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Donna Independent School District C.

Stainke Elementary

2015-2016 Campus Improvement Plan

C. Stainke Elementary Campus #1089021061 of 56

Generated by Plan4Learning.com June 16, 2016 3:28 pm

Mission StatementThe mission of Donna I.S.D. is to ensure academic excellence for all students through a rigorous and supportive learning environment that provides a quality

education in accordance with state and national standards.

VisionWe envision being an exemplary school district staffed with highly qualified individuals working collaboratively to graduate college-ready students who will

be a powerful force for positive change in our community.



Comprehensive Needs Assessment

Demographics

Demographics Summary

According to the data gathered in C. Stainke Elementary 100% of the population is Title 1, about 43% of the student population is in the bilingual program, while 7% are special education, 7% are GT, 6% are Migrant, 3% are 504, and 1% are Recent Immigrants. At Stainke 100% of the student population are Hispanics, these percentages have remained stable over the past years and most of the students are from low socioeconomic status. The mobility rate in Stainke is at a 21% and the stability rate at a 79% and it is due to the incoming and ongoing of migrant students. Stainke currently has a total of 37 migrant students, which makes about 6% of the student population on campus. In the Special education life skills classroom, there is one student who is homebound. When special education referrals are analyzed all student groups are Hispanic and mostly males and mostly all students qualify.

Data shows that Stainke Elementary has a total enrollment of 633 students, and of these students 453 are at risk. Seventy-two percent are Limited EnglishProficient. The special programs data indicates that 100% of the student population is Title 1 and 43% are in the bilingual early-exit program. All teachers at Stainke are trained to deliver sheltered instruction to ELL students. Students also receive guided reading and have an ELD block to meet their linguistic and cognitive needs.

At Stainke Elementary the average class size is 22 students per teacher. According to data 100% of students are Hispanic. Ninety-seven percent of teachers are Hispanic and 2.9% are White. Students are being taught primarily by Hispanic teachers. During the first semester we had a total of 34 teachers, of which, only two are males. In the middle of second semester, a 4th grade reading teacher and a special education life skills teacher received the opportunity to work for other school districts in which they had to resign.

The attendance rate over the past four years has remained the same. Data shows that since 2011 to 2015 Stainke has had a 97% attendance rate. To monitor attendance, teachers submitted attendance folders by 8:00 AM with students marked absent. Stainke has an attendance helper in charge of calling home and inquire the cause of the student’s absence. While at the same time informing the parents of the importance of attendance and how they might be fined for excessive unexcused absences. If daily attendance is over 98%, students are rewarded by not wearing their school uniform the following day, this keeps students motivated to come to school every day.

The community where the students come from is within Stainke’s attendance zone. The attendance zone is between Moodie St. and Lott Road and between Midway Road and River Road. The attendance zone also includes South Avenue and 11th St to 17th St.



Demographics Strengths

1. Availability of computer lab for all students with programs that help student achievement.

2. Attendance rate at 97%.

3. Migrant students provided with tutorial.

4. Extended day and saturday tutorials.

5. Teachers trained to deliver sheltered instruction to students.

6. ELD block for all ELL's.

Demographics Needs

1. Parental involvement.

2. Reduce the number of students At-Risk.

3. More new updated Spainsh resources for testing grades.

4. Focusing on students needs for TELPAS Assessment.

Student Achievement

Student Achievement Summary

STAAR

In the 2014-2015 school year, the students in grades third to fifth were assessed in the areas of Math, Reading, Science and Writing. The students were assessed using the State of Texas Assessments of Academic Readiness (STAAR). The STAAR exams that were given were STAAR English/Spanish, STAAR A



and STAAR Alternate 2. The students’ performance in the area of Math has not been analyzed since standards have not yet been set by the state. The following shows a summary of performance by grade level, subject and assessment type.

In third grade, the students were assessed in Reading and Math. The 2015 passing percentage in Reading is 66%. In 2014, the passing percentage was 56% and thus the set goal of 60% was met. There were a total of 76 students tested, not including STAAR A. The average percentage score was a 59.17%. The passing rate for economically disadvantaged students was 60.27%. Females performed better with a 69.05% passing rate compared to the males passing rate at 52.78%. Both first and second year ELL students were able to reach a 100% in passing. The LEP population as a whole earned a satisfactory rate of 45.16%. Although 6 students were assessed using the STAAR A, none were able to achieve satisfactory levels. The 3 students who were assessed using the STAAR Alternate 2 were able to achieve Level II satisfactory. There was 1 student tested using the STAAR Spanish exam. The student did not achieve a level II.

In fourth grade, the students were assessed in Reading, Math and Writing. The 2015 passing percentage in Reading is 59%. In 2014, the passing percentage was 61% and thus the set goal of 75% was not met. There were a total of 74 students tested, not including the STAAR A. The average percentage score was a 58.18%. The passing rate for economically disadvantaged students was 58.33%. Males performed better with a 57.58% passing rate compared to the females passing rate at 57.5%. Both first and second year ELL students were able to reach a 100% in passing. The LEP population as a whole earned a satisfactory rate of 48.39%. Seven students were tested using the STAAR A version; none were able to receive a Level II rating. Out of the 3 students that were assessed using the STAAR Alternate 2 exam, 2 were able to pass. There was 1 student who was tested using the STAAR Spanish exam and did pass.

The 2015 passing percentage in Writing is 69%. In 2014, the passing percentage was 71% and thus the set goal of 80% was not met. There were a total of 74 students tested, not including STAAR A. The average percentage score was a 55.90%. The passing rate for economically disadvantaged students was66.67%. Females performed better with a 72.5% passing rate compared to the males passing rate at 57.58%. Both first and second year ELL students were able to reach a 100% in passing. The LEP population as a whole earned a satisfactory rate of 60%. Eight students were tested using the STAAR A version; none were able to receive a Level II rating. All 3 students that were assessed using the STAAR Alternate 2 exam passed. There was 1 student who was tested using the STAAR Spanish exam and did pass.

In fifth grade, the students were assessed in Reading, Math and Science. The 2015 passing percentage in Reading is 88% after the 2nd administration. There were a total of 96 students tested, not including STAAR A. Although 6 students were assessed using the STAAR A, none were able to achieve satisfactory



levels. The 2 students who were assessed using the STAAR Alternate 2 were able to achieve Level II satisfactory. There was 14 students tested using the STAAR Spanish exam, only 1 did not achieve the satisfactory level after the 2nd administration.

The 2015 passing percentage in Science is 57%. In 2014, the passing percentage was 64% and thus the set goal of 75% was not met. There were a total of 96 students tested, not including STAAR A. The average percentage score was a 60.47%. The passing rate for economically disadvantaged students was 53.76%. Females performed at a lower rate with a 45.61% passing rate compared to the males passing rate at 69.23%. First year monitoring ELLs had a passing rate of 83.33%. Second year monitoring ELLs had a passing rate of 100%. The LEP population as a whole earned a satisfactory rate of 38.3%. 7 students were tested using the STAAR A version; none were able to receive a Level II rating. All 2 students that were assessed using the STAAR Alternate 2 exam passed. There were 3s student who was tested using the STAAR Spanish exam and 2 did pass.

The areas of need according to the STAAR results include the following: increasing the LEP population passing percentages, increasing the students passing rate when being assessed in STAAR A, and increasing passing percentages in the areas of reading, writing and science. Some strengths include: the passing percentage of first and second year monitoring students, increase in student performance in 3rd and 5th grade reading.

TELPAS

Limited English Proficient students in grades Kinder through 5th were assessed used the Texas English Language Proficiency Assessment System (TELPAS) to measure their speaking, listening, reading and writing in English.

In Kinder, there were 27 students who were assessed. There were 26 students whose composite score was at beginner and 1 student who was an intermediate.

In 1st grade, there were 47 students who were assessed. There were 10 students who were beginners, 35 intermediate and 2 advanced. 35 of the students were able to make at least one year’s growth but 12 students remained at the same level as before.

In 2nd grade, there were 52 students who were assessed. There were 5 students who were beginners, 21 intermediate, 17 advanced and 9 advanced high. There were 33 students who made gains, 18 students who remained at the same level and 1 student who showered regression.

In 3rd grade, there were 37 students who were assessed. There were no students who were beginners, 13 intermediate, 17 advanced and 7 advanced high. There were 13 students who made gains, 22 students who remained at the same level and 2 students who showered regression.



thIn 4 grade, there were 36 students who were assessed. There was 1 student who was beginners, 5 intermediate, 17 advanced and 13 advanced high. There were 8 students who made gains, 27 students who remained at the same level and 1 student who showered regression.

In 5th grade, there were 49 students who were assessed. There were 2 students who were beginners, 6 intermediate, 18 advanced and 23 advanced high. There were 17 students who made gains, 27 students who remained at the same level, and 2 students who showered regression.

Overall, based on TELPAS results, there were only 106 students who showed at least one year’s growth. There were too many students who remained at the same level and 5 students who showed regression.

IStation

All students’ reading levels were assessed using the Istation program. Students were able to test every month to determine their current reading level. Teachers were then able to provide Guided Reading lessons based on the level reported. Based on the Tier reporting in the month of October and May, there was little to no movement of students going from Tier 3 to Tier 2 and Tier 1. This means that most students were not at or above grade level in their reading.

In Kinder in the month of October, there were 34 students on Tier 3, 18 on Tier 2 and 29 on Tier 1. By May, there were 35 students on Tier 3, 18 students in Tier 2, and 31 students on Tier 1. There were no significant improvements made from the beginning of the year to the end of the year.

In 1st grade in the month of October, there were 69 students on Tier 3, 21 on Tier 2 and 13 on Tier 1. By May, there were 73 students on Tier 3, 14 students in Tier 2, and 20 students on Tier 1. There were no significant improvements made from the beginning of the year to the end of the year. There was a minimal amount of students moving from Tier 2 to Tier 1.

In 2nd grade in the month of October, there were 60 students on Tier 3, 16 on Tier 2 and 22 on Tier 1. By May, there were 54 students on Tier 3, 11 students in Tier 2, and 34 students on Tier 1. There was some improvement made from the beginning of the year to the end of the year by moving students from Tier 2 to Tier 1.



In 3rd grade in the month of October, there were 51 students on Tier 3, 14 on Tier 2 and 14 on Tier 1. By May, there were 41 students on Tier 3, 17 students in Tier 2, and 24 students on Tier 1. There was some improvement made from the beginning of the year to the end of the year.

In 4th grade in the month of October, there were 46 students on Tier 3, 20 on Tier 2 and 14 on Tier 1. By May, there were 48 students on Tier 3, 16 students in Tier 2, and 15 students on Tier 1. There were no significant improvements made from the beginning of the year to the end of the year.

In 5th grade in the month of October, there were 58 students on Tier 3, 24 on Tier 2 and 18 on Tier 1. By May, there were 58 students on Tier 3, 21 students in Tier 2, and 24 students on Tier 1. There was some improvement made from the beginning of the year to the end of the year.

There was no significant improvement by any grade levels with Reading Levels using the IStation program. There were still too many students in the Tier 3 level by the end of the year.

Student Achievement Strengths

1. Improvement in the 3rd grade Reading passing percentage

2. Improvement in 5th grade Reading passing percentage

3. First and second year monitoring ELLs are passing percentage in STAAR

4. All students who were assesed using the STAAR Alternate 2 showed Level II Satisfactory performance

Student Achievement Needs

1. Passing percentage in 4th grade Writing dropped by 1%

2. Passing percentage in 5th grade Science dropped by 7%

3. Passing percentage in 4th grade Reading dropped by 4%



3. LEP students' are not performing as well as grade level average

4. Students are not showing at least one year's growth on TELPAS

5. Students are not showing growth in Reading Levels using IStation

School Culture and Climate

School Culture and Climate Summary

The students feel that coming to school makes them feel safe. One student described the teachers at school as being their mother and he/she feels safe because he/she feels like his/her mother is here. The teacher’s feel that the school is looking somewhat dingy in the main hallway and feel that it could use a fresh coat of paint. Also, some of the floor and wall tiles in the campus are missing or broken and should be replaced for safety and overall, appearance of the campus.

When a new student comes into our campus, he/she is welcomed by the counselors. They are then given a tour of the campus with the child and parent present. When the child is welcomed into the classroom, the teachers assign a buddy to assist them the day to day routine of the classroom and campus.

Of the students surveyed, 97% of the students second through fifth grade feel that that there is trust, support, and encouragement towards the students. Overall, all student groups have the same level of feelings towards respect, relationships, behavior and support. In comparison to the teachers, 95% of the teacher surveyed have the perception that as a campus we exhibit mutual trust, support and encouragement towards one another.

After analyzing our discipline data, we concluded that fifty-seven percent of discipline problems occur while the students are on the bus. Another revelation was that our current fifth graders have the most referrals made, both in the classroom and on the bus. Upon further analysis, we realized that this grade level comes with a lot of issues stemming from their home environment. Several of the students come from homes where either one or both of the parents are incarcerated and therefore, left under that care of a loved one or Child Protective Services. This grade level, also provides the least parent support when it comes to academics and discipline.

As far as support, the district and campus implement the Discipline Management Plan (DMP). Teachers are trained at the beginning of the school year, on the various actions to take in regards to behavior. Teachers are to implement this plan throughout the school and keep administration informed on student behavior.

As of yet, no disciplinary removals have occurred during the course of the school year.



The teachers and administrators follow the DMP. Adjustments to the DMP are made every summer based on teacher and administration recommendation. The adjustments are made based on trends that are occurring found by teachers and administrators.

The disciplinary policies and practices are proactive because the teachers go over with the parents and students, at the beginning, the DMP and student handbook. Both of the documents are thoroughly reviewed and then, parents are encouraged to reinforce the policies at home to ensure that students comprehend the actions and consequences of their behavior while at school.

The pattern that was noticed was the number of bus referrals to campus referrals ratio has always been greater for the past three years. This year, out of the 110 referrals made 57% of those referrals came from the bus.

On another note, the committee noticed that last year’s fourth graders had the most amount of referrals, which translates to the fifth graders this year having the most. We had three students who received two referrals throughout the year. Two out of those three students received their referrals during the first semester. The other received his referrals during the second semester.

During the course of the school year, the counselor’s give a lesson on anti-bullying. Also, the teachers give a lesson, upon the need, about the importance of not bullying and how to determine the difference. The coach, also, gives a lesson on bullying for two weeks during the school year. After reviewing the data, as a school, our campus bullying issue went down by 50% from the last school year. According to one of the students surveyed, the child feels that the teachers constantly have their eyes on them. So, they feel and understand that they are being closely monitored by the staff, which helps prevent bullying from occurring.

During the course of the school year, we had 1 out of 627 students attend DAEP. This student attend DAEP due to drug paraphernalia. Due to lack of students attending DAEP, we are unable to compare the student demographic data.

Yes, we have effective procedure in place to help promote safety. Of the students surveyed, 95% of the students at Stainke Elementary feel safe coming to school. Of those students who answered that they do not feel safe a small percentage mentioned not feeling safe due to the announcing of a Lockdown “Code Black” or Fire Drill. There seems to be a misunderstanding throughout 2nd-5th grade that lockdowns and fire drill are scary. As a campus, we need to better inform our students about the reasons and purposes of having these drills. Another student surveyed mentioned not feeling safe while riding on the bus. This was due to him/her being told “bad words” while on the school bus. On a positive note, the students who do feel safe mentioned that they enjoy coming to school where the teachers closely monitor them and know the procedures to ensure they are safe while at school.

Overall we do have a widespread student participation. The extra-curricular activity available for kinder through second grade is cheerleading. The following extra-curricular activities are girl scouts are offered to all girls in grades Kinder-5th. U.I.L. is offered to all students in Kinder-5th grade. The other activities such as choir and Dance are for 3rd-5th grades. Available only to 5th graders is Flag football, basketball, soccer, and volleyball.



School Culture and Climate Strengths

1. Students feel respected, supported and encouraged by teachers.2. Increase visibility of the security officer.3. Increase visibility of an assistant principal.4. Closed circuit security cameras to monitor school.

5. Increase in participation of extracurricular activities.6. Counselors, and staff working must work together to prevent bullying throughout the year.7. Students and staff feel that the campus exhibits positive attitudes, respect, relationships and support.8. Student referrals are addressed almost immediately.9. Teachers demonstrate the capability to help all willing and able students achieve mastery.

School Culture and Climate Needs

1. Character education to increase student awareness of behavior.2. Ensure that Discipline Management Plan is thoroughly followed.3. Distribute notes for extracurricular events at a timely manner such as literacy nights.4. Continue to increase the number of English Language Learners participating in extracurricular activities.5. Recognize, Reward and contiue to encourgage students who are preforming outstanding at or above their grade level, showing good conduct, and outstanding attendenace. This can

be recongnized weekly, bi-weekly or tri-weekly. Ex. Principal's award, Good citizenship award, Etc.6. Be consistant in the students rewards for Honor roll and perfect attendence at the end of each six weeks.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

According to data collected at Stainke all teachers and instructional paraprofessionals are 100% qualified and certified. Teachers are certified in their specific field and current in compliance with NCLB. The talented and effective personnel are recruited through the DISD district website, the criteria set by TEA certifications and CLPAC interviews.

Stainke has an excellent retention rate. However, two teachers left due to administrative positions. All new teachers are provided with professional development at the beginning of the school year. New teachers are mentored for one year by an experienced teacher. They are also supported by their grade level and receive feedback from administration as well as administrative support.

Strategies and structures that are in place include sheltered instruction strategies, guided reading, and ELD classes. During the course of the year, K-2nd

grade teachers assist 3rd-5th grade teachers an intense preparation for state exams. However, sheltered instruction and resources for bilingual students are available, but sheltered instruction strategies are not implemented throughout the classrooms. Data analysis of student performance is ongoing in order to identify student needs. ARD and C-BIT meetings are held on a needs basis of individual students and observations in order to continuously monitor achievement. Campus administration conduct grade level meetings regularly in order to analyze data and support the continuous improvement of students.

Professional development is available and includes STAAR trainings, TELPAS trainings, GT services, LPAC, and Sheltered Instructional Trainings at the district level with directors in all core areas. Professional development is through conferences, presentations and meetings. Sheltered instruction takes place twice a year, GT once a year, LPAC twice a year, directors meetings are held every six weeks, four STAAR trainings are held during the spring semester. To ensure what the teachers and others have learned is implemented in the classroom is monitored weekly through lesson plans on Eduphoria, walkthroughs, formal observations, student performances, grade level meetings and action plans.

The strengths of the most effective teachers are shared during professional development trainings given at the beginning and middle of the year. After analyzing data, Saturday tutorials and migrant tutorial for K-5th is offered. There are also different resources offered which include various preparation books (Kamico, STAAR Ready, STAAR Master, Motivational, and etc), teachers get to modify lesson plans according to their student needs, encourage vertical/horizontal planning and instructional aids are provided in the classroom.



Staff Quality, Recruitment, and Retention Strengths

1. Highly qualified staff

2. Communication

3. Immediate feedback from campus administration

4. Comments on Eduphoria and PDAS by campus administration

Staff Quality, Recruitment, and Retention Needs

1. Sheltered Instruction refresher courses need to be held on a yearly basis so that it allows teachers to learn and implement new strategies

2. Updated core subject trainings especially in STAAR testing grades.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Some programs that allow teachers to keep track of all standards that are to be implemented in the classroom are Curriculum Collaborative, Eduphoria (Aware and Forethought), Stem Scope, and the use of bundles for all subjects. When lesson plans are written and standards are taught these programs help facilitate instruction. However, there are times when some assessments or curriculum may not aligned; these issues are addressed by administrators, district directors, or strategists.

Teachers and administrators frequently analyze data from the following information to help drive curriculum based decisions in the classroom setting. Teachers are subjected to use bundle assessments, Istation reports, STAAR scores, TELPAS scores, progress monitoring form, and district diagnostic to help identify areas of weakness and help provide differentiated instruction to all subject areas. Data is also used to assist in tutorials (afterschool/Saturday), power hour, small group instruction, end of six weeks regrouping, ELD instruction and placement of a student on a CBIT Tier.

The current improvements being made to the curriculum better helps us to align our lessons and assessments to our textbook adoptions and Scope and Sequence. Adding rigor to the existing curriculum with Depth of Knowledge questioning helps encourage critical and analytical thinking skills that challenge our students. Since assessments are prescribed and firm we are expected to proceed with instruction. Based on the needs showing on data needs are spiraled during instructions.

Some growth has occurred with the implementation of 21st century technology in our classrooms. The majority of our classrooms are equipped with 21st century technology equipment, but at the current moment those classrooms with older equipment need to be updated or replaced. Some teachers are in need of projectors, document cameras, smart boards, ink/toner, laptops, speakers, headphones, connection cords in all grade levels. Programs that are available for curriculum, instruction and assessments are: Eduphoria for lesson plans, Dropbox per subject for teacher curriculum and resources, TEAMS for grades, Aware for student assessment input, STAAR A, TTM, Istation, and Lexia for interactive learning. Although 21st century skills are being enforced within the curriculum they are not always available for all students to use; ample licenses need to be provided for computer based programs for students to use as wells as computer based programs for our early childhood students.

Teachers, curriculum writers, strategist and directors monitor, evaluate and renew the curriculum on regular basis and make decisions based on analysis/campus/district reports such as: IStation, STAAR scores, TELPAS and teacher observation on student performances. The district provides surveys and year at glance meetings (with teacher feedback) to help implement, monitor, and re-evaluate activities within our classrooms and at campus levels.

Students of various groups are sometimes not exposed to or lack real world experiences that at times don’t allow them to make proper connections to the outside world. Therefore by implementing more real life experiences such as presentations (Cultural and Social Exposure), a career day, motivational



speakers, walking fieldtrips, and educational fieldtrips, will help students create the information to help them be successful. This can be done through handson activities and presenters such as: Santa Ana Refuge, Gladys Porter Zoo, Tim Smith-News Channel 5, The Recycling Center, Donna Fire Department, career day participants, Able Gonzalez (motivational speaker) and Etc. Students should be recognized for their outstanding achievements through incentives for meeting above and beyond expectations. These incentives should be awarded to students for recognition of honor roll, perfect attendance, good character or etc. Lessons are aligned and differentiated to meet the learning needs of our bilingual, GT, migrant and special needs students. In order for teachers to help their students be more successful in the different subject area some of the following resources are in need: STAAR Coach (All subject areas), Motivational Math, Reading, Writing, and Science, Write Source consumables (Reading and Writing), and Countdown to STAAR (reading, writing, math, and science). In the area of Social Studies classrooms are missing mounted Maps. The consistencies of these activities are not apparent due to the discretion of each campus. As a district Scope and Sequence is enforced and we align our activities and instructional strategies to various learning needs; complexity and rigor are geared towards all student groups.

English Language Development (ELD) Class, Guided Reading, Power Hour (extra tutoring), Instructional tutors/tutoring (afterschool and/or on Saturday), Sheltered instruction, Migrant tutorial, GT, TTM, Istation, Lexia, are some of the interventions being used to assist students in need. Teachers track these interventions by using time logs, computer reports, sign in sheets and student list. This allows us to maximize student learning and target their need in differentiated instruction, while at the same time motivating our challenge groups. Student populations needing these interventions are Special Ed, LEP, 504, any student on a CBIT Tier, Migrant students. By providing these requisites, these student populations have shown gradual but steady improvements on grades and scores.

The following programs are designated to help teachers meet the needs of students: Sheltered instruction, ELD class, 5E model, Power Hour period, C-Pals, Dr. Maggie’s Guided Reading Strategies, Dr. Diana Ramirez Reading Strategies, and Bill McDonald’s Writing Strategies. Teachers develop student learning by implementing differentiated instruction in small group, centers, paired work, individual work, small tutoring groups, and during Power Hour. Students utilize high order thinking skills through their own creativity by allowing them to discover and learn in a constructive learning environment.

The majority of assessments are aligned to the curriculum that is provided by the district. This is created by teachers/district and is based on the TEKS. This immediately renders feedback on student’s mastery of test concepts. That determines goals and plans for individual student needs.

End of the year meetings (Year at Glance or Trekking though the TEKs) are developed to guide and target our interest and views for the upcoming school year. A team of preselected curriculum/test writers create (Bundles) weekly tests/six weeks and district benchmark assessments based on our objectives, TEKS/Standards and the needs of teachers and students. Students are made aware of the relevance of these assessments and are encouraged to perform at or above their level to help teachers determine what skills have been mastered.

Some assessments are designed to focus on an overall measurement of student mastery, which does not always promote confident results of certain TEKS that have not been covered. However, when assessments are aligned specifically to the TEKS being taught, teachers have a more predictable measure of students’ academic milestones. Therefore, allowing teachers to teach based on the student’s needs as well as on new skills.



Curriculum, Instruction, and Assessment Strengths

1. Teachers use assessment data to plan their instruction based on students’ needs 2. The use of Eduphoria for lesson planning and aligning of TEKS

3. Staff collaboration

4. Implementation of new strategies

5. Emphasis on lesson plan and curriculum alignment by teachers and administration

6. High student expectation

7. Using Aware for data analysis

8. Promoting real life experiences and presentations (cultural and social exposure)

Curriculum, Instruction, and Assessment Needs

1. Consistency of computer program usage

2. Computer programs uploaded to classroom computers (Istation)

2. Continued personalized feedback and guidance on district initiatives from Central Office personel (strategiest and directors)

3. More updated STAAR formatted resources (English and Spanish)

4. Continued Sheltered Instructions classroom strategies

5. Updated 21st century technology resources in classrooms such as projectors, document cameras, teacher computers and student computers



6. More core subejct trainings during summer and during staff development days to help implement new strategies, techniques, and classroom ideas in theareas of 4th grade reading and writing, 5th grade science

Family and Community Involvement

Family and Community Involvement Summary

Based on surveys conducted, parents report that they feel welcome when entering the school and attending a variety of activities. The parents' complaints about school culture and climate are minimal. Parents are welcomed when dropping off their students in the morning before instruction begins. Parents are welcomed to visit the parent center during the day to assist in a variety of ways. The parents are allowed to visit the classrooms, if need be, and during the teachers' conference period.

During the year the following activities took place: Parent's Night, Open House, Graduation Ceremonies, Awards Assemblies, Grandparent's Day, Mother'sDay Lunch, Literacy Nights, Chic-fil-A Night, GT Discover Presentation, Science Fair, LPAC meeting, Veteran's Day, McDonald's Night, Career Day and International Day. Parents are invited to attend these events with notes being sent home with the students both in English and Spanish. As parents and members of the community are entering the venue for these events, sign in sheets were used for documentation purposes. A limited number of parents are involved due to the lack of travel resources and conflicting work hours. Career Day is a day in which teachers invited members of our community to present to the students in all grades.

As part of an effort to maintain constant communication with the parents, the teachers are required to maintain parent contact logs throughout the year. The teachers record the different dates that contact was made and a brief comment about what was discussed. The teachers are able to inform the parents of their child's performance, upcoming events, good work and notify them of academic and behavior concerns. The parent contact logs are submitted to the parent educator at the end of each six weeks period.

Some of the services provided to support students in special programs are: Inclusion/Mainstream/Herman Method (dyslexia), Reading for Success, Life Skills/Resource, Migrant Tutoring, Technology Programs (Lexia/Istation), Occupational Therapy, and Speech Therapy. By providing these different programs to our students, we ensure that they get the help they need. We document these services with C-BITS and ARDS in which the parents are invited to attend and view the child's progress. We also have some partnerships within the community to support our families and students. These partnerships include the Nutritional Program, Drug Awareness, The United Way, Teach the Children, School Tools, Food Can Drive and a Wellness Health Fair.

Parents are involved in making school decisions by attending board meetings, LPAC meetings, parental surveys and other meetings to address if changes should be made to the parent compact/policy. All of our notices are sent out in both English and Spanish because these are the two languages our students



and parents speak. Along with the notices being sent out, administrators also use Blackboard alert and text messaging in both languages to notify parents of upcoming events. In some instances, notices were sent without ample time for parents to make arrangements to attend the activities.

The surveys show that more could be done to improve our parent and community involvement. Surveys showed that parents would like to see more programs which involve the students showing their skills. By doing so, parents report that they would become more involved and visit the school more often. By giving the parents enough notice, they can make arrangements to attend the activities at school.

Family and Community Involvement Strengths 1.

Health and Nutrtion Meetings available to the parents.

2. Teachers turn in parent/contact logs.

3. Literacy Nights with activities for the families.

4. Luncheons for Mothers Day and Grandparents Day

5. Career Day

6. Services provided to the students in special programs.

Family and Community Involvement Needs

1. Getting the notices out with ample time for the parents to make arrangements.

2. Being consistent with a campus newsletter or calendar for the parents.

3. Having more assemblies where the students talents are highlighted.

4. Having more student recognition assemblies with the parents being invited.

5. Be sure that the parents are represented at CLPAC meetings.

6. Being consistent with English literacy classes for the parents.C. Stainke Elementary Campus #108902106

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School Context and Organization

School Context and Organization Summary

There are a variety of ways the district/campus support the organization. The district provides professionals with diagnostic assessments STARR formatted twice a year, bundle assessments every three weeks, and weekly exams in order to measure academic growth. The district also provides district wide reports on results of the latter mentioned. The district has AWARE, which is a computer program where professionals are able to see immediate student results on assessments as well as their progress throughout the school year. Professionals are able to view previous years test scores and their progress or lack of progress. This program also allows professionals to view reports where the assessment is broken down by the objectives that the questions are targeting. This report provides a visual for the professionals to see what objectives are in need of re-teaching and what others were successfully learned by the students. AWARE provides classroom overall averages that assist the teacher to pin point those areas in need, individually or as a class, for future lesson planning.

PLCs in all subject areas to keep the teacher updated and informed on changes that may have taken place on their curriculum and or assessments.

Directors have supplied teachers with resources to be used in the classrooms. Some of these include Spanish and English poetry books for reading teachers. Objective mats for math teachers. All math teachers also received their curriculum and extended practices in a dropbox to facilitate the extraction process for the teachers. This year the social studies department created a committee consisting of a group of teachers that would meet with the other social studies teachers in their campuses in order to vote and chose the new textbook adoption to be used in the future.

At the campus level, teachers are given materials (text books, work books, teacher resources, etc.) in all subject areas for instructional purposes. Our principal this year provided many resources that were STAAR formatted in the subject areas of reading, math, writing, and science. This was extremely helpful in the support for the children’s learning. Grade level and individual meetings are regularly held in order to disintegrate data and follow academic growth or target those focus points in need. At grade level meetings teachers are given suggestions as well as given the opportunity to share ideas with each other on how to help students overcome instructional issues, as well as, praised for their hard work and the results it has given. The grade level meetings are also a great way of communication and also an excellent way to remind staff that support is available at all times when needed. We hosted a literacy night for all students and parents to participate. This school year we had a total of 11 professionals who tutored. They are broken down as followed:

Saturday TutoringEmployee Assignment No. of days No. of hours Tutorial Rate Estimated

Expense



Maria De La Cruz Teacher 8 32 $30.00 $960Angelica Guerrero Teacher 8 32 $30.00 $960Norma Torres Teacher 8 32 $30.00 $960Delma Rodriguez Teacher 8 32 $30.00 $960Graciela Cavazos Teacher 8 32 $30.00 $960Diana Amar Teacher 8 32 $30.00 $960Melissa Saldana Teacher 8 32 $30.00 $960Anerey Yerena Teacher 8 32 $30.00 $960Manuela Ortiz Teacher 8 32 $30.00 $960Esmeralda Huerta Teacher 8 32 $30.00 $960Lupita Loredo Teacher 8 32 $30.00 $960Juan Gracia Teacher 8 32 $30.00 $960 Total $10,560

Migrant TutorialEmployee Assignment No. of Days No. of Hours Tutorial Rate Estimated

ExpenseJulia Guerra Tutor 56 165 $30.00 $4,950Malacara Tutor 56 165 $30.00 $4,950 Our Telpas results show the following: Kindergarten has all of the English Language Learners as beginners in their composite scores, except for one students who is rated as intermediate. First grade had 75% of its students’ progress at least one proficiency level. Second grade had 63% of its students’ progress at least one proficiency level. Third grade had 35% of its students’ progress at least one proficiency level. Fourth grade had 22% of its students’ progress at least one proficiency level. Fifth grade had 37% of its students’ progress at least one proficiency level. Third, and fourth and fifth grade need to reevaluate their approach for their students to acquire the English language more successfully.



Data reflects the following on classes, schedules, and student/staff teams. By viewing the STARR results for the 2013-2014 school year we saw the following: third grade reading was at a 66% and math at a 60% passing. This particular grade level is allotted an hour and ten minutes for reading with an extra forty five minutes for guided reading including writing. For math this grade level has one hour and ten minutes as well for instruction.

Fourth grade reading had 59%, math had 58%, and writing had 69% passing. This grade level allotted an hour and twenty minutes for reading, writing and math instruction.

Fifth grade reading had a 74%, math 56%, and science a 57% passing. In master schedule this grade level is allotted an hour and five minutes for reading, math, writing, science and guided reading.

All students participate in a computer program for extra support in the areas of reading, and English language comprehension once a week for 45 minutes. At least forty five minutes was devoted strictly to guided reading at all grade levels. This is non-negotiable. Paraprofessionals and tutors were provided by the campus to support and individualize assistance to students who are in need of help in the classrooms during regular hours and/or during guided reading time. Tutoring was given to those in need of more practice in the areas of math and reading after school, before school, and during conference time.

The campus has a DLPAC and a CLPAC where teachers are part of and are given the opportunity to voice any questions, suggestions, or concerns the staff may have in the decisions being made. PLC’s are conducted regularly for teachers from specific grade levels and subject areas to meet and discuss changes and thoughts about curriculum, assessments, etc. This year there were representatives chosen to vote on and analyze new social studies textbook adoption. Staff meetings were conducted every Thursday in order for administrators to communicate to the staff of any changes or upcoming events, as well as, the staff having a time to voice any item of concern or change. Grade level meetings also took place at our campus regularly with our administrators which allow professionals to voice opinions, segregate data, and reevaluate approaches to ensure student success. The setting is small group or individualized with an administrator which is a great time to share any questions, suggestions, or concerns. Administrators have an open door policy allowing the staff to approach them at any time. There is also communication via email and monthly calendar.

The district provides surveys, which are given at the beginning of the school year and at the end of the school year, where the professionals vote on what they believe is the best method of assessment in the classroom. For math, teachers have Dr. Rana’s, curriculum which includes bundle tests, quiz by TEK and the daily speed test. For reading, teachers had bundle tests on the objectives taught for those three weeks, fluency tests, reading a – z, STARR computer exam, STAAR formatted exams provided by Mrs. Park, and story exams. For writing, teachers were provided with Write Source teacher manual and student consumable. For social studies, teachers have Horizons weekly exams and History Alive. All subject areas have bundle exams and two diagnostic assessments given one in each semester as an all-inclusive assessment.



The CLPAC is composed of teachers, administrators, parents, community members, and students. The CLPAC allows all its members to have an input in the solution process of issues that may arise.

Our parental involvement is minimal due to the lack of transportation, work hours, caring for young children and proximity of the home to the school. As previously, mentioned, the students and staff perceive our campus as being a positive and safe learning environment.

We hold our students and staff to a high level of expectations and standards. There are motivational posters along our main hallway to inspire students, staff and parents. Also, teachers are sent to any PLC’s which supply updates on curriculum, new and innovative staff development that comes up so that they can stay current with any new strategies, information or material that will help them deliver and improve their instruction and ensure student success. Students get rewarded for their attendance to school and success in their classes every six weeks. Fun activities to motivate students after taking STARR test to show them support on the staff’s part. Our staff is not one to settle and always expects more from the students.

School Context and Organization Strengths

1. Communication among staff2. Service all students through tutorial for academic success3. Training staff in all updates or new curriculum information and strategies. 4. 3rd grade reading STAAR scores

5. 4th grade writing STAAR scores.6. 5th grade reading STAAR scores

School Context and Organization Needs

1. Telpas scores2. Parental involvement3. Increase extracurricular activities for students4. Increase frequency of CLPAC meetings



5. Increase tutorials and instructional resources for English Language Learners to acquire the English language.

6. 4th grade reading scores, 5th grade science scores

Technology

Technology Summary

The district goal is to have a classroom that can teach students to live and work in a future that is rich in technological advancements; where technology is integrated simultaneously into everyday life and activities. The campus expectations are aligned with the same belief, to expose our students to technology to help them function in an ever changing technology driven world.

Technology is used in a variety of ways, including but not limited to a assortment of programs that are available such as: Eduphoria, Teams, TTM, Edusmart, LUMENS, I-station, Lexia Core 5, STAR FALL, Science A-Z, Reading A-Z, YouTube, and other resources on line. Eduphoria assists teachers by allowing teachers to plan and access lesson plans through forethought, the program AWARE, which allows teachers to track and monitor students when they are assessed. Eduphoria as well allows for students to be tracked based on specific student needs. Eduphoria is also accessible at home or any other remote area, which allows for easy access for teachers. Other programs like TTM, I-station, and Lexia allows for teachers to be able to keep a running record on students progress to help teachers in making decisions on student mastery of objectives. Lumens are used by the Special Ed department to keep track of specific students and their growing needs.

Programs used by teachers are usually recommended at the district level, any other programs that may be utilized are as a supplemental aid, teachers ensure that they are meeting the common core objectives for the State of Texas.

Classrooms have the basic set up of a minimum of 4 computers in the classroom. Our campus does house a full functioning computer lab which can accommodate about 40 students at a time. The library is as well equipped with at least 15 working computer that are available for AR testing and student research.

Our Computer Lab, has a full time Instructor Aid who is available to assist students in learning programs. Most programs are self-explanatory making them easy to use.

Teachers had the opportunity to complete hours using the Atomic Learning program, which allowed teachers to see how programs are to be used in general.



This year students who arrived to school early, had the opportunity to work before school on computer programs in the Computer lab, they were monitored by our Computer Lab Aid. After school usage was taken advantage by teachers who used the Computer lab during their tutoring sessions with students. Parents can acquire access through the Parent Center liaison, though parents can keep up with student activities through the district parent portal that is online.

Teachers used the Atomic Learning training system. It is a specific program going through the many usages of programs such as Microsoft outlook, using Wiki’s, and use of Social Media in the classroom. Though many of these programs are excellent, the elementary level teachers found many programs were not accessible to the elementary student. Other teachers felt that many programs that were on the trainings required certain hardware that is not yet available to the elementary school teacher.

At the moment more than 85% of our classrooms on campus have a combination of projector and document camera. Within the next 2 years we hope to increase the amount of classrooms to 100%. Smartboards are a commodity that is in need we currently stand at a ratio of 2 boards per 5 classrooms. We hope to increase the amount of Smartboards in the classrooms, beginning with the upper grade levels.

In order to effectively use technology, our district needs to upgrade many of the systems and the actual hardware, some of the hardware is out of date, which does not allow for certain programs to run as they should. This can greatly reduce the impact of a program. In a future which is linked with technology, we need to have the training in how to maximize the technology we do have to better service our students. Many teachers would like to see laptops in each classroom (for teacher use), or an I-Pad, to help when presenting lessons.

Technology Strengths

1. Integrating document cameras and projectors in classroom instruction

2. Effective monitoring of program use by students

3. Teachers are integrating technology into lesson plans

Technology Needs

1. Increase Smartboards in the classroom.2. Trainings for teachers (not Atomic Learning)3. Up to date instructional programs



4. Ensure that all programs in the computer lab are also avalible in the classroom as well.5. Update classroom technology equipment (for older models)

Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:



GoalsGoal 1: Create an inviting educational climate that enhances learning and academic performance for all students so that they may excel in all areas of education and meet state and federal passing standards.

Performance Objective 1: Stainke will focus on instructional improvement resulting in all students meeting goals for all accountability measures. Applies to all content instructional areas - Reading/ELA, Writing, Mathematics, Science, and Social Studies. Applies to District, State (STAAR, EOC, TELPAS, TPRI/Tejas LEE, PBMAS) and Federal/NCLB (AYP).

Strategy Description Title IStaff Responsible

for Monitoring Evidence that Demonstrates SuccessFormative ReviewsSept Dec Mar June

State System Safeguard StrategyCritical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

1) Teachers will use the district curriculum and instruction guide as their primary source of instructional direction for all subject areas. Focus will be on Science for all students.

1, 2, 3, 4, 8, 9, 10

CampusAdministration

Increased number of students meeting or exceeding STAAR standards per core content area. Meeting system safeguards in the area of Science.

Funding Sources: Local (199)

Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

2) Develop, implement and monitor daily instructional schedules to ensure all subject areas are taught everyday at the appropriate allocated minutes. Also, implement and monitor required lesson plans for Reading, ELA, Writing, Math, Science, Social Studies, and SLA.

1, 2, 3, 9,10


Increased student performance as measured by District and State assessments.


3) Obtain and provide program manipulative, models, consumable, nonconsumable materials,Testing materials and any other classroom instructional materials or resources for all core content areas and all student populations. Buy educational supplies for all students Including buying projectors, laminator, and Elmos for the classrooms.Give students t-shirts for Staar testing days.

1, 2, 3, 9,10

CampusAdministration,Counselors

Inventory aligned to core curriculum materials and purchase orders. Increased percentage of all students meeting or exceeding Distrit, State and Federal Standards. (STAAR, TELPAS, ISIP Early Reading,ISIP en Espanol, PBMAS), Pre LAS ,LAS Links

Funding Sources: Local (199) - $4371.00, Bilingual (162) - $3000.00, Title I (211) - $3000.00, StateComp.(164) - $14300.00, Local (199) - $2000.00, Title I (211) - $8000.00, Teacher/Princial (255) - $1000.00

State System Safeguard StrategyCritical Success Factors

1, 2, 3, 4, 8, 9, 10

CampusAdministration andTeachers

Professional Development District plan, training agendas and sign-in sheets. Increased instructional effectiveness and student performance as measured



CSF 1 CSF 2 CSF 3 CSF 4 CSF 7

4) Provide research based staff development and training for all staff including counselors aligned to performance data measured by District, State and Federal accountability indicators to include: job embedded training, counselor's institute trainings, response to intervention (RtI), data utilization, technology, core state adopted textbooks, supplemental programs, research based strategies for ELLs,research based instructional strategies for CCRS, classroom management, and discipline (teaching) for appropriate behavior. Teachers will attend trainings/conferences to enhance their core area instruction. CAST conference for our two fifth grade Science teachers. Administrators will attend TASA and TEPSA Conferences.

by grades and state assessment outcomes, decreased at rist learners, decrease in referrals, and decrease in disciplinary referrals.

Funding Sources: Title I (211) - $1000.00, Teacher/Princial (255) - $500.00, Local (1 99) - $1000.00

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7

5) Monitor implementation of best instructional practices presented during professional development and all staff training.

1, 2, 3, 4, 9, 10

CampsAdministration andTeachers

Lesson plans, walkthroughs, classroom visits, progress monitoring documentation, and student academic outcomes.



6) Improve support to struggling learners by improving interventions, resources, and training, and articulate those interventions in documented meetings, lessons, parent contact logs, team meetings, data analysis, and revolving follow-up. Science tutor (retired teacher) will target all struggling students in the area of Science.

1, 2, 3, 4,5, 6, 7, 8,

9, 10

CampusAdministration,Teachers, andSupport Staff

Decreasing number of struggling students requiring tutoring and/or intervention.


7) Implement district initiatives such as Guided Reading, 5E Model, anchor charts, word walls, vocabulary development, interactive notebooks, literacy stations, technology, journals, software, student portfolios, sheltered instruction and college readiness activities. Provide students with university shirts and spirit shirts to support High School teams.

1, 2, 3, 7, 8, 9, 10

CampusAdministration and Teachers

Walkthroughs and increased student performance as measured by district and state assessments.

Funding Sources: Student Activity 865 - $3000.00, Bilingual (162) - $1000.00, Local (199) - $100

0.00


8) All teachers will identify the standard associated with the posted grade.Reteach/recovery guidelines will be reviewed/implemented with all teachers.

1, 2, 8, 9,10


TEAMS gradebook




9) Develop, implement and monitor a literacy plan in which every student is provided the support, personalized instruction, and resources to guarantee reading on level or make a 2 years growth in reading level if a student is below grade level.

1, 2, 8, 9,10


Reading levels and STAAR academic outcomes

Funding Sources: Title I (211) - $10000.00

Critical Success FactorsCSF 1 CSF 4

10) Develop a campaign to encourage students to be present at school regularly and stay in school through enhanced attendance efforts. All students will be allowed to go on Educational fieldtrips to enhance the district and state curriculum. Students will be given shirts to wear during their educational fieldtrips. We will also provide incentives for all students. Maintain and provide resources for end of year ceremonies for kinder and 5th grade.

1, 2, 6, 9 CampusAdministration,Attendance Helpers,Teachers, andCounselors

Texas Academic Performance Report: Attendance percentages and Six weeks district attendance reports.Purchase orders.

Funding Sources: Local (199) - $2000.00, Local (199) - $6000.00, Student Activity 865 - $3000.00, Local (199) - $1000.00, Local (199) - $2000.00



11) Ensure the district's program for English Language Learners (ELLs) is researched based, responsive to the needs of the students, designed, implemented, supported and monitored for impact on student learning in all content areas.

1, 2, 3, 4,6, 8, 9, 10


Increased student performance as measured by district and state assessments and TELPAS.


12) Use a variety of assessment approaches in determining the effectiveness of the planned and written curriculum, the taught curriculum and instructional programs.

1, 2, 8, 9,10


Assessment Reports



13) System Safeguards to meet federal accountability requirements will be implemented, monitored, and reviewed for each subject area and/or student group where requirements were not met (Science for all students).

1, 2, 3, 4, 6, 7, 8, 9


Increased student performance in area addressed

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



Goal 1: Create an inviting educational climate that enhances learning and academic performance for all students so that they may excel in all areas of education and meet state and federal passing standards.

Performance Objective 2: Bilingual/ESL: Increase percentage of ELLs progressing one or more proficiency levels each year.




1) Ensure that all ELLs are served using District curriculum and Sheltered instruction strategies.

1, 2, 3, 8, 9, 10


Increased student performance on TELPAS and state assessments


2) Provide support to Beginner and Intermediate Level students through OLD and ELD classes.

1, 2, 3, 8, 9, 10


Increased student performance on TELPAS and state assessments


3) Ensure implementation of programs to support ELLs such as Rosetta Stone, Istation Early Reading and Istation Advanced Reading.

1, 2, 3, 8, 9, 10


Increased student performance on TELPAS and State Assessments


4) Train teachers on Pedagogy (sheltered instruciton, inter al.) that addressess the needs of the LEP population and acquire resources to assist teachers in providing linguistically accomodated instruction to ELLs (Pearson, National Geographic, houghton Mifflin, American Reading, Scholastic grammar books, Millmark Education, Poetry Friday, etc.)

2, 4 CampusAdministration

Lesson Plans and Walk-throughs

Critical Success FactorsCSF 1

5) Coordinate with Instructioon Support department to provide an English Language Proficiency Academy in the summer for studetns transtioning from bilingual education to middle school.

2 Teachers Assessments


3 CampusAdministration

Enhanced Student Performance and Lesson Plans



6) Train and oversee ELD, ESL, and Guided Reading and ensure that teachers have the materials and time necessary to adequately plan and implement linguistic accomodations to improve linguistic development of the ELLs served. Provide supplies for the counseling department to facilitate student counseling sessions.

Funding Sources: Bilingual (162) - $1000.00


7) Train teachers to develop and foster the use of online, vertically and horizontally aligned ELD curricula that integrate TEKS, ELPS and CCRS and incorporate authentic readings, performance tasks and research-based instructional strategies sequenced in detailed units.


Lesson Plans





Performance Objective 3: Special Education: Improve students academic performance in all subject areas along with student discipline.




1) Include LSSPs in the review, management and implementation of IEPs and discipline reviews.

1 CampusAdministration, Teachers and LSSPs.

Reduction in ISS, OSS, and DAEP placements and increase in academic performance

Critical Success FactorsCSF 1 CSF 4 CSF 7

2) Provide campus training and monitor in the area of student behavior, assessments, IEPs, accommodations and student academic performance.

1, 5, 8, 9 CampusAdministration,Diagnosticians,Special Education,Teachers

Reduction in ISS, OSS, and DAEP placements and increase in academic performance


3) Provide supplemental programs to assist students with Reading difficulties.Provide educational materials for all students.

1, 9 CampusAdministration,Special Education,Teachers

Increase in Reading Performance

Funding Sources: IDEA (224) - $400.00Critical Success Factors

CSF 1 CSF 4 CSF 7

4) Provide special transportation for educational field trips for students.

1 Special Education Increase in State Alternative Assessment Performance

5) Recognize student academic performance and improvement in student behavior.

1 CampusAdministration,Special Education,Teachers

Increase in student performance and decrease in student referrals





Performance Objective 4: Migrant: Reduce the academic performance gap between the Migrant population and the Non-Migrant population in the content areas.




1) Offer supplemental instruction to migrant students by offering: Extended day tutoring in core areas, extended day STAAR tutorials, and supplemental instruction support.

1 CampusAdministration,Counselors, andTeachers

Progress Reports, District and state Assessments, Tutorial Proposals


2) Provide support services to Migrant students in all grade levels participating in the before and after school tutorial program to include instructional supplies.

1 CampusAdministration andTeachers

Title I C Funds

Critical Success FactorsCSF 1 CSF 4 CSF 7 3)

Provide school supplies when necessary.

1 Counselors Vouchers

Funding Sources: Bilingual (162) - $1000.00


4) Determine individual needs for instructional and support services that will:Identify available resources and make referrals to address said needs such as HEP, drop-out prevention programs; coordinate with the entities to ensure that the child has access to the appropiate services; and follow-up to monitor and document progress.

10 CampusAdministration andTeachers

Sign-in sheets, home visits, and letters to parents


5) Provide coordination of homework assistance and tools; collaborating with existing programs and organizations to coordinate students access to resources and providing students and parents with up-to-date and easy to understand information on how to access homework assistance when needed.

1, 10 CampusAdministration andTeachers

Increased Student Achievement


6) Coordinate with the Texas Migrant Interstate Program/TMIP during the


Increased Student Achievement



summer months in order to serve students from Texas who may attend out of state summer migrant programs to include STAAR remidation opportunities.



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


Performance Objective 5: Fine Arts: Provide students the opportunity to participate, perform, and compete in Fine Arts activities.




1) Provide staff development for all fine arts staff.

1, 10 Fine Arts Staff Sign-in Sheets



2) Fine Arts Teachers will provide concerts, recitals, exhibits and performances for campus, parents and community.

1, 10 Fine Arts Staff Student Participation and Performances

3) Fine Arts Teachers will celebrate and recognize students who participated in Fine Arts program.

1, 10 Fine Arts Staff Student Participation and Performances





Performance Objective 6: Physical Education: Fitnessgram Physical Fitness Assessment to be administered to 90% of all students enrolled in P.E.



1) Collect fitness data for all students enrolled in P.E./Health using Fitnessgram.

2 CampusAdministration andP.E./Health Teacher

Fitnessgram data

2) Continue implementation of CATCH curriculum and online Curriculum Collaborative for P.E./Health classes as aligned to state and district standards.

2 CampusAdministration andP.E./Health Teacher

Lesson plans and Finessgram data

3) Maintain a 45:1 ratio in P.E./Health courses to ensure safety and monitoring of the students.

4, 5 Principal Campus Grade-Level Rosters





Performance Objective 7: Drop Out Prevention: Stainke will increase the attendance rate to reach 97 percent for all students.




1) Identify and provide RtI tutoring, counseling and school community resources to homeless students.


Students will master state administered assessments


2) Follow district written protocol to address truancy and attendance trends.

1 CampusAdministration andPEIMS Clerk

Improved ADA and Six Weeks Attendance Rates


3) Formation of campus based attendance committee.

7 CampusAdministration,PEIMS Clerk andAttendance Helper

Enrollment Data


4) Ensure campus informs parents on attendance rules, promotion and truancy.

1, 6, 10 CampusAdministration andPEIMS Clerk

Meeting Agendas and Sign-in sheets


5) Examine attendance records and follow up on student absences and truancy.


Truancy court records and Campus Referrals

Critical Success FactorsCSF 1 6)

Campus incentive program.


Warning Letters, Weekly Court Filings, and Meetings with Truant Students. provide the following incentives to students at the end of the year: cheerleading trophies, attandance trophies, A and A&B honor roll trophies,graduation tasels

Funding Sources: Local (199) - $1500.00, Local (199) - $200.00


Performance Objective 8: Advanced Academics: Ensure that 97% of all Gifted/Talented students meet the state standards in all areas of STAAR.Strategy Description Title I Staff Responsible Evidence that Demonstrates Success Formative Reviews




for Monitoring Sept Dec Mar June1) Students will be provided with opportunities for GT students to work together in flexible groupings and use inquiry and discovery through TPSP.

CampusAdministation and Teachers

Classroom observations and Lesson Plans

2) Students will be provided with opportunities to participate in extracurricular activities such as Spelling Bee and UIL and will participate in the summer reading program.

CampusAdministration,Librarians, teachers

Generated and paid for requisitions, List of Assignments and Books

3) Provide information to parents on GT activities through a variety of means such as newsletters and notes sent home.


Notices to Parents

4) Recognize TPSP particpants with medals/plaques/trophies or recognition in newspaper.


Competition Results

5) Provide GT instructional resources to supplement instructional programs in all core areas.


Classroom observations and Lesson Plans


6) Provide adequate/effective GT basic and maintance training such as 30-hour mandatory training and 6-hour update training.

1, 2, 3, 4 CampusAdministration andTeachers

Agendas and Sign-in Sheets


7) Offer opportunities for training of TPSP requirements by campus administration to ensure that teachers are implementing correctly.

1, 2, 3, 4,10


Agendas and Sign-in Sheets


Performance Objective 9: Testing and Evaluation: All eligible students will participate in 2014-2015 State mandated assessments.




1) Campus will follow 2015-2016 testing calendar of events to include all deadlines, submissions, and test administrations.

1, 2, 10 CampusAdministration andTeachers

Texas Assessment Managment System





2) Plan, organize and coordinate test administrator and proctor trainings to safeguard all testing procedures, policies, oaths and test securities.

1, 2, 10 CampusAdministration

Agendas and Sign-in sheets


3) Attend District trainings for Campus Coordinators and any other trainings to enhace knowledge in testing and evaluation.

1, 2, 10 Campus Testing Coordinator

Agendas and Sign-in sheets

Funding Sources: Local (199) - $1000.00, Title I (211) - $1000.00




Goal 2: C. Stainke Elementary will provide students and all stakeholders with a safe and nurturing school environment that supports academic success.

Performance Objective 1: Student Support Services: The District will ensure our Middle School and High School students will be psychologically and emotionally served to decrease the frequency of inappropriate and disruptive behavior by 20%.


Performance Objective 2: Nutrition/Food Services: The District will provide nutritional meals to 100% of all PK-12 students to support academic success.


Performance Objective 3: Nursing/Health Services: The District will ensure that 90% of all students enrolled will be screened for Vision, Hearing, Scoliosis and Acanthosis Nicrigans and ensure that 95% of all student's immunizations are up to date before submitting Annual Immunization report in October. Buy Lysol spray and Lysol wipes to give to each classroom for sanitary purposes.


Performance Objective 4: Risk Management: The District will ensure that 85% of all campuses have an effective Emergency Operations Plan in place by first six weeks.


Performance Objective 5: Insurance: The District will ensure that 100% of all employees, students, and facilities have insurance coverage during the full contract period.


Performance Objective 6: Police Department: The District will decrease the number of cases that fall under the mandatory DAEP or Expulsion offenses by 10% each year by increasing the visibility and proximity to students at the respective campuses.



Goal 3: C. Stainke Elementary will continue to follow sound fiscal and managerial practices to provide a highly qualified staff, appropriate resources, technology, and well-maintained facilities to promote increased student achievement.

Performance Objective 1: Federal Programs:Stainke will ensure that intent and purpose of each federal program will be met.




1) Campus administration and secretary will attend Business Symposium to be informed of policies, changes and procedures.

1, 2, 10 CampusAdministration andSecretary

Sign-in sheets

2) Provide incentives to staff members during testing and at the end of the school year. Awards, incentives, T-shirts, Teacher of the year trophy, etc

CampusAdministration and

highly qualified staff will be Maintained.

Funding Sources: Local (199) - $1000.00, Local (199) - $1000.00




Goal 3: C. Stainke Elementary will continue to follow sound fiscal and managerial practices to provide a highly qualified staff, appropriate resources, technology, and well-maintained facilities to promote increased student achievement.Performance Objective 2: Human Resources: Stainke will maintain a 100% highly qualified status for the staffing requirements of the No Child Left Behind Act (NCLB).




1) Develop recognition plan for exemplary teaching.


Increased Student Performance

2) Provide Incentives to staff members during testing and at the end of the school year . Awards, incentives,Etc.


Increased student performance and less staff turnovers.

Funding Sources: Local (199) - $1000.00





Performance Objective 3: Custodial Department: Stainke will ensure that 100% of all facilities are cleaned to an optimal hygiene level and maintain an environment that is conducive for learning at least 2 time per day.




1) Design an implementation plan for assisting custodians to work in shifts.


Work Schedule


2) Implement an evaluation process for evaluating employee work performance. Buy staff materials needed to perform duties; such as raincoats for rainy weather.


Completed Evaluations






Performance Objective 4: Technology Department: Stainkie improve their inventory accuracy to 90% and meet at least 85% of the stated objectives in the District's Technology Plan.



1) Maintain and update the campus inventory using district guidelines. 2 CampusAdministration andInventory Personnel

Completed Inventory

2) Continue placing work orders as needed and ensure completion and/or follow up.

2 CampusAdministration,Staff and Teachers

Work-order Documentation

3) Follow district procedures for transfering of equipment. CampusAdministraion,Staff and Teachers

Transfer Documentation





Performance Objective 5: Maintenance Department: Stainke will ensure that 95% of the work order requests are accurate and improve the completion rate from 90% to 95%.



1) Ensure that workorders such as electrical, A/C, plumbing are completed and/or follow up.

CampusAdmnistration

Work orders





Performance Objective 6: Warehouse Department: Stainke will ensure that campus order requests will be completely processed and submitted in a timely manner.



1) Campus will conduct inventory and ensure that materials are ordered as needed in a timely manner.

CampusAdministration and Secretary

Order Forms





Performance Objective 7: Transportation Department: Stainke will ensure that 100% of the district's bus routes will be on time to drop student at their respective location.



1) Notify Transportation Department when buses a late arriving pattern has risen.

10 CampusAdminstration

Phone Calls/Emails

2) Inform Transportation Department when issues arise during afternoon drop off.


Phone Calls/Emails





Performance Objective 8: Expenditures: Stainke will expect 100% of all allocated funds on campus will allocate their expenditures based on a Comprehensive Needs Assessment developed by the leadership team.




1) Provide funds to purchase office supplies as well as technology supplies, equipment of furniture, and other supplies as needed.


Supplies and Materials



2) Provide resources in all grade levels that will impact the quality of instruction.

1, 3, 10 CampusAdministration

Supplies and Materials

Funding Sources: Local (199) - $1000.00, Title I (211) - $14000.00, Title III (263) - $ - $4000.00

3003.00, Bil ingual (162)


3) Student and Employee travel expenses including transportation, fees and meals. Funding for fieldtrips will be done by having fundraisers.

1, 10 CampusAdministration and Teacher

Travel paperwork, Funds and Buses

Funding Sources: State Comp.(164) - $6000.00, Local (199) - $7300.00, Bilingual (1 (211) - $5000.00, Student Activity 865 - $5000.00

62) - $2000.0

0, Titl e I


4) Operational Leases

2 CampusAdministration and Secretary

Purchase Orders



5) Fixed Assets: Audio/Visual Equipment including but not limited to Computers, Projectors, and display cameras.

2 CampusAdministration and Secretary

Purchase Orders

Funding Sources: Local (199) - $8000.00, Title I (211) - $8000.00


6) Teachers, media specialist and administration will attend Region One trainings for all content areas as needed.

1, 2, 10 CampusAdministration and Secretary

Travel Paperwork

Funding Sources: State Comp.(164) - $700.00




Goal 4: C. Stainke Elementary will collaborate with parents, community members, and staff to promote continuous success for all students through an effective planning and advisory process.

Performance Objective 1: DLPAC: Stainke will maintain 100% of the required members in both District and Campus Level Planning and Advisory Committees to oversee all improvement activities at least 5 times per year.




1) Replace members whose term has ended through nomination and voting process.


Meeting Attendance and Sign-ins

2) Members will attend meetings throughout the year as needed to oversee all improvement activities.

1, 10 CampusAdministration and Teachers

Meeting Attendance and Sign-ins





Performance Objective 2: Parental Involvement Department: Increase the number of parent/community volunteers by 5% and increase the parent attendance by 10% at meetings/events each year.




1) Review, revise and disseminate parental involvement policy with parents in accordance with Title I requirements.

1, 6, 10 CampusAdministration andParent Educator

Sign-in Sheets, Agendas, and Notices


2) Review, Revise, and Implement school/parent compacts to develop a strong school/family partnership.


Sign-in Sheets and Agendas

3) Identify and provide assistance and support to parents of struggling students so that they may improve in areas of academics, attendance and discipline. Families in need will be given clothing vouchers. Counselors will provide character building lessons. They will also Plan career day for students. Provide incentives for presentors during career day.

1, 6, 9, 10CampusAdministration andParent Educator,Counselors

Student rosters, Sign-in Sheets, and Agendas, Purchase orders

Funding Sources: Title I (211) - $1000.00, Local (199) - $200.00

4) Build parents' capacity by providing them with training and workshops in a variety of topics throughout the year such as Nutrition, computer ESL and GED classes, parent workshops, Math Symposium, etc.Provide instructional supplies and materials so parents can help teachers with materials needed in the classrooms.




5) Provide training and information to campus staff and parents on Title I program, requirements and initiatives.

1, 4, 6, 9,10

CampusAdministration andParent Educator


6) Provide parental involvement meetings to disseminate information on student achievement, school performance, curriculum programs, federal program requirements, parents' rights, and needs assessments for Title I programs.

1, 6, 7, 10CampusAdministration andParent Educator

Sign-in sheets, Agendas and Evaluations





Performance Objective 3: Library Services : To promote the integration of curriculum, resources and teaching strategies to ensure success of all students as the effective creators and users of ideas and information enabling them to become life long learners.



1) 1. Provide resources for teachers to use in their instructional settings (Fictionand Non-fiction, award winning books, audio visual, databases, ebooks,professional books, magazines, newspapers, I-pads,etc.

2. Fieldtrip for AR students

3. Provide picture frame for A Reader Today A Leader tomorrow picture.

4. Attend training/conferences to integrate library curriculum into classroomlessons.5. Provide incentives for students at the end of the year

1, 2, 3 Librarian and campus secretary

Collective analysis

Funding Sources: Local (199) - $900.00, Local (199) - $150.00, Local (199) - $2400.00, Title I (211) $500.00, Local (199) - $100.00, Local (199) - $500.00


State System Safeguard StrategiesGoal Objective Strategy Description

1 1 1Teachers will use the district curriculum and instruction guide as their primary source of instructional direction for all subject areas. Focus will be on Science for all students.

1 1 4

Provide research based staff development and training for all staff including counselors aligned to performance data measured by District, State and Federal accountability indicators to include: job embedded training, counselor's institute trainings, response to intervention (RtI), data utilization, technology, core state adopted textbooks, supplemental programs, research based strategies for ELLs,research based instructional strategies for CCRS, classroom management, and discipline (teaching) for appropriate behavior. Teachers will attend trainings/conferences to enhance their core area instruction. CAST conference for our two fifth grade Science teachers. Administrators will attend TASA and TEPSA Conferences.

1 1 6 Improve support to struggling learners by improving interventions, resources, and training, and articulate those interventions



in documented meetings, lessons, parent contact logs, team meetings, data analysis, and revolving follow-up. Science tutor (retired teacher) will target all struggling students in the area of Science.

1 1 11Ensure the district's program for English Language Learners (ELLs) is researched based, responsive to the needs of the students, designed, implemented, supported and monitored for impact on student learning in all content areas.

1 1 13System Safeguards to meet federal accountability requirements will be implemented, monitored, and reviewed for each subject area and/or student group where requirements were not met (Science for all students).

State Compensatory

Budget for C. Stainke Elementary:Account Code Account Title Budget

6200 Professional and Contracted Services

164.13.6239.00.106.30.0.00 6239 ESC Services $700.00

6200 Subtotal: $700.00

6300 Supplies and Services

164.11.6399.00.106.30.0.00 6399 General Supplies $3,751.00

6300 Subtotal: $3,751.00

6400 Other Operating Costs

164.13.6411.00.106.30.0.00 6410 Travel, Subsistence and Stipends $950.00



164.13.6411.00.106.30.0.00 6411 Employee Travel $950.00

164.11.6412.00.106.30.0.00 6412 Student Travel $1,000.00

6400 Subtotal: $2,900.00

Campus Funding SummaryBilingual (162)

Goal Objective Strategy Resources Needed Account Code Amount

1 1 3 162.31.6339 $3,000.00

1 1 7 162.11.6399.00.10625.00.0.00 $1,000.00

1 2 6 162.31.6499 $1,000.00

1 4 3 162.31.6499 $1,000.00

3 8 2 $4,000.00

3 8 3 $2,000.00

Sub-Total $12,000.00

State Comp.(164)


1 1 3 164.11.6399 $14,300.00

3 8 3 $6,000.00

3 8 6 $700.00




Local (199)


1 1 1 Curiculum Writing $0.00

1 1 3 199.11.6399.00.106. $4,371.00

1 1 3 199.11.6395 $2,000.00

1 1 4 199.21.6411.00.106.99.0.00 $1,000.00

1 1 7 199.11.6399.00.106.11.0.00 $1,000.00

1 1 10 199.11.6494 $2,000.00

1 1 10 199.11.6412 $6,000.00

1 1 10 199.11.6498 $1,000.00

1 1 10 199.11.6499 $2,000.00

1 7 6 199.11.6498. $1,500.00

1 7 6 199.23.6498 $200.00

1 9 3 $1,000.00

3 1 2 199.23.6498 $1,000.00

3 1 2 199.23.6499 $1,000.00



3 2 2 199.23.6498 $1,000.00

3 3 2 199.23.6499.00.106.11.0.00 $200.00

3 8 1 $1,200.00

3 8 2 $1,000.00

3 8 3 $7,300.00

3 8 4 $25,200.00

3 8 5 $8,000.00

4 2 3 199.23.6498 $200.00

4 3 1 199.12.6329.00.106.11.0.li $900.00

4 3 1 199.12.6399.00.106.11.0.li $150.00

4 3 1 199.12.6395.00.106.11.0.li $2,400.00

4 3 1 199.23.6399.00.106.99.0.00 $100.00

4 3 1 199.11.6499.00.106.11.0.00 $500.00


Title I (211)


1 1 3 211.11.6399 $3,000.00

1 1 3 211.11.6395 $8,000.00

1 1 4 211.13.6411.00.106.24.0.00.0 $1,000.00



1 1 9 $10,000.00

1 5 1 $200.00

1 9 3 $1,000.00

3 8 2 $14,000.00

3 8 3 $5,000.00

3 8 5 $8,000.00

4 2 3 211.11.6499 $1,000.00

4 2 4 211.61.6399 $400.00

4 3 1 211.12.6498.00.106.24.0.00 $500.00


IDEA (224)


1 3 3 $400.00

Sub-Total $400.00

Teacher/Princial (255)


1 1 3 255.13.6399 $1,000.00

1 1 4 255.21.6411.00.106.24.0.00 $500.00



Sub-Total $1,500.00

Title III (263)


3 8 2 $3,003.00

Sub-Total $3,003.00

Student Activity 865


1 1 7 865.00.2190.00.106.00.0.00 $3,000.00

1 1 10 865.00.2190 $3,000.00

3 8 3 $5,000.00


Grand Total $173,224.00



Documents

Improvement Plan - Donna Web viewThe following shows a summary of performance by grade level, ... Reward and contiue to encourgage ... Increased instructional effectiveness and student