff meets the following criteria:

Teacher by years of experience:

Beginning Year Teachers - 6.1%1-5 Years Experience - 24.5%6-10 Years Experience - 18.4%11-20 Years Experience - 30.6%Over 20 Years Experience - 20.4%

Total Staff:

Teachers - 20Professional Support - 2Campus Administration - 1Educational Aides - 16

Staff Quality, Recruitment, and Retention StrengthsPioneer ElementaryGenerated by Plan4Learning.com 8 of 29 Campus #252-901-104


Many of the staff members have long standing relationships with the families served by the school There are various teacher leaders that have volunteered to lead planning teams in specific grades / subjects

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: The language of school safety and collaboration is not consistent throughout the campus

Problem Statement 2: Some teachers lack the skills to address the needs of students that are socially and emotionally not school ready



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Pioneer Elementary utilize the TEKS, TEKS Resource Management System, Read-Well, Frog Street, CIRCLE, and Estrellita to address the academic needsof the campus. The campus also has a campus generated PBIS model that provides specific lessons, support, and interventions for social, emotional, andbehavioral support.

The following list includes assessments or benchmarks used within the campus programs:

District created benchmarks 1 time per six weeks in kindergarten mathOn-going assessment and student grouping with Read-Well in kindergartenCircle Progress Monitoring in pre-k3 tiers of intervention (academics and behavior) in both pre-k and k. Estrellita (Bilingual Setting Only) Student Learning Objective (SLO) is being piloted in pre-k. Marzanos High Reliability School is being implemented with a focus on safe and collaborative school

Curriculum, Instruction, and Assessment Strengths

Positive Behavior Support and Interventions is supported with a campus wide model and professional coaching. Improved math scores on district created benchmarks Implementation of new curriculum for ELA and ELLPre-K SLO Team has an established goal to improve student performance and is progress monitoringHRS has establish campus wide PLC groups to focus on student achievement A team of teachers is completing the HRS training Campus Administration is completing HRS training for Leadership and teaching

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Using data that is based on the current model of post testing creates a constant re-teach in some areas

Problem Statement 2: There is a lack of formative assessment in some content areas



Family and Community Involvement

Family and Community Involvement Summary

Pioneer Elementary values family and community involvement is a priority for the campus. As the foundation to a life of learning we feel it is imperative todevelop positive school relationships. In the 2015-2016 school year we added the position of full time counselor to focus entirely on school engagement andsupport.

Family and Community Involvement Strengths

Large number of daily visitors to the campus Watch DOGSPEACE Volunteer ProgramParent Square Usage / Involvement PBIS (Tier II and Tier III Family Meetings) Parent / Family Engagement Activities SST Meetings

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: Our volunteer base is a majority of parents that are with the campus one year then are transitioned to a new campus

Problem Statement 2: Pioneer has a low participation rate from community / business members that do not have students on campus



School Context and Organization

School Context and Organization Summary

The school context and organization is driven by a focus on student learning and high quality teaching with a commitment to keep students at the center ofall actions and decisions. As a result, the school's schedule is designed to ensure time on task for academics. Once academic time is built, rotations, lunchand recess times are set. The master schedule is built each year with input from lead teachers and consideration of the upcoming populations. Designatedtime is set aside for the staff to share and learn through face to face PLC and within Google classroom. Committees are established to address context andorganization. Site based decision-making committee meets as an advisory group to the campus principal in the development of the campus developmentplan

Positive Behavior Support System Committee meets to build, implement, analyze, and coach the campus in the implementation of a campus widePBIS planThere is an active PTO to promote family and student engagementThere are active PLC cohorts for all teachersThere is a campus wellness committee to promote moral and wellness within the building Throughout the year special advisory committees are created to address current concerns and needs. Examples include: attendance review committee,Schedule Committee, budget review committees

School Context and Organization Strengths

Master Schedule and Calendar that focus on maximizing learning time and campus resources All professional staff members are included in PLC groupsAll teachers and special programs participate in student progress monitoring Interruptions to the instructional day are kept to a minimumStudents and their family report their content with the campus environment and organization

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Students transitioning from PPCD to Inclusive Pre-K struggle

Problem Statement 2: Students who come to school without early intervention and support have added a strain on what the planned needs were based on



Technology

Technology Summary

Pioneer Elementary has a variety of technology in all classrooms, as well as an interactive center based learning lab that serves kindergarten students. Eachclassroom has interactive white boards, projector, document camera, Ipads, and Ipods. The kindergarten classrooms and technology lab all havechromebooks. Campus wide, technology is used to engage students at various levels of the curriculum. Students use technology through guided practice andindependent practice. Through centers and the technology lab students are encouraged to use technology to extend learning.

Technology Strengths

The learning lab was created in the spring of 2016 to meet the needs of young learners. It includes multiple technology based centers that encourage studentsto apply and reinforce skills from the classroom content in a digital setting.



Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

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 GapsPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)Texas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataResponse to Intervention (RtI) student achievement data



Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationStudy of best practices



Goals

Goal 1: All students will attain maximum student achievement throughrelevant and rigorous instructional programs.

Performance Objective 1: By May of 2018, all students and each student group will demonstrate mastery at or above the state average for each grade andsubject on the state assessment as well as demonstrate progress as measured by an early reading inventory from the BOY to the EOY for students in K-2 orCircle Progress Monitoring in Pre-K.

Evaluation Data Source(s) 1: DIBELS, Tejas LEE, CIRCLE, Read Well, Unit Assessments

Summative Evaluation 1:

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

Formative SummativeOct Dec Feb Apr

Critical Success FactorsCSF 1

1) Pioneer Elementary will continue to implementcurriculum that is aligned with TEKS and stateassessments

2, 9 PrincipalCounselorTeacher

WalkthroughsAssessment Data

Critical Success FactorsCSF 1 CSF 2 CSF 7

2) Pioneer Elementary will provide timely assistancethrough RTI. Pioneer Elementary will increase progressmonitoring strategies in Pre-K - K through CIRCLE, Read-Well, DIBLES, Unit Assessments

2, 9 PrincipalTeachersCurriculum Lead

WalkthroughsUnit AssessmentsDIBLESCircle Progress MonitoringRead-Well Data

Critical Success FactorsCSF 1 CSF 2

3) Integrate support programs for special populations toensure academic success.

PrincipalCounselorSpecial PopulationTeachers

ARDSST MeetingsEDECA Reports


4) Pioneer Elementary will conduct scheduled and focusedmeetings to ensure constant attention to academic successfor all students.

PrincipalLead Teachers

Google Classroom ParticipationStaff FeedbackPLC Agenda Data




5) Pioneer Elementary will develop and sustain exemplaryprograms to meet the needs of students in specialpopulations: Bilingual, ESL, GT, SPED, Dyslexia.

1, 2, 3, 4,9, 10

PrincipalBilingual / ESLTeachersSPED TeachersGT Teachers

ESL TrainingBilingual Teacher RecruitmentLPAC Training


6) Effective integration of technology into the curriculumthrough project based learning and purposeful centers.

PrincipalTeachers

Lesson PlansTeacher TrainingWalkthroughsTTESS Goals

Critical Success FactorsCSF 1 CSF 3 CSF 4 CSF 5 CSF 6 CSF 7

7) Campus focus groups will work with campus leadershipto develop, coordinate, and implement strategies thatprovide resources to early learners and their familiesincluding:Positive Behavior Support System, Community Services,Classroom Engagement Assistance, Parent Support andTraining, Community Involvement.

PrincipalCounselor

SST MeetingsEDECA Reports

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 6 CSF 7

8) In an effort to promote community wide kindergartenreadiness a Pre- Kindergarten coalition with GISD andcommunity providers will be coordinated to provideprofessional development to all entities providing pre-kservices.

PrincipalPre-K Teachers

Participation in Staff Development


9) DIBLES (K) and Circle Progress Monitoring (Pre-K)will be administered 3 times per year: Results will beanalyzed and utilized to identify instructional targets forindividual learners.

7, 8, 9, 10 PrincipalTeachers

Data Tracking of Students Receiving Targeted RTIData Reports BOY, MOY, and EOY Circle ProgressMonitoringData Reports BOY, MOY, and EOY DIBLES

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



Goal 2: In Graham ISD 100% of core academic classes will be taught by highly qualified teachers and 100% highly qualifiedstaff will be maintained.

Performance Objective 1: 100% of core academic classes will be taught by highly qualified teachers and 100% of paraprofessionals with instructionalduties will meet NCLB requirements. The LEA will recruit and retain highly qualified teachers.

Evaluation Data Source(s) 1: Personnel Records, AESOP Reports, Enrollment Data





1) Maintain Centralized, effective and efficient GISDpersonnel policies, hiring procedures, and protocols.

1, 3 SuperintendentPrincipal

GISD Personnel Manual Update

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7

2) Provide district professional employees withreimbursement stipends for taking Masters Degree Coursesin their area of teaching and shortage areas.

1, 3, 4, 5 SuperintendentAsst. Supt. ofBusiness ProgramsDirector

Enrollment FormsFinal GradesReimbursement Forms


3) Provide "buy-back" of unused local personal leave daysas incentive for attendance

2, 5 SuperintendentAsst. Supt. ofBusinessPayroll Dept.

Leave and AbsenceFormsPersonnel Records


4) Maintain effective and efficient GISD personnel policies

2, 3, 5 Superintendent Review TASB PersonnelPolicy


5) Provide pay incentives in the form of stipends for newand returning teachers in acute shortage areas

1, 3, 5 SuperintendentAsst. Supt. ofBusiness

Annual HQT ReportsPrincipalsâ€™ Reports




6) Encourage and promote staff expertise throughexperiences such as: Mentoring, Faculty Presentations,Participation in Trainings and Conferences, GroupPlanning and Sharing.

3, 4 PrincipalCampus FocusGroupsNew Teachers

Shared goals and outcomes for all staff

7) Participation in job fairs and consult with ESCs insecuring highly qualified teachers

5 Principal Principal Report

Critical Success FactorsCSF 1 CSF 4 CSF 6 CSF 7

8) Promote staff attendance through education staff oncampus wide attendance percentages and the impact ofstaff absenteeism

3 PrincipalAttendance Clerk

PEIMSAESOP Reports


9) Provide planning sessions for teachers that focus oninstructional data, student management, intervention, andimplementation of new curriculum

8 Principal Meeting NotesTraining Dates


10) LEA ensures 100% of teachers are HQ on high povertycampuses (GLC)

2, 3 AssistantSuperintendent ofCurriculumGLC Principal

HQT Report


11) Provide smaller class sizes in primary grades

3, 9 AssistantSuperintendent ofCurriculumCampusAdministrators

Federal ReportsPEIMSClass Rosters




Goal 3: All students in Graham ISD will be educated in learning environments that are safe, drug free, and conducive tolearning.

Performance Objective 1: By May 2018, the discipline referrals that result in ISS / DAEP assignment will decrease by 5%

Evaluation Data Source(s) 1: Skyward Reports





1) Utilize School Resource Officer to maintain a safe andeffective learning environment

1, 10 Principal Campus Emergency Plan


2) Provide staff development on what constitutes datingviolence

4 Principals Staff Meeting Notes


3) Conduct learning opportunities for staff / parents thatinclude topics such as: Home to School Transition,Conflict Resolution, Bullying, Drug, Tobacco, and AlcoholPrevention, Tattling, Self Discipline, Self Regulation,Anger Management, Stranger Danger

PrincipalCounselor

sign-in sheetsParent Square Data

Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6 CSF 7

4) Focus on family, student, and community engagementinitiatives campus wide.

PrincipalCounselor

Parent Participation LogsVolunteer RecordsParent Square DataFeedback


5) Review and revise Campus Emergency Operations planto communicate changes, conduct practice drills, train stafffor crises management.

1, 10 PrincipalStaff

Campus Emergency PlanCrises Manager APP.Drill ReportsMeeting Notes




6) Provide a bullying prevention and reporting plan asoutlined inBoard Policy FFI (Local)

1, 10 PrincipalCounselor

Bully Reporting Forms


7) Provide a campus model of Positive Behavior Supportand Interventions to assist students in being able to selfregulate and be successful in school

PrincipalCounselor

PEIMS DataRTI-B Referrals




Goal 4: All students in Graham ISD will graduate from high school.

Performance Objective 1: By May 2018, Graham ISD will achieve a graduation rate of 95%.

Evaluation Data Source(s) 1:





1) Collaborate with feeder grades to ensure success ofcurrent and future students to: Provide joint staffdevelopment, District wide intervention teams, End of yeartransition information provided to future campus,Transition plan for pre-k students, Headstart Transition,Round-Up

PrincipalCounselor

Intervention DataCampus ObservationFeedback


2) Provide accelerated instructional opportunities tostudents, including at-risk students, who are in need ofadditional remediation to obtain credits to graduate fromhigh school

9 SuperintendentAsst. Supt. ofCurriculumGHS and GLCPrincipals

Graham Learning CenterSchool Within a SchoolSummer SchoolCommunity GED ProgramAfter Hours University


3) Pioneer Elementary will coordinate transitionalstrategies: Parent notifications, Transition Visits, Pre-Kand Kindergarten Round-Ups, Parent Orientations

PrincipalCounselor

Participation in Early RegistrationEvaluation and Survey Feedback


4) Encourage positive attendance habits: SST meetings,recognition of good attendance, Reward incentive program,School to home communication, Focus on improved staffattendance

PrincipalTeacherCounselorAttendance Clerk

PEIMS DataSST Meeting Data




Goal 5: Parents and Community will be partners in the education of studentsin Graham ISD.

Performance Objective 1: By May 2018, 100% of Graham ISD campuses will participate in activities designated to increase parental involvement.

Evaluation Data Source(s) 1: Parent Square Data, Sign-In Sheets, Survey Data





1) Provide access to GISD Student Handbooks and Student/Parent /Teacher Compacts to all GISD students andparents

6 Superintendent Student Handbook ReceiptsCompact Receipts


2) Campus focus groups will work with theprincipal,counselor, and parent / student engagementspecialist to develop, coordinate, and implement plans thatprovide support and resources to early learners and theirfamilies including: Behavior Support, CommunityServices, Classroom Assistance, Parent Support, ParentTraining, Community Involvement, School to HomeCommunication

PrincipalCounselorFocus Groups

Office Referral DataParent Involvement Data


3) Participation in special program parent informationmeetings-ESL/Bilingual-GT

6, 8 CounselorPrincipal

Meeting Agenda & Sing-In SheetsParent Input


4) Increased participation in parent and communityvolunteer opportunities: Watchdogs, PEACE Volunteer,Parent Square, Campus Events.

PrincipalCounselor

Parent Square DataVolunteer LogsMeeting Agenda / Participation LogsEvent Participation






Goal 6: GISD stakeholders will provide oversight to the management ofadministrative, fiscal, and facilities.

Performance Objective 1: GISD Fund balance will sustain at least a balance equal to three-month operating expenses.

Evaluation Data Source(s) 1:





1) Participation in campus budget planning process by allcampus groups

10 Principal Staff Feedback


2) Ensure GISD Business Office policies and proceduresare in place to ensure effective and efficient handling of allGISD funds

10 Principal Annual Audit


3) Campus Improvement Meetings focus onadministrative, fiscal, facility oversight to ensure needsassessment and campus goals are met.

10 Principal CIT AgendaSign-In Sheets




Title I

Schoolwide Program Plan

Pioneer Elementarys' Campus Improvement Plan (CIP) is developed in accordance with Texas Education Code Title 2, Subtitle C 11.251 Sub-chapter F. The plan meets requirements of Title I Schoolwide Components (Sw#1 - SW#10). Pioneer Elementary members meet in the spring to evaluate theeffectiveness of the current year's plan given new data and after review and update of Needs Assessment. The SBDM finalizes the campus plan andapproves the budget for all resources, the CIP is reviewed and adjusted, as needed, on a daily basis.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

In summary to the Comprehensive Needs Assessment previously documented in this plan, Pioneer Elementary staff must know, understand, and teach allgrade level Texas Essential Knowledge and Skills (TEKS) and the guidelines so that students learn to their maximum potential. Pioneer Elementary staffmust provide opportunities for students to meet the requirements of the TEKS while in Graham. In addition to this, staff must be keenly aware of studentswithin special populations and students that are new to school and may have a special need that has not yet been determined or known until the studentstarted public school.

2: Schoolwide Reform Strategies

Pioneer Elementarys' focus on core instruction includes core curriculum and rotations that offer a well rounded school experience. Pioneer's master scheduleis designed to offer an equitable amount of time to all staff and students for labs, rotations, core instruction, interventions, and other campus resources. Inkindergarten the master schedule provides 120 minutes for ELA/SS instruction, 60 minutes of math instruction, 60 minutes of Science instruction, 30minutes of Technology/RTI, 45 minutes of Physical Education, and 60 minutes of recess. In Pre-Kindergarten the master schedule provides 150 minutes ofELAR, 60 minutes of Math / Science and mixed centers, 30 minutes of fine / gross motor lab learning, 30 minutes of recess, 30 minutes of PE, and 45minutes of rest.

In addition to the academic organization the campus has implemented a campus wide PBIS model with 3 tiers of intervention as well as a family and studentengagement specialist that works to ensure success between the students, family, community, and school. Through the family and student engagementmodel parents and students are offered numerous opportunities to participate in school functions and events both during school and outside of school hours.

3: Instruction by highly qualified professional teachers

According to the 2014-2015 Texas Academic Performance Report, our staff meets the following criteria:

Teacher by years of experience:



Beginning Year Teachers - 26%1-5 Years Experience - 16.7%6-10 Years Experience - 16.7%11-20 Years Experience - 27.8%Over 20 Years Experience - 12.8%

Total Staff:

Teachers - 18Professional Support - 2.3Campus Administration - 1Educational Aides - 17.3

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

Pioneer Elementary staff will participate in high-quality on-going professional development. Staff meetings are held each week to focus on studentachievement and campus goals of growth, communication, and teacher leadership. Each grade level and kindergarten subjects have teacher leaders that haveteams of peers to help plan and implement the curriculum for each department, these groups meet as determined by the teacher leaders.

5: Strategies to attract highly qualified teachers

Pioneer Elementary Staff is well established and has added new staff to implement a growing pre-k program. A majority of the staff have a very lowmobility rate with several teachers spending a majority of their career at Pioneer Elementary. The campus often recruits from the student teachers,substitutes, and local colleges that have had experience working with our campus when job opportunities do open.

6: Strategies to increase parental involvement

Pioneer Elementary values family and community involvement is a priority for the campus. As the foundation to a life of learning we feel it is imperative todevelop positive school relationships. In the 2015-2016 school year we have added the position of Parent and Student Engagement Specialist to focusentirely on school engagement. The 2016 - 2017 school year will be a year of building for the program as we extend current campus engagement activitiesand add new opportunities.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs



Pioneer Elementary will continue to build relationships and ease the transition from head-start, local day care facilities, and private pre-school programsthrough the GISD pre-school coalition. The campus will promote, invite, and recruit within the local community in the spring to encourage early registrationfor students starting pre-k or kindergarten the following school year. A series of parent meetings will be conducted to prepare families for the start of publiceducation as well as ongoing support throughout the first years of school.

8: 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

Campus committees including administration, interventionist, and classroom teachers were formed to look at curriculum for ELA in k-2, the teachersoverwhelmingly supported the purchase of Read Well to help meet the needs of teaching students to read. The program includes ongoing assessments andplacement for students.

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

Pioneer Elementary has consistently provided remediation to its students. Our current plan maintains RTI for behavior and academic needs but also includesa new curriculum with ELA (Read Well) that will allow staff to identify and teach student skills before a student drops significantly behind grade levelTEKS. The master schedule offers time within the school day for teachers to work with small groups of students that require additional help. Thetechnology lab has been equipped with materials to help teachers with interventions as well as material for students working above grade level.

10: Coordination and integration of federal, state and local services and programsAll federal, state, and local services and programs will be focused toward all student academic success and well being.



2017-2018 Campus Site-Based Commitee

Committee Role Name PositionAdministrator Lisa Budarf PrincipalDistrict-level Professional Gary Browning District Level Admin.Business Representative Dawn Phillips Business OwnerCommunity Representative Christy Hall Community MemberNon-classroom Professional Brandi Menard CounselorParaprofessional Chris Castillio ParaClassroom Teacher Modely Carranza K TeacherClassroom Teacher Dawn Riley SPED TeacherParent Natasha Birdwell ParentParent Jenna Pippin ParentParent Alexia Sweedler Parent



Documents

2017-2018 Campus Improvement Plan Pioneer … · Graham Independent School District Pioneer Elementary 2017-2018 Campus Improvement Plan Pioneer Elementary Generated by …