2015-2016 - humble independent school district · 2015-2016 pine forest elementary school (humble...
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Campus Strategic Improvement Plan
Humble, TX 77346
T. J. Hall, Principal
Shannon Lalmansingh, Assistant Principal
101-913-111
Pine Forest Elementary School19702 West Lake Houston Pkwy
Humble Independent School District, Humble, Texas
2015-2016
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
Our purpose is to nurture life-long learners by providing real-life connections in a safe and dynamic environment with rigorous and relevant learning opportunities
where students and staff achieve their fullest potential to become respectful, self-motivated members of society.
MISSION
P - Parental Involvement
A - Academic & Affective Educational Opportunities
N - Nurturing Climate
T - Teachers recognizing individual learning styles and differentiating instruction
H - Helping students to take an active role in their learning
E - Expectations set for students to perform at utmost potential
R - Relationship building and positive connections with students and PFE families
S - Successfully continue to utilize student monitoring systems to personalize learning
VISION
NEEDS SUMMARY
The Comprehensive Needs Assessment (CNA) was conducted as part of the planning and decision-making process. Data were analyzed to address areas
including: demographics, student achievement, school culture and climate; staff quality, recruitment and retention; curriculum, instruction and assessment; family
and community involvement; school organization and technology. The following summary addresses the key findings and needs to be addressed.
Goal 1:
s Science: Increase student engagement and understanding of science concepts.
s Multiple Academic Subjects: Infuse technology into everyday best practices for grades K-2.
s RELA: Increase skill specific small group reading instruction.
s Math: Increase the rigor, relevance and learner engagement in the classroom to ensure student's successes in math.
s Multiple Academic Subjects: Increase instructional vertical alignment across grade levels in core subjects.
s Multiple Academic Subjects: Utilize and sustain a tracking system to personalize learning for all students K-5
s Multiple Academic Subjects: PFE will ensure students demonstrate yearly added academic growth that leads to post -secondary and/or career readiness through
benchmark assessments, campus based assessments, STAAR, and IStation/HILS by June 2016.
Goal 2:
s Parent Involvement: Increase parent involvement and community support
s Parent Involvement: Continue to provide mentoring for at-risk students through our positive community partnership with Kids Hope USA mentoring program.
Goal 3:
s Safety/Security: Revise campus plan to prepare staff to respond in crisis situations.
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Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
Goal 3:
s Behavior (Conduct): Provide staff professional development, discipline plan, resources and feedback to ensure consistency of campus -wide PBIS
implementation.
s Behavior (Conduct): Provide students with consistent campus, grade level and classroom incentives to reinforce positive behaviors and decision making.
s Behavior (Conduct): Provide appropriate student supervision in all school settings.
s School Climate: Provide staff with a method to share concerns and celebrations.
s School Climate: Provide staff with personal recognition and opportunities to build positive relationships with administration and fellow staff members.
Goal 4:
s Attendance: To have students arrive to school on time to ensure they are not missing instruction time.
s Attendance: Reduce the number of student tardies to ensure students are at school and ready to learn when instruction begins.
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Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
SCORECARD
Student Achievement Service People Finance
Prepare students to be
college and career ready
Provide quality service to
internal and external
Provide a quality work
environment so every
employee can perform at the
highest levels
Create efficiencies at all
levels of the organization
Measurable Objectives
Increase the percentage of
students making adequate or
above adequate progress as
measured by iStation
from 79.5% to 80.3%
Decrease achievement gap for
economically disadvantaged
students.
from 55% to 56%
Increase mean for parent
satisfaction survey
from 4.33 to 4.33
Maintain participation in the
parent survey (return rate)
239 participants
Increase the mean on the
Employee Engagement Survey
from 3.75 to 3.85
Increase the retention rate for all
employees
from 91.9 to 92.4
Increase student attendance to
> 96.3%
Maintain a yearly unassigned
general fund balance between
17% (60 days) and 25% (90 days)
of total operating expenditures
*
*
* *
*
*
*
*
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Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
Create efficiencies at all
levels of the organization
Finance
Provide a quality work
environment so every
employee can perform at the
highest levels
People
Provide quality service to
internal and external
Service
Prepare students to be
college and career ready
Student Achievement
Progress Monitoring
* Review progress reports and
report cards.
Monitor benchmarks, check
points, and CBA data.
Monitor/track iStation data
monthly.
* Teachers will maintain class data
binders to track student data.
* Implement team approach using
ALTS and Interventionists to
provide push in support for
RTI/At-Risk students weekly.
* Utilize social media accounts and
school website.
* Review PTA membership and
volunteer logs.
* Attendance at academic parent
nights.
* Review 2014-15 Employee
Engagement Survey results.
* Attendance employee rates.
* Staff feedback.
* Staff Questionnaires.
* Review Snags & Brags
Anonymous feedback.
* Student Attendance reports.
APC data.
* Review budget reports.
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Create efficiencies at all
levels of the organization
Finance
Provide a quality work
environment so every
employee can perform at the
highest levels
People
Provide quality service to
internal and external
Service
Prepare students to be
college and career ready
Student Achievement
Strategic Actions
* Every 4 1/2 weeks conduct
student wellness meetings at PLC
and in Leadership meetings.
* Provide teachers extended
planning time every other week to
develop lessons that differentiate
student needs.
* Promote parents/guardians and
community social and academic
events and accomplishments
using social media and school
website.
* Increase PTA membership by
using classroom incentives.
* Create a parent/teacher team
approach to provide effective
student support at home and
school by coordinating academic
nights in Math, Science, and
Writing.
* Provide survey feedback
opportunity in August for staff
recommendations.
* Provide staff instructional and
affective feedback through CIRs,
CWTs, Observations, and
Panther "Shout-Outs."
* Providing a system for staff to
communicate concerns and
celebrations anonymously, i.e.
Snags & Brags Box.
* Provide opportunities for staff to
give input in
decision-making/problem solving
at PLC, Committee meetings,
team leader meetings, etc.
* Reaching out to families of
students with attendance
concerns.
Creating attendance intervention
plans for students with 5
unexcused absences.
* Using staff input, prioritized
necessary instructional resources.
* Review campus budget monthly
to monitor expenditures.
* Provide positive student
attendance incentives.
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Goal 1: Prepare students to be college and career ready
Objective (SMART Goal):
* Decrease achievement gap for all economically disadvantaged students as measured by state assessments using the current passing standard
from 55% to 56%
* Increase the percentage of students making adequate or above adequate progress as measured by iStation
from 79.5% to 80.3%
* Grade 5 Science STAAR scores will increase 5% in reporting category 3 (the student will demonstrate an understand components, cycles, patterns and
natural events) and reporting category 4 (the student will demonstrate an understanding of structures and functions of living organisms and their
interdependence on each other and their environment)
* Grades 3-5 Math STAAR scores will increase 5% in each of the following: Reporting Category 3 Geometry and Measurement and Reporting Category 4 Data
Analysis and Personal Financial Literacy.
* Provide vertical planning opportunities with grade level teams on both early release and professional development days .
* Utilize and sustain a student data tracking system for both teachers and students to encourage differentiation and goal setting.
* Provide students hands-on technology-infused instruction a minimum of 40 minutes per week.
* Provide weekly skill-specific small group instruction in Reading (minimum of 4 times per week) and in Math (minimum of 3 times per week).
* Grades 3-5 Reading Language Arts STAAR scores will increase by 5% in all reporting categories.
* Grade 4 Writing STAAR scores will increase 6% in all reporting categories.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 classroom
teachers
science
specialist
(F) Checkpoints and Benchmark
Assessments
(S) STAAR
Eduphoria/lesson plans
word walls
notebook samples
Go Green club meetings
Ecobots club meetings
school gardens
Increase best practices in science instruction (i.e.
interactive science notebooks, word walls,
hands-on science experiments/activities, and
extracurricular science club opportunities)
Resources: Local $200; PTA $200Timeline (Interval): Aug 2015 - May 2016 (Ongoing)
2 Classroom
teacher
Interventionist
(F) Istation scores (MOY)
DRA
Unit Checkpoints results
(S) Istation scores (EOY)
DRA
EOY Math Assessment
First in Math Usage Reports
Istation Usage Reports
Provide computer based instruction, ie First in
Math and Istation, to students during specials
rotation.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)
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Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
3 Math ALT
Classroom
Teachers
Interventionist
(F) Unit Checkpoints
Cumulative Checkpoints
(S) STAAR
EOY Math Assessment (K-2)
Eduphoria/Lesson plans
Student Notebooks
Observation
Incorporate a structured small group component
into math instruction weekly, i.e. Math Daily 3.
Resources: Local $250; PTA $200Timeline (Interval): Aug 2015 - May 2016 (Ongoing)
4 ALTS
ELT
Science
specialist
(F) checkpoints
benchmark assessments
(S) STAAR
Eduphoriavertical teams collaboration provided on early
release/professional developments days.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)
5 RELA ALT
Interventionist
Classroom
teacher
(F) DRA scores (MOY)
Guided Reading Levels
Fluency
(S) DRA scores (EOY)
CIRs
Eduphoria Lesson Plans
Running Records
small group anecdotal notes
(clipboards)
Data boards
Provide professional development to teachers on
determining what skill weaknesses exist for their
students using multiple sources of data i.e.
Istation, running records, anecdotal notes.
Professional development on the Daily 5 model.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)
6 RELA ALT
Math ALT
Science
Specialist
Classroom
Teachers
(F) Unit Checkpoints
Cumulative Checkpoints
I-Station
(S) STAAR
Eduphoria/Lesson PlansProvide an Extended Planning Time for each
team. During this time, the teams will work with
the RELA ALT, Math ALT and Science Specialist
to plan rigorous, relevant and engaging lessons
using the district provided curriculum.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)
7 classroom
teachers
students
(F) Checkpoints and benchmark
assessments
(S) STAAR
Data tracking system including data
from multiple sources (i.e. checkpoint
assessments, running records, STAAR
data) for each student.
Student goal setting
Utilize student data tracking system for both
teachers and students to encourage
differentiation and goal setting.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)
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Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
8 Classroom
Teachers
RELA ALT
(F) District benchmarks
Campus checkpoints
Common assessments
(S) STAAR
Eduphoria/Lesson plans
Writing samples
A classroom teacher from each grade level, K-5,
will attend the four day Writing Academy training
to vertically align personal narrative writing,
expository writing, and revising/editing instruction
on campus.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)
9 RELA ALT
Math ALT
Science
Specialist
Classroom
Teachers
(F) District benchmarks
Campus checkpoints
Common Assessments
(S) STAAR
Eduphoria/Lesson plans
CIR rubrics
Student notebooks
Provide professional development on Curriculum
Instructional Rounds and Lead4ward's High-yield
strategies during PLC to increase the rigor,
relevance, and student engagement in
classrooms.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Ongoing)
10 Counselor
Fifth Grade
Teachers
Assistant
Principal
Principal
(F) Interest Inventories
(S) Summative project within each
of the fifth grade classrooms.
Schedule of Field Trips on School
Calendar
Our fifth graders will tour RICE University and the
CATE center within Humble ISD. The grade level
will be split into three
sections for greater access to specific areas
within the guided tour for RICE University.
Resources: Education Foundation $650Timeline (Interval): Oct 2015 - May 2016 (Ongoing)
11 Teachers
Counselor
Administration
(F) Common Assessments with
regard to college and career
readiness activities.
(S) Summative projects within each
grade level.
-Schedule of Guidance Lessons
-Monitor implementation and training of
programs and adjust as needed
-Schedule of workshops and parent
nights
-Increased # of students meeting
college readiness standards on STAAR
-PFE Website and PF Flyer (Parent
Newsletter) publications
Create a college-bound/career readiness culture
where students are well equipped and prepared
for their future through systematic
communication for college and career-readiness
assessments and processes. Educational
opportunities (i.e.: College Fair, Career Day,
Junior Achievement, Career Interest Inventories,
Drive of Your Life, and Paws in Jobland/Bridges,
Guidance lessons using Paul Tough's principles
on how children succeed and Why Try Lessons)
for students and parents on the importance of
higher education.
Resources: Local $200; PTA $200Timeline (Interval): Sep 2015 - May 2016 (Ongoing)
Page 9Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
12 Counselor
Administration
(F) Discipline Data
(S) Discipline Data
Calendar of performancesProvide a character education program
presented by ventriloquist Dennis Lee.
Resources: PTA $1,275Timeline (Interval): Oct 2015 - Oct 2015 (Ongoing)
13 Counselor
Administration
(F) Needs Assessments from
students and staff
(S) End of year survey on
comprehensive counseling program
Conference Evidence of Attendance
Guidance Lesson Implementation
Small Group/Individual Counseling Logs
Counselor attends the Texas Counseling
Association School Counseling conference to
obtain innovative strategies for addressing
diverse student and staff needs on campus.
Resources: Local $500; Education Foundation $250Timeline (Interval): Dec 2015 - Feb 2016 (Ongoing)
14 Leadership
Team
(Administration,
Counselor,
ALTS,
ELT, LT)
ALTS
Club Sponsors
(F) Check points with students
(S) Yearly discipline data
Website
Faculty Meeting Agendas
Club Student Rosters
Pictures posted on PFE
Webpage
Professional Development
Plans
Provide extra-curricular opportunities for student
involvement and service learning opportunities,
i.e. Student Council, Math
Olympiads, Destination Imagination, Ecobots, Go
Green, Honor Choir, Gardening Club, and
Panther P.A.L.s. and No Place for Hate Crew.
Resources: Local $800Timeline (Interval): Aug 2015 - May 2016 (Ongoing)
Page 10Campus Strategic Improvement Plan (101-913-111)
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Goal 2: Provide quality service to internal and external customers
Objective (SMART Goal):
* Increase mean for parent satisfaction survey from 4.33 to 4.33
* Maintain participation in the parent survey (return rate) 239 participants
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Counselor
Administration
Logs of Cookies with the Counselor
Chats and sign-in sheets
(F) Needs Assessment for Parents
(S) Parent Surveys
"Cookies with the Counselor" Chats for parents -
ongoing discussions of guidance topics related to
anti-bullying, character
education, and academics goal setting/success.
Timeline (Interval): Sep 2015 - May 2016 (Ongoing) Resources: Local $200
2 Counselor
Administration
Logs of mentoring sessions
Logs of community and parent visitors
to campus for the programs
(F) Decrease in Office Referrals
(S) Yearly Discipline Data
Counselor will establish a new mentoring
program on campus called "Watch D.O.G.s"
(Dads of Great Students). The counselor will
continue to provide mentoring programs for our
students through a community partnership with
Kids Hope USA and the PFE staff to student
mentoring program.
Timeline (Interval): Aug 2015 - May 2016 (Ongoing) Resources: Local $200; Education Foundation $700
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Goal 3: Provide a quality work environment so every employee can perform at the highest levels
Objective (SMART Goal):
* Increase the mean on the Employee Engagement Survey from 3.75 to 3.85
* Increase the return rate for all employees from 91.9 to 92.4
* 100% of PFE staff will promote a consistent, positive school culture that is student-centered utilizing the PBIS framework and Why Try curriculum to decrease
student office level referrals and disruptions by 3% by June 2016.
* Through the work of the CARE committee led by staff members, provide monthly faculty perks, recognition and opportunities for relationship-building.
* Promote open communication and input to increase staff ownership and collaborative problem solving.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Administration
Counselor
PBIS
Committee
Staff
Professional Development Records-
Eduphoria
Creation of PBIS Binder for staff
Observations
(F) Ongoing Observations/Feedback
in all settings
(S) End of year discipline data
(decrease) and "Good Letter"
recognition (increase)
Provide staff professional development, discipline
plan, resources and feedback to ensure
consistency of campus-wide PBIS
implementation.
Timeline (Interval): Aug 2015 - Jun 2016 (Ongoing) Resources: Local
2 Principal Box placed in shared location (F) Brags & Snags communicated
verbally and in writing with staff as
submitted
(S) Employee Engagement Survey
Provide staff with a centrally-located box for
ongoing feedback in the form of "Snags(concerns
with suggestion for improvement) &
Brags(celebrations)".
Timeline (Interval): Aug 2015 - Jun 2016 (Ongoing) Resources: Local
3 Administration
Counselor
Leadership
Team
CARE
Committee
Monthly Meetings Noted- Groupwise
Calendar and Agenda submitted
Pictures of Special Events
(F) Staff collaboration,
feedback/emails, and positive
attitudes
(S) Employee Engagement Results
Provide monthly CARE Committee meeting to
plan special events, dress-up days, staff
recognition and faculty perks.
Timeline (Interval): Aug 2015 - Jun 2016 (Monthly) Resources: Local
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Goal 3: Provide a quality work environment so every employee can perform at the highest levels
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
4 Administration
Staff
Feedback Sheets (F) Ongoing staff conversations &
Summatives
(S) Employee Engagement Survey
Provide staff an opportunity to share feedback
regarding their role at PFE and their needed
resources ... i.e. Staff Preference Sheet &
Summative Questionnaire
Timeline (Interval): Aug 2015 - Jun 2016 (Ongoing) Resources: Local
Page 13Campus Strategic Improvement Plan (101-913-111)
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Goal 4: Create efficiencies at all levels of the organization
Objective (SMART Goal):
* Increase student attendance to > 96.3%
* Maintain a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Registrar
AP
Classroom
Teachers
9 Week Attendance Reports (F) 9 week improvements in
attendance based on eSchool
reports
(S) Increased percentage of
students in attendance.
Provide students with perfect attendance and
limited tardies recognition and awards each nine
weeks.
Timeline (Interval): Aug 2015 - Jun 2016 (9 weeks) Resources: Local
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STATE REQUIRED ACTIONS
Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Principal
Assistant
Principal
ALTs
(F) Increase in CIR rigor, relevance,
and learner engagement data in
summary reports
(S) Improved student performance
and teacher understanding
* Course entry in Eduphoria
* PD sign-in sheets and evaluations for
focused 9 week sessions
Build teacher awareness of and build capacity for
performance indicators and technology
integration.
Resources: LocalTimeline (Interval): Jun 2015 - May 2016 (9 weeks)
2 Principal
ALTs
(F) Improved performance on
check-point assessments. DBAs,
and Mock STAAR Benchmarks
(S) Improved STAAR/EOC data
Team planningProvide targeted instruction and interventions to
address Federal System Safeguards (by subject
and subgroup).
Resources: LocalTimeline (Interval): Nov 2015 - May 2016 (Daily)
Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the
state student academic achievement standards.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Principal
Interventionists
Counselor
(F) Improved at-risk performance on
check-point assessments
(S) Gap between at-risk and
non-at-risk student performance and
drop-outs reduced
# of FTEs assigned;
- 1.5 interventionist
Provide supplemental instruction/support and
timely interventions for students who are at-risk
of dropping out of school. (RtI support plans
created for academic and/or behavioral supports)
Resources: Local ; SCE $87,450Timeline (Interval): Aug 2015 - May 2016 (Daily)
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Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the
state student academic achievement standards.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
2 Principal
Dyslexia
Interventionist
(General Ed
and Special Ed)
(F) Progress Monitoring mastery
checks; improved Istation trends
Improved Benchmark scores
(S) Student growth between
Beginning and End of Year
Performance through multiple
measures (e.g., Istation, DRA,
Barton, Fluency, Comprehension,
spelling)
- Conduct needs assessment
- Dyslexia program evaluation
- Teacher and Advisory Committee
surveys
Implement a new district-wide instructional
framework for dyslexia instruction and timely
interventions for dyslexic students.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
3 Principal
ELT
Classroom
Teachers
(w/Gifted
Students)
(F) Improved performance of G/T
identified students on district
assessments
- Benchmarks
- Grades
- Portfolios
(S) Improved performance of G/T
identified students on state
assessments
- Implementation of G/T 3 yr plan
- PD records
- PLC/Extended Planning Time (EPT)
minutes
- Student work samples
- Participation in district GT events
Provide challenging learning experiences using
differentiated instruction and incorporating
pacing, depth and complexity to enable gifted
and talented students to demonstrate
self-directed learning, thinking, research, and
communication.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
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Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the
state student academic achievement standards.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
4 Principal
ELT
ESL Teachers
(F) Increase in student attendance;
success in core academics; meeting
expectations on check-point and
benchmark assessments
Benchmark scores, Report
card/progress report grades,
Teacher Data Binder
(S) Improved standardized test data
-TELPAS scores (K - 5)
-Staar Scores (3 - 5)
-Grade level benchmark guidelines
(K - 2)
All evidenced in end of the year
LPAC
- Professional development records
- FTEs assigned (if applicable)
- SIOP Training Records
- PLC Agenda
- ELT Intervention Log
Provide supplemental instruction/support and
timely interventions for students who are Limited
English Proficient.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
5 Principal
Special Ed
Interventionists
Classroom
Teachers w/
Special Ed
students
(F) Improved performance of special
education students on district
assessments
IEP Updates/Grades
(S) Improved performance of
special education students on state
assessments
- Training for SB1196 (Behavior
Support) and SB1727 (support for
general education teachers who instruct
special education students) completed
- PD records
Provide supplemental instruction/support and
timely interventions for Special Education
students.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
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Goal 1 (Health): Provide a Coordinated Health Program
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 PE Teacher (F) Check-point fitness
assessments
(S) Increasing percentage of
students meeting all six standards
on the FitnessGram Assessment
FitnessGram data analysis used to
design PE lessons
Ensure students participate in moderate to
vigorous physical activity
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
2 Teachers
PE Teachers
(F) Health and PE lessons aligned
with SHAC recommendations
(S) Health and PE lessons aligned
with SHAC recommendations
Lesson plansImplement recommendations made by the local
School Health Advisory Council (SHAC).
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
Goal 2: Provide quality service to internal and external customers
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Principal (F) Annual Results
(S) Year-over-year comparison
demonstrates improvement
- Parent Survey instrument and results
reported
- Action plan for improvement
Conduct a parent satisfaction survey and
communicate the results
Timeline (Interval): Spring 2016 (Annually) Resources: Local
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Goal 2: Provide quality service to internal and external customers
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
2 Counselor
Assistant
Principal
Principal
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates and
improved retention rates
- Social skill instructional plans
- Conflict Resolution professional
development records
Implement strategies for conflict resolution.
Inform students and parents on
proactive/assertive methods to address
Bullying:
- Counseling Program: Guidance Lessons,
Individual and Group Counseling
- Be the Change Week
- Online Link for teachers and parents to refer
students to the counselor
- Parent Night on Anti-Bullying: Brochures,
Booklets, and PFE Website Information
- Coffee Chat with the Counselor: Bullying
Resources: LocalTimeline (Interval): Aug 2015 - Spring 2016 (Daily)
3 Principal (F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
- Making Connections professional
development records
Implement discipline management strategies.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
4 Counselor
Principal
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
- Red Ribbon Week activities
- Individual and group counseling logs
Implement strategies for drug awareness and
prevention.
Resources: PTA $200Timeline (Interval): Aug 2015 - May 2016 (Daily)
Page 19Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
Goal 2: Provide quality service to internal and external customers
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
5 Counselor
Principal
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
- Provide annual professional
development for all staff
- Individual and group counseling logs
- Logs of emergency conferences with
parents
Implement strategies for suicide prevention
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
6 Principal (F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
- Social skills instructional plans
- Conflict Resolution professional
development records
Implement strategies for violence prevention and
intervention
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
Page 20Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
Goal 3: Provide a quality work environment so every employee can perform at the highest levels
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Principal (F) Interval results
(S) Year-over-year comparison
demonstrates improvement
- Employee Engagement Survey
instrument and results reported
- Action plan for improvement
Conduct employee engagement survey and
communicate results
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Biannually)
2 Principal (F) 100% of teachers are Highly
Qualified throughout the year
(S) 100% of teachers are Highly
Qualified
Highly Qualified Report submitted by
HR to TEA
Ensure instruction is provided by Highly Qualified
teachers
- HR is contacted before staff are hired or moved
to new positions to ensure the teachers meet
Highly Qualified criteria
- Teacher mentoring program used to support
new teachers
Resources: LocalTimeline (Interval): Aug 2015 - Jun 2016 (Daily)
3 Principal (F) Evaluations of training sessions
(S) Improved teacher performance
and student understanding
List of training attended (including
training related to the identification of
learning and academic difficulties)
Provide high quality and ongoing professional
development for teachers, principals and
paraprofessionals (as determined by the SBDM
committee).
Resources: LocalTimeline (Interval): Aug 2015 - Jun 2016 (Daily)
4 Principal (F) Evaluations of training sessions
(S) Improved administrator
performance
- Professional development recordsStaff are knowledgeable of how to integrate the
use of technology in administrative programs
Resources: LocalTimeline (Interval): Aug 2015 - Jun 2016 (Daily)
Goal 4: Create efficiencies at all levels of the organization
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Principal (F) Improved monthly attendance
(S) Improved annual attendance
Communications, notices, agendasCommunicate the importance of student
attendance
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Monthly)
Page 21Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
SYSTEM SAFEGUARDS
Math - All Students (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
This organization has no System Safeguards to address.
Math - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
This organization has no System Safeguards to address.
Math - Hispanic (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
This organization has no System Safeguards to address.
Math - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
This organization has no System Safeguards to address.
Reading - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
This organization has no System Safeguards to address.
Reading - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #2 Required
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
This organization has no System Safeguards to address.
Writing - Economically Disadvantaged (Performance Status - State) is being addressed through Goal 1.1 Line #8
A classroom teacher from each grade level, K-5, will attend the four day Writing Academy training to vertically align personal narrative writing, expository writing,
and revising/editing instruction on campus.
Page 22Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
% of
Students
# of
Students
% of
Students
% of
Students
# of
Students
%of
Students
# of
Students
# of
Students
Demographics
Students and Programs
Other
White
Hispanic
African-American
Total
Title I
Special Education
Gifted & Talented
Bilingual & ESL
At-Risk
Limited English Proficiency
Economically Disadvantaged
# of
Students
% of
Students
Pine Forest Elementary School
659 100.00
86 13.05
160 24.28
381 57.81
32 4.86
121 18.36
16 2.43
221 33.54
14 2.12
50 7.59
46 6.98
0 0.00
658 100.00
90
158
384
26
13.68
24.01
58.36
3.95
141
21
175
19
39
58
0 0
21.43
3.19
26.6
2.89
5.93
8.81
665 100.00
11.13
26.47
57.44
1.65
176
74
382
11
23.61
3.16
12.18
3.16
9.62
9.92
0.000
66
64
21
81
21
157
674 100.00
12.50
16.30
69.10
2.00
15.90
2.20
13.90
1.90
8.60
8.50
0.00
84
110
466
14
107
15
94
13
58
57
0
681
73
169
397
17
142
28
105
27
59
67
0
100.00
10.72
24.82
58.30
2.50
20.85
4.11
15.42
3.96
8.66
9.84
0.00
2014-20152013-20142012-20132011-20122010-2011
DEMOGRAPHICS
Page 23Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
STAAR Math
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
85.53%
70.59%
77.03%
93.30%
-
83.33%
-
50.00%
67.27%
72.22%
40.00%
61.54%
69.23%
88.72%
85.58%
71.43%
81.48%
89.74%
-
100.00%
-
83.33%
74.32%
79.55%
100.00%
100.00%
75.00%
87.23%
87.16%
85.71%
84.42%
88.27%
-
100.00%
0.00%
100.00%
80.00%
80.65%
44.44%
53.85%
72.22%
91.37%
81.87%
83.63%
80.00%
65.00%
79.07%
86.02%
-
100.00%
50.00%
90.91%
64.79%
100.00%
100.00%
64.29%
62.79%
94.06%
88.48%
82.18%
87.57%
83.44%
89.77%
84.11%
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
20.75%
2.94%
9.46%
25.77%
-
66.67%
-
40.00%
1.82%
2.78%
0.00%
0.00%
1.92%
24.44%
23.31%
8.57%
18.52%
28.21%
-
0.00%
-
25.00%
4.05%
11.36%
0.00%
9.09%
4.55%
26.24%
19.88%
7.14%
15.58%
22.96%
-
50.00%
0.00%
42.86%
6.15%
6.45%
11.11%
15.38%
4.17%
24.31%
21.45%
25.15%
17.50%
2.50%
16.28%
26.88%
-
50.00%
0.00%
27.27%
9.86%
28.57%
23.08%
21.43%
10.85%
28.22%
20.00%
20.69%
24.85%
21.66%
22.73%
16.56%
% Met Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
50.92%
45.71%
50.62%
51.79%
-
0.00%
-
66.67%
48.65%
20.45%
0.00%
63.64%
45.45%
51.77%
39.76%
45.24%
36.36%
39.80%
-
50.00%
0.00%
42.86%
38.46%
41.94%
33.33%
38.46%
45.83%
38.04%
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46.15%
56.05%
41.48%
37.75%
% Exceeded Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
24.85%
20.00%
23.46%
27.18%
-
0.00%
-
16.67%
20.27%
2.27%
0.00%
18.18%
11.36%
26.95%
18.65%
21.43%
16.88%
17.35%
-
50.00%
0.00%
42.86%
16.92%
9.68%
33.33%
30.77%
27.78%
16.08%
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
21.30%
28.66%
19.89%
17.22%
Page 24Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
2014-15
87.15%
87.95%
86.78%
76.47%
85.33%
91.71%
-
83.33%
-
54.55%
74.55%
67.57%
33.33%
66.67%
72.22%
90.19%
89.26%
89.35%
89.17%
85.71%
80.25%
93.85%
-
100.00%
-
83.33%
77.03%
88.64%
75.00%
90.91%
75.00%
91.49%
86.50%
88.00%
84.77%
90.48%
78.95%
88.27%
-
100.00%
0.00%
100.00%
76.92%
70.97%
44.44%
61.54%
65.28%
92.52%
85.50%
88.30%
82.50%
72.50%
82.56%
89.25%
-
83.33%
50.00%
100.00%
69.01%
100.00%
100.00%
57.14%
68.22%
96.53%
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
23.51%
18.07%
25.86%
8.82%
14.67%
28.50%
-
50.00%
-
27.27%
10.91%
2.70%
16.67%
13.33%
3.70%
27.55%
26.69%
20.71%
33.12%
8.57%
17.28%
35.38%
-
0.00%
-
8.33%
8.11%
11.36%
0.00%
9.09%
11.36%
29.08%
23.31%
25.14%
21.19%
14.29%
18.42%
25.51%
-
75.00%
0.00%
42.86%
15.38%
16.13%
11.11%
15.38%
5.56%
28.35%
29.61%
31.58%
27.50%
12.50%
22.09%
36.56%
-
16.67%
0.00%
45.45%
18.31%
28.57%
30.77%
42.86%
14.73%
39.11%
STAAR Reading
% Met Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
48.16%
40.83%
56.05%
45.71%
45.68%
48.72%
-
0.00%
-
75.00%
48.65%
29.55%
0.00%
36.36%
50.00%
47.87%
42.33%
43.43%
41.06%
47.62%
43.42%
39.80%
-
50.00%
0.00%
71.43%
44.62%
45.16%
33.33%
38.46%
58.33%
37.80%
48.04%
47.37%
48.75%
35.00%
47.67%
51.08%
-
33.33%
0.00%
63.64%
45.07%
42.86%
53.85%
64.29%
40.31%
52.97%
% Exceeded Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
22.39%
18.93%
8.57%
24.69%
23.08%
-
0.00%
-
41.67%
16.22%
13.64%
0.00%
18.18%
22.73%
22.34%
26.11%
10.43%
8.57%
84.77%
11.90%
13.16%
9.18%
-
0.00%
0.00%
14.29%
12.31%
6.45%
22.22%
15.38%
20.83%
7.48%
20.85%
21.05%
20.63%
17.50%
17.44%
23.66%
-
16.67%
0.00%
18.18%
22.54%
14.29%
30.77%
35.71%
20.16%
21.29%
Page 25Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
STAAR Science
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
89.29%
89.29%
88.52%
72.73%
78.95%
94.52%
-
100.00%
-
75.00%
72.73%
42.86%
0.00%
66.67%
62.50%
96.59%
23.21%
23.21%
22.95%
18.18%
10.53%
26.03%
-
40.00%
-
25.00%
9.09%
0.00%
0.00%
33.33%
0.00%
29.55%
84.62%
86.27%
83.33%
78.57%
71.43%
91.94%
-
100.00%
-
100.00%
70.59%
77.78%
33.33%
75.00%
72.73%
87.37%
22.22%
17.65%
25.76%
14.29%
14.29%
30.65%
-
0.00%
-
0.00%
5.88%
5.56%
0.00%
0.00%
9.09%
25.26%
88.68%
88.14%
69.23%
89.36%
84.00%
93.85%
-
100.00%
-
100.00%
77.27%
61.54%
-
100.00%
74.19%
94.67%
18.87%
22.03%
0.00%
14.89%
20.00%
23.08%
-
0.00%
-
0.00%
4.55%
0.00%
-
0.00%
0.00%
26.67%
80.73%
77.78%
57.14%
68.18%
89.39%
-
66.67%
-
100.00%
54.55%
83.33%
-
50.00%
60.53%
91.55%
17.43%
21.88%
11.11%
7.14%
9.09%
22.73%
-
33.33%
-
0.00%
9.09%
50.00%
-
0.00%
5.26%
23.94%
82.81%
STAAR Writing
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
75.47%
59.57%
84.62%
69.23%
70.97%
80.36%
-
0.00%
-
80.00%
53.85%
73.33%
0.00%
50.00%
50.00%
82.14%
7.55%
46.81%
9.23%
7.69%
6.45%
8.93%
-
0.00%
-
0.00%
3.85%
0.00%
0.00%
0.00%
0.00%
9.52%
70.19%
74.14%
65.22%
50.00%
62.50%
74.24%
-
-
-
100.00%
55.00%
53.33%
-
100.00%
55.56%
71.58%
0.96%
1.72%
0.00%
0.00%
0.00%
1.52%
-
-
-
0.00%
0.00%
0.00%
-
0.00%
0.00%
1.05%
74.53%
71.67%
78.26%
71.43%
68.18%
75.38%
-
100.00%
-
100.00%
61.11%
55.56%
75.00%
80.00%
60.71%
79.49%
3.77%
1.67%
6.52%
0.00%
0.00%
4.62%
-
0.00%
-
33.33%
5.56%
0.00%
0.00%
0.00%
0.00%
5.13%
70.59%
72.41%
68.85%
50.00%
64.10%
78.69%
-
100.00%
100.00%
66.67%
40.74%
40.00%
75.00%
83.33%
38.46%
86.25%
3.36%
3.45%
3.28%
0.00%
5.13%
3.28%
-
0.00%
0.00%
0.00%
0.00%
20.00%
0.00%
0.00%
0.00%
5.00%
Page 26Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
PLANNING COMMITTEE
TJ Hall Principal
Shannon Lalmansingh Assistant Principal
Becky Norris Teacher
Kristi Felan Teacher
Carlos Intriago Teacher
Laura Duncan Teacher
Robbin Burger Teacher
Cheryl Avina Teacher
Marcie Bogdon Teacher
Diane Northam Teacher
Dawnielle Shrader Teacher
Amy Netardus Teacher
Erin Lehnert Teacher
Jennifer Vandenbrook Non-Teaching Staff
Matthew Webb District-Level Staff
Starla Bridges Parent
Lori Searcy Community Member
Rebecca Brokish Business Representative
Page 27Campus Strategic Improvement Plan (101-913-111)
Pine Forest Elementary School (Humble ISD) Printed: 2/4/2016, 12:02 pm
NO CHILD LEFT BEHIND ACT (NCLB) PERFORMANCE GOALS
Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Performance Goal 3: All students will be taught by highly qualified teachers.
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Performance Goal 5: All students will graduate from high school.
THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their
potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the
conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further
grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement
in the school is essential for the maximum educational achievement of a child.
THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.
#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.
#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.
#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.
THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES
Objective #1: Parents will be full partners with educators in the education of their children.
Objective #2: Students will be encouraged and challenged to meet their full educational potential.
Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.
Objective #4: A well-balanced and appropriate curriculum will be provided to all students.
Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.
Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.
Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.
Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.
Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and
administration
Page 28Campus Strategic Improvement Plan (101-913-111)