2015 - 2016 la porte elementary accountability and improvement plan · 2016-03-01 · la porte...

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La Porte Independent School District La Porte Elementary Accountability and Improvement Plan

July 2015 – June 2016

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1002 San Jacinto Street La Porte, Texas 77571

281-604-7001, Fax 281-604-7010 www.lpisd.org

BOARD OF TRUSTEES

Lee Wallace, President Dee Anne Thomson, Vice President

Charlcya Wheeler, Secretary

Kathy Green David Janda Phillip Hoot

Lois Rogerson Trustees

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Mission Statement

La Porte Elementary is committed to a safe, cooperative environment supported by students, staff, parents and the community. Students are provided with opportunities to succeed personally, socially, and academically, enabling them to function as

responsible adults.

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La Porte Elementary Campus Improvement Plan Team

Carol Williams Principal

Laura Haug Assistant Principal Teresa McKenzie

Counselor Karen Lawley

Resource Teacher Belva Perry

5th Grade Teacher Carol Jetter

Fourth Grade Teacher Atlene Pierce

3rd Grade Teacher Shaneka Robinson 2nd Grade Teacher

Mary Foley 1st Grade Teacher

Tiffany Saffold Kindergarten Teacher

Ali Carrizal Pre-Kindergarten Teacher

Angie Garcia Support Staff Ana Ventura

Parent Celanese

Business Partner

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La Porte Independent School District 2015-2016

Table of Contents Student Assessment Data Accountability by Index Federal Accountability Requirements Student Demographic & Program Data STAAR Alternate Students Federal Performance Goals Title 1 School-Wide Components La Porte Elementary Campus Goals Needs Assessment Campus Improvement Plan Goal 1-Increase achievement and success for every student through rigorous, broad-based academic programs and expanded opportunities Goal 2-Provide a safe, secure, and disciplined learning environment Goal 3-Attract, develop, and retain excellent staff Goal 4-Promote family engagement and active involvement of the community in the education of our students Goal 5-Ensure and demonstrate efficient and effective use of district resources Appendix-Title and State Comp Ed Supplemental Resources Community & Student Engagement

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CampusAccountabilityPlanPurpose

TheprimarypurposeoftheAccountabilityPlanistolayoutthespecificstudentachievementgoalsandexpectationsforstudentlearning. The Accountability Plan should include the following:

Summary of student assessment data from the prior year

Key results the campus wants to achieve that are appropriately ambitious for student growth but achievable

Strategies outlined that logically support achievement of results

Appropriate focus on advancing progress for the students that are the furthest behind

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StudentAssessmentData

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AccountabilitybyIndex Index 1: Student Achievement With Index 1, performance rates will be reported for the eleven student groups that meet the minimum size criteria: All Students, African American, American Indian, Asian, Hispanic, Pacific Islander, White, Two or More Races, Economically Disadvantaged, Students with Disabilities, and English Language Learners (ELLs). Campuses must specifically address any student group within a specific subject area that does not meet the accountability target for Index 1 (60%). List below any student group /subject area that did not meet the target for Index 1. Please include ALL groups that scored less than 60% even if the group does not meet the minimum size criteria.

Student Group Subject Performance Rate ELL Reading 33%*

Special Education Reading 46%* Science 57%* *Did not meet size criteria

of 55 Index 2: Student Progress Based on Index 2 results for the 2014 – 2015 school year indicate:

Areas of Greatest Progress Areas of Greatest Concern

Writing – Whites Writing – African Americans & Whites

Science – African Americans Reading – African American

Index 3: Closing Performance Gaps Based on the 2014 - 2015 results for All Subjects, list the two lowest performing race/ethnicity groups (that have 25 or more tests in Reading/ELA and 25) that will be evaluated for your campus in 2015-2016:

Lowest Performing Racial/Ethnic Group 1 : African American

Lowest Performing Racial/Ethnic Group 2 : White

Based on Index 3 results for the 2014 - 2015 school year indicate:

Areas of Greatest Progress Areas of Greatest Concern

Reading – White Advanced Reading – African American

Math – African American

Writing – Economic Disadvantaged

of 55 Index 4: Postsecondary Readiness For grades 3 – 8 this indicator measures the percent of students that met the Final Level II performance standard on two or more tests. The index includes the performance of All Students and the race ethnicity student groups that meet the minimum size criteria in all subject areas tested. Based on STAAR/STAAR EOC results for the 2014 – 2015 school year indicate:

Areas of Greatest Performance Areas of Greatest Concern

Postsecondary Readiness- All Students

Postsecondary Readiness – African American

Postsecondary Readiness – Hispanic

Postsecondary Readiness – Whites

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Federal Accountability Requirements (Federal Accountability Results released Dec. 2015)

Federal Performance Rate Targets: The federally approved target of 79% is applied to Reading and Math performance results for the following student groups: All Students, African American, Hispanic, White, Economically Disadvantaged, Special Education, and ELL. The groups must meet the federal minimum size criteria – minimum of 25 students and 10% of the tested population or 200 students – to be evaluated.

List below any student group, by subject, that did not meet the Federal Performance Target (79%) that met the minimum size criteria.

Student Group Subject Performance Rate

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StudentDemographic&ProgramDataPreliminary Student Totals for 2015 – 2016

AA Hispanic White AI/AN Asian Total* Eco. Dis Headstart 3 7 23 0 0 33 32Pre‐K 5 23 10 0 1 39 24Kindergarten 12 28 18 0 0 58 381st 11 27 23 0 0 62 442nd 8 49 27 0 0 85 603rd 16 35 26 0 0 79 624th 14 40 23 1 0 80 605th 22 29 27 0 2 80 61Total 91 238 177 1 3 516 349

Campus Demographics

LPE Demographics

AA

White

Hispanic

AI/AN

Asian

Economic Disadvantaged

Not Economic Disadvantaged

of 55 Students Participating in Special Programs

Special Education 504 LEP

Headstart 0 Headstart 0 Headstart 6

Pre-K 0 Pre-K 0 Pre-K 3

Kindergarten 1 Kindergarten 0 Kindergarten 3

1st 6 1st 0 1st 1

2nd 4 2nd 0 2nd 2

3rd 7 3rd 3 3rd 6

4th 10 4th 7 4th 6

5th 9 5th 10 5th 2

Total 37 Total 20 Total 20

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STAARAlternateComplete the table below to determine the 1% cap for your campus:

# of Students Tested at Campus 245

1% of students(STAAR Alternate Cap)

Find by multiplying # of Students Tested at Campus by 0.01 – round down to the nearest whole number

2

Total SPED Student Enrollment37

Total Tested SPED Student Enrollment 26

# of SPED students scheduled to take STAAR Alternate9

# of SPED students scheduled to take STAAR/STAAR A 17

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Title 1 School-Wide Components

Component #1: a comprehensive needs assessment of the entire school that is based on: State academic content standards (TEKS) State student academic achievement standards (STAAR and TAPR) Other sources – Parent, Teacher, Student Surveys, Demographic Information, Discipline data, Retention data

Component #2: School-wide reform strategies that: Provide opportunities for ALL students to meet the State’s proficient and advanced levels of student academic achievement Include strategies to address the needs of ALL students in the school, but particularly the needs of low-achieving students and those at-risk of not

meeting the State student academic achievement standards Address how the school will determine if such needs have been met

Component #3: Instruction by highly qualified teachers (put in a goal for assisting to obtain highly qualified status) Component #4: High quality, on-going professional development for teachers, principals and paras, and if appropriate, pupil services personnel, parents and other staff Component #5: Strategies to attract high-quality teachers to high need schools Component #6: Strategies to increase parental involvement Component #7: Plans for assisting preschool children in the transition from early childhood program to local elementary school programs: Head Start Even Start Early Reading First Pre-K program Component #8: Measures to include teachers in decisions regarding the use, selection, and development of assessments in order to provide information on, and to improve the performance of individual students and the overall instructional program Component #9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective and timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

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Campus Improvement Plan

La Porte Elementary 2015-2016

Principal: Carol Williams

Assistant Principal: Laura Haug

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La Porte Elementary Campus Goals

1. Strengthen the core curriculum and instruction to ensure growth and successful learning for all students. 2. Ensure that the curriculum at La Porte Elementary will be progressive and rigorous, providing for the needs of all learners

including students with disabilities, gifted and talented, ELL, and economically disadvantaged. 3. Ensure that the campus is a safe and secure learning environment 4. Increase parent and community involvement in order to ensure that all stakeholders have an active role in the education and

growth of La Porte Elementary students. 5. Implement strategies to provide professional learning for educators on campus 6. Develop a clearly defined campus budget that identifies spending priorities that are linked to an increase in student

achievement.

La Porte Elementary 2015-2016

Dream big… Work Hard.

COLLEGE BOUND!

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La Porte Elementary-Comprehensive Needs Assessment La Porte Elementary is the oldest of the seven elementary schools in the district. The current building was constructed in 1999. The current enrollment is 520 students PK - 5th, which includes our Head Start students. PK - 2nd classes are self-contained, 3rd -5th are departmentalized. The comprehensive needs assessment was completed by seeking input from various groups, including the grade levels through Team Meetings, Vertical Team Meetings, Team Leader Meetings and the campus’ site-based decision making team, Campus Performance Objective Committee (CPOC).The data used includes: STAAR 2015, EOY MAP, DRA 2, ISIP, TEA Campus Accountability, TEA Adequate Yearly Progress (AYP), Attendance, Discipline Data, Every Day Counts data. The demographics of LPE’s student population include 17.6% African American, 46.1 % Hispanic and 34 % White. Economic Disadvantaged represents 67.6% of the student population. The staff demographics include 13% African Americans, 15% Hispanics and 71% Whites. The teachers’ years of experience range from 0 to 30 years, with the majority having 6 to 20 years of experience. The Mobility rate of LPE during the 2014-15 school year was 18.8%. Student attendance rate was 96.3 %. LPE currently has 20 LEP students, 27 GT students and 37 Special Students, 11 of those are in the Life Skills program. 20 students are served by the Section 504 program. LPE’s Title I program consist of Parent Meetings during the school year, volunteer recruitment and compacts. Literacy Night, Math & Science Night, Grandparents’ Tea, Enrichment showcase and other events are planned to encourage the involvement of our campus community. The majority of the Title 1 funding is used to fund LPE’s Head Start teacher. Title I funding, also provides instructional materials, tutoring support, parent involvement and instructional support for teachers. The funds are targeted to provide interventions and support in reading and math for struggling 3rd – 5th grade students. Title III Funds are used to provide support to campus English Language Learners. Books and materials that support vocabulary and comprehension development will be purchased with Title III. La Porte Elementary met standard of the 2014-15 in all areas of the state accountability rating and met all STAAR Accountability Safeguards in 2014-15. LPE received 1 distinction for Top 25 Percent Closing Performance Gaps.

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Area Reviewed Summary of Strengths What were identified as strengths?

Summary of Needs What were the identified needs?

Priorities What are the priorities for the campus, including how federal and state program funds will be used?

Demographics Diverse population Supportive community

Tardies and absences Economic Disadvantage

support School wide Discipline

infractions

Decrease in PK- 1 tardies and absences

Decrease time out of class Improve school wide

discipline Attendance and Tardy

incentives Parent meetings for

absences after 8 absences

Provide continued support for Economic Disadvantaged and students in crisis.

Student Achievement Top 25% for Closing Performance Gaps

Met Standard in All Indexes

Increase in writing scores for White to 91%

Increase in Advanced Reading for White to 22%

Advanced scores in all subjects

LEP and SpEd all subjects African American Reading

and Writing Hispanic Reading

Focus on Reading and Math for all students taking STAAR

Focus on raising Advanced scores in all subject areas and subgroups to 20%

Utilize the RTI and EIT process to provide interventions for struggling learners.

Provided targeted vocabulary instruction to ELL learners

Provide tutors for Math and Reading

Utilize interventionist effectively for struggling learners.

School Culture and Climate Respectful Collegial relationships

Warm and Accepting Staff Social committee

More time for planning and preparations

Timely communication of expectations

Mentors

Provide mentors and tutors through LPHS & LPJH

Review current scheduling to provide more time for

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Character Ed Program in place

Spirit Squad

tutoring during conference periods

Transportation for LPHS students to be transported to LPE

Staff Quality/Professional Development

Leopard Talk Time used to provide staff development

Highly qualified teachers Interventionist Sp Ed support

GT training Writer’s and Reader’s

Workshop Training Make & Takes Behavior Training ESL Certified teachers

Increase the number of ESL certified teachers

Provide ongoing staff development on Workshop model

Provide Professional development on dealing with students with behavioral needs

Provide Professional Development on Make & Takes

Family & Community Involvement

ACE KALS San Jacinto Adult ESL

classes on LPE campus Parent nights Mentors from LPHS, LPJH Lubrizol Partners

Parent Education Night on Literacy

More volunteers Expand PTO

School supplies Providing money, food

and gifts for the holidays Incorporate parent

workshops into school events

Utilize the CYS worker effectively

Curriculum, Instruction and Assessment

Collaboration between math teachers

Moving more towards small group instruction

Tutoring plan Instructional leadership

team

Consistent instructional practices

Vertical team meetings ESL support Improve all STAAR scores Improve collaboration

between assessment team and Instructional leadership team

Move to more authentic reading and writing

More critical writing Increase literacy library Improve RTI process Improve Tier 2 and Tier 3

intervention strategies Use reading levels and

OS to drive instruction K-2 Increase Word Study K-2

Fund books for literacy library

Train and effectively use the Literacy libraries

Use PLT to focus on RTI and interventions utilizing student data and work

Use PLT to focus on best practices to increase engagement and expectations for students

of 55 School Context and Organization

Realignment of systems and procedures

Leadership team meeting consistently

Expanded teacher planning period

Supportive PTO

Grade level chair and administrative team communication

Find more time for in school tutoring

Faculty engagement

Begin interventions in 1st 9 weeks

Utilize computer labs in the morning for computer software programs

Meet consistently with paraprofessionals

Weekly notes to staff on Fridays

Technology IStation Think Through Math Mimeo’s Envision software STEMscopes AR/STAR 2 computer labs Laptops in classrooms

Frequent cleaning of projectors filters

Develop an awareness of projector usage and hours of bulb life

Webpage usage Utilize ITS time on

campus

Utilize district provided technology trainings

Maintain a schedule of maintenance on projectors

Provide training on technology hardware

Data Sources Reviewed: STAAR 2015, EOY MAP, DRA 2, ISIP, TEA Campus Accountability, TEA Adequate Yearly Progress (AYP), Attendance, Discipline Data, Every Day Counts data, Staff surveys, Discipline summary, Attendance, TELPAS

of 55 LPISD Goal 1: Increase achievement and success for every student through rigorous, broad-based academic programs and expanded opportunities Campus Goal 1: Strengthen the core curriculum and instruction to ensure growth and successful learning for all students Campus Goal 2: Ensure that the curriculum at La Porte Elementary will be progressive and rigorous, providing for the needs of all learners including students with disabilities, gifted and talented, ELL, and economically disadvantaged. Campus Goal 5: Implement strategies to provide professional learning for educators on campus Campus Goal 6: Develop a clearly defined campus budget that identifies spending priorities that are linked to an increase in student achievement.

Title Component 2: School-wide reform strategies that: Title Component 3: Instruction by highly qualified teachers (put in a goal for assisting to obtain highly qualified status) Title Component 4: High quality, on-going professional development for teachers, principals and paras, and if appropriate, pupil services personnel, parents and other staff Title Component 6: Strategies to increase parental involvement Title Component 7: Plans for assisting preschool children in the transition from early childhood program to local elementary school programs: Title Component 8: Measures to include teachers in decisions regarding the use, selection, and development of assessments in order to provide information on, and to improve the performance of individual students and the overall instructional program Title Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective and timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Strategies and Activities

Person(s) Responsible

Resources Timelines July 2015- June 2016

Evaluation Formative (F) Summative (S)

Align lesson plans and instruction to Enhanced TEKS clarification documents and STAAR Performance Descriptors by utilizing Informed Vertical Alignment Document (VAD), TEKS Verification Document, and Instructional Focus Documents (IFD) in TEKS RESOURCE SYSTEM TC2

Principal, Assistant Principal, Math

Coach, Reading Interventionist, Science Coach,

Classroom Teachers, Tutors,

Interventionist

TEKS Resource System, TEA

Website, Lead4ward Website and

resources, STAAR released items

June (F) TEKS Resource System Unit

Assessments, Benchmark Assessments

(S)

STAAR, DRA2

of 55 Deconstruct the released STAAR test items for each tested grade in the four core tested subject areas (reading, writing, math, science) TC2

Principal, Assistant Principal,

Classroom Teachers,

Interventionist

STAAR release tests,TEA Website,

Lead4ward materials

November/ December

(F) Benchmark Assessments

(S)

STAAR

Train instructional staff on PDAS Framework and expectations for the classroom and instruction TC2 and TC4

Principal and Assistant Principal

PDAS Pre-conference

PDAS Red Book PDAS PowerPoint

August (F) Completed at PDAS/Walk-through

training

Implement Envision Math Adoption (K-5) textbook and software, Harcourt Reading Adoption- EDC PK-2,Think Thru Math to address grade specific reading and mathematics concepts based on campus identified power standards and state readiness/supporting standards TC2, TC4, and TC9


Classroom Teachers,

Envision Math; Harcourt Journeys Reading Textbook Big Day Curriculum Digital Resources,

EDC

June (F) Usage during walk-throughs/classroom

visits, benchmarks, unit assessments

(S) End of year final

assessment (DRA2/STAAR/Stanford

10)

Increase the reading, math, writing, and science achievement of all students through focused instruction and targeted interventions TC2, TC3, TC8, and TC9

LPE Staff AWARE, TEKS RESOURCE

SYSTEM, IStation Reading and Writing, Think Through Math,

Master Schedule, Lesson Plans, Lucy

Calkins Reader’s and Writer’s Workshop, Fundamental 5 – Critical Writing Title I Funds: $23,190.00

June (F) Benchmark data in

AWARE, Unit Assessments, Tutoring data, Mid-Year DRA, Walk-throughs, Team

meetings, LTT discussions

(S)

DRA2/STAAR/ISIP/Stanford 10/EOY

Assessments

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(6112, 6118) Tutorial Money

Instructional staff will administer grade specific assessments aligned with TEKS RESOURCE SYSTEM (3-5) in Math and (2-5) in Science, Nine-Weeks Assessments in the subjects of Reading, Writing, Math and Science (2-5), and Every Day Counts (PreK-2) TC3, TC8, TC9

Principal, Assistant Principal, Teachers

Math Coach Science Coach

TEKS RESOURCE SYSTEM, TEA

Website, Released Test Items,

STEMscopes, The Write Source, EDC Assessment, Think Through Math (3-5), Unit Assessments, Every Day Counts

Calendar Assessments

(PreK-2)

June (F) Benchmark data in

AWARE, Unit Assessments, Tutoring data, Mid-Year DRA, Walk-throughs, Team

meetings, LTT discussions

(S)

DRA2/STAAR/ISIP/ MAP/EOY Every Day

Counts

Grade levels will write S.M.A.R.T. (Specific, Measurable, Attainable, Relevant, Time-Bound) goals Pre-K-2 –Based on DRA/ISIP 3rd-5th-Benchmarks/STAAR Reporting Categories TC2, TC8, TC9


Professional Learning

Communities (DuFour)

December

(F)

Beginning of Year PD, Individual Meetings with

Teachers, Mid-Year Team Meetings, LTT discussions, VALT meeting minutes

(S) Review data sources to support SMART Goals,

LTT – review goals at the EOY

Provide professional development for music and physical education staff TC4

Principal District Professional Development

Sessions

March (F) Ideas gained from sessions incorporated into lessons plans and

instruction (S) Physical Education Teacher and the Music

Teacher will submit certificates of attendance

of 55 Provide professional development to implement Response to Intervention (RTI) TC4, TC8, TC9

Principal, Counselor, Special

Education Department

Pat Quinn’s RTI materials, District forms and process

June (F) Professional

Development Sessions, Walk-throughs, LTT

Meetings

(S) PDAS Appraisals,

STAAR Data, EIT Data, Referral Data (Special

Education) Colleague visits and fidelity checks to observe and reflect on interventions and RTI process TC4, TC8, TC9

Principal, AP, Counselor, Classroom Teachers,

Interventionist

Colleague Visit Form June (F) LTT Discussions,

Reflections on visits, Goals from visits

(S)

RTI data, EIT data, STAAR, DRA, ISIP, Teacher Feedback

Campus team of teachers and administrators will attend the No Excuses University Conference TC4

Administrators,

Counselor, Team of Teachers

Local Campus Staff Development Fund

June

(F) Classroom WT

S: EOY Student performance

Discipline Referrals Feedback from teachers

and students Continue to implement No Excuses University Goals and Beliefs TC2, TC3, TC4, TC9,

Faculty and Staff Members,

Students, Parents

No Excuses University, book and materials by Damen

Lopez

June (F) Teacher input, Professional

Development sign-in sheets, Lesson Plans, Character Education

Lessons

(S) Teacher input, student

input Complete application process to become a No

NEU Team No Excuses University website

December (F) NEU Team Input

of 55 Excuses University Campus TC2

(S) NEU completed

application

Administrative Team will attend Rigor, Relevance, and Relationships Conference in Cypress Fairbanks TC4

Principal, Assistant Principal

General Fund $900

June F: Staff Professional Development agendas

S: Feedback from teachers

Administrative Team members will attend Lead 4Ward content specific training sessions targeting reading, math, and science TC2, TC4, TC9

Administrators, Classroom Teachers

Lead 4Ward Training Sessions

General Fund $750

December

Provide campus staff development for paraprofessional staff targeting strategies to work with students TC2, TC4

Principal, Counselor,

Campus Resource Teacher, Campus Life Skills Teacher, Special Education

Department, Interventionist,

District Behavior Specialist

Love and Logic Materials, Character

Ed, Character Counts, Becky

Koesel Materials, Co-Teaching Materials, Erik Lepis Materials,

DRA2, Project Wisdom, No Excuses

University Book, Autism Training

August - June

(F)/(S) Staff Development

agendas/sign-in sheets

Implement math problem solving using a high level rigor and relevant model focused on targeted readiness standards. *Deconstruct Readiness Standards *Identify and incorporate meaningful problems and situations

Administrators, Teachers, Math

Coach, Math VALT Team

Lead4ward Template (Aligning Cognitive Level and Content) TEKS; Readiness Standards Vertical

Alignment Document (VAD); Instructional

Focus Document (IFD); STAAR Schoolhouse:

Teaching in the

Every 9 Weeks September -

May

(F) Completion of Templates; Lesson

Plans; Templates posted in classrooms

(S) STAAR Results; End

of Year Assessments; MAP Results

of 55 *Identify implications for instruction *Identify implications for assessment TC9

Content Areas materials

Analyze data from benchmark assessments, including math, science and reading. TC8, TC9

Administrators, Teachers, District Instructional Math

Coach, Interventionist

Benchmark Test, Aware Data, Lead4ward Template (Aligning Cognitive Level and Content) TEKS; Readiness Standards Vertical Alignment Document (VAD); Instructional Focus Document (IFD); STAAR Schoolhouse

December and February

(F) Walkthroughs; Lesson Plans

(S) STAAR Results; End

of Year Assessments; MAP

Promote college readiness in all students PreK-5. TC9

Administrators, Teachers, Counselor,

Parents, Community,

Business Partners

Campus Budget, No Excuses

University; College Vocabulary,

Differentiated Parent Support,

Universities throughout the

Country PAWS in Jobland,

College Readiness/NEU

Goals

June

(F) Display of college flags/banners, student goals, campus data, discipline referrals

(S) Student Survey,

Teacher Survey, Parent Survey

Partner with Harris County Department of Education – Head Start La Porte by providing an ISD teacher

HeadStart Teacher, LPE Staff

Title 1 Funds $67,770.00 6119 PC 34

July-May (F) Memorandum of Understanding,

Headstart Checklist

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(S)

Observation data from teacher, Woodcock

Munoz Remediation Evaluate the La Porte Elementary Tutoring Plan as measured 14-15 STAAR data and create the 2015-16 tutorial plan to include teacher tutorials, retired teachers to work with small groups of at-risk students and purchase tutorial materials and supplies TC8 and TC9


Counselor, Reading Specialist,

Math Specialist, Science Specialist, CPOC Members, Teachers, Tutors,

Interventionist

Title I Funds: $23,190.00


September -May

(F) Tutorial Plan submission

Benchmark Data Tutoring Logs

(S)

STAAR 2015 Results

All students at-risk for failing one or more STAAR test (Reading, Writing, Math, Science) will participate in an accelerated instruction program provided by LPE staff members and retired teachers

TC3, TC8 and TC9


Teachers, CPOC



Assessment Materials, 2015

STAAR Data, 2015 End-of-year

assessments

September -May

(F) Attendance Sheets,

Benchmark Data, Unit Assessments

(S) Teacher time sheets,

STAAR Data 2015

Provide practice and remediation to K – 2 students T2

Para support Intervention tools, Classroom materials

(F)M OY & EOY DRA assessments, MAP

Ensure inclusion of special education staff in all professional development involving differentiation and

Principal, Director of Student Support Services, Special

Classroom Materials Facilitator Materials, Stetson Co-Teaching

September -May

(F)/(S) Walk-throughs,

Summative Conferences, LTT meetings

of 55 that they incorporate information during instruction TC4

Education Coordinator

Utilize rigorous materials in preparation for STAAR 3rd-5th (Math, Reading, Writing, Science) TC2, TC9

Principal & Assistant Principal

Local/Campus Funds Kamico, Ford-Ferrier, Lone STAAR, Math

Warm-Ups, Mentoring Minds,

TTM, IStation, Envision

July -January (F) Needs for materials based on data and input

from teachers (S)

Closed Purchase Orders for new materials

Special Education staff to disaggregate assessment data and to be included in accelerated instruction/tutoring TC2, TC9

Administrative Team, Special

Education Teachers, Counselor, Classroom Teachers

AWARE Data, DRA data, 2013 end-of-year data, Stanford

Data, RTI Paperwork, EIT folders, IEPs, Accommodations, STAAR Released

Test,

August (F) sign-in sheets from LTT meetings, team

meetings, walk-throughs, schedules, lesson plans

(S) EOY data, including MAP, DRA and STAAR

Provide tutoring, homework, and enrichment opportunities to students identified as at-risk through the ACE program TC2, TC9

Principal, Teachers,

Counselor, ACE Site Coordinator

AWARE Data, MAP Data, Teacher

Recommendations ACE-CIS Funds

September -June

(F) ACE roster and attendance records (S) End-of-year data

Elementary Reading Program

Provide training and resources to support the core reading program and components to ensure implementation (PK-5): Guided Reading Differentiated

Instruction Reader’s Workshop Writer’s Workshop Work/Literacy Stations


Teachers, Retired Teachers,

Interventionist

Becky Koesel- Training Sessions

Title I Funds $1600.00

(6299) Dyslexia Intervention,

IStation, Harcourt Reading Series,

Lucy Calkins Units of Study – Reading, Writing (3rd-4th)

August- June (F) master schedule use of small group reading time, walk-throughs,

running records

(S) Small reading groups lists (K-2) with ISIP and DRA BOY, MOY, and

EOY data, K-2 Stanford data, STAAR results (3-

5)

of 55 Figure 19 – Fiction,

Nonfiction, Poetry, Drama (3rd-5th)

TC2, TC3, TC4, TC8, and TC9

District Textbook Allotment (iStation)

Word Study –

Fountas & Pinnel,

Title I General Supplies

(6399) $1210

Walk-throughs, Classroom Observations

Monitor progress and complete fidelity checks of elementary core reading programs at the beginning, middle, and end of the school year. K-5th TC8 and TC9


Teachers, LTT Teams

DRA2, ISIP, DRA Board, Lucy Calkins,

Units of Study Title 1 Reading

Supplies $2000.00

(6329)

June (F)/(S) Student BOY, MOY, and EOY data from ISIP and DRA

assessments Running Records LTT Discussions

Accelerated Reader (Renaissance Place) will be utilized to support the core reading curriculum 1st-2nd and 3rd-5th TC2 and TC8

Principal, Assistant Principal, Teachers,

LA Vertical Team

Renaissance Place

June (F) Number of participants at

mid-year celebration/ Mid-year ZPD growth –

January 2016 (S)

Number of end of year participants at AR

Reading Celebration (PK-2) and AR

Celebration (3-5) / EOY ZPD growth May 2016

of 55 Provide training to LPE staff in need of support (new staff) Renaissance Place supplemental software

TC4

Principal, District ITS

LPE Teachers, District ITS, work

order system

January (F) Sign-in sheets, student conferences

(S)

ZPD growth May 2016

3rd-5th grade students will participate in the 40 Book Challenge and teachers will conference with students about goals and progress TC2, TC9

Teachers, Library Aide

Bags for books, Library, Classroom

Library Selections, 40 Book Challenge

paperwork

September-May (F) Number of participants who meet

their 40 book challenge

(S) EOY Reading Data

Provide materials and training to LPE staff to increase differentiation tools in all core content areas TC4

Principal, Counselor, Teachers

Campus GT Team

District GT lessons Becky Koesel Lucy Caulkins

Istation Continuum – Pinnell

& Fountas Florida Curriculum

Frameworks

May (F) Staff Input about trainings, evidence of

use in classrooms through walk-

throughs/classroom visits

(S) PDAS Summative Conferences, Eduphoria

walk-through data

of 55 Provide extra reading opportunities for students before and during school through Buddy Reading Program, Computer Lab, and Open Library

Teachers, Students, and Staff

Members

Leveled Readers, Library Books,

Istation Title 1 Reading

Supplies $2000.00

(6329) Repeat

September-May (F) Reading logs, MOY Reading Celebration

Attendance (S) EOY Data, EOY Reading Celebration

Attendance

Data disaggregation

Use data disaggregation software to analyze student achievement (AWARE) TC2, TC4, TC8, TC9

Principal, Assistant Principal, Teachers, Counselor

Eduphoria July-June (F) Training Sign-in sheets

(S)

STAAR, DRA, MAP

All staff members, PreK-5, to mentor students considered at-risk (3rd-5th) TC2, TC9


Teachers, Staff

Software, AWARE Data, Teacher Data,

No Excuses University Books

June Tutorials based on targeted skills and

objectives Benchmark Scores,

STAAR data (F) Input from staff at

faculty meetings - mentoring moments

(S) EOY Data

of 55 Utilize and other data sources, including student profile information, to determine tutoring and mentoring needs of students TC2, TC9

Teachers, Administrative

Team, Counselor

data, STAAR Data October -January

(F) Tutoring Logs, Benchmark Scores

(S) End of Year Data

Elementary Science Program

Maintain, organize and utilize Hands-On Science Lab to complement TEKS RESOURCE SYSTEM

2nd grade lab Kindergarten lab 3rd grade lab TC2, TC3, and TC9

Principal, Celanese (Business Partner),

Teachers, Volunteers,

Science Coach

Local/Campus Funds, Grants, if

received Campus Science

Materials

June (F) Scheduling Science Explorations with

Celanese, Teacher Input, Lab Schedule & Usage,

Walk-throughs

(S) Student Input, Teacher

Survey

Provide at least two Science professional development sessions:

STEMscopes 5E Model and

TEKS RESOURCE SYSTEM

Hands-On Investigations

TC4 and TC9

Principal, Science Vertical Team, District Science

Specialist, Interventionist

TEKS RESOURCE SYSTEM VAD, YAG,

Lessons, STEMScopes, Learning.com

August - June (F) Sign-In Sheets, Walk-throughs, Classroom visits, Usage of the

Science Lab materials/room

(S) PDAS Summative

conferences

of 55 Teachers will attend science sessions focused on readiness, supporting, and process standards and integrate hot spots into lesson plans/instruction TC4

Principal, Classroom

Teachers, Science Coach, Science Vertical Team

Lead4ward, Campus Data, Quintiles

December (F) Sign-In Sheets, Certificates of

Completion, Walk-Throughs

(S) PDAS Summative

conferences, EOY Data

Gifted/Talented

All GT teachers will be trained in Differentiated Instruction for GT students (included in 6 hr update) TC2 and TC4

Principal, Teachers,

Counselor, AP, Campus GT Team

Bertie Kingore materials and book,

Differentiation: Simplified, Realistic,

and Effective

August - January

All teachers documented 6 hour GT update in

Eduphoria

All PreK-5 teachers will be trained in the required initial 30 GT hours TC2 and TC4

Principal, AP, Counselor,

Teachers, Campus GT Team

TEA State GT Plan Eduphoria,

Region IV, HCDE District Sessions

August - June Teacher hours documented in

Eduphoria and campus spreadsheet kept by

counselor, certificates of completion

All PreK-5 teachers will be trained in the Texas Performance Standards TC2 and TC4

Principal, AP, Teachers,

Counselor, District GT Specialist

TEA State GT Plan, TX Performance

Standards

March (F) Certificate of Completion in Eduphoria

(S) Completed Student

projects Train teachers, principals, staff, and parents in identification procedures TC4

Principal GT Lead Teachers, Counselor, District

GT Specialist

Dr. Paul Slocumb’s research, LPISD GT

Manual

June Teacher survey & Parent Training

Invite two guest speakers who have overcome challenges to become

Principal, Assistant Principal, GT

Counselor, Chief Information Officer

June (S) College/Career Day

Schedule for May 2015

of 55 accomplished citizens of our community TC2, TC6

District Wide Lead Teachers

Host a campus College Week and Career Day (PreK-5)

TC6


Counselor, Staff

Campus Budget, No Excuses University

Materials and Books, College materials

March Student/Teacher/Parent Survey

Students will attend at least one field trip that incorporates grade level TEKS and promote cultural understanding, exposure to art, science, health, and history through real world experiences TC9

Principal, Teachers, Campus

GT Team, Counselor, PTO

Campus Transportation

Budget, PTO Sponsorship

October - June Student and Teacher Survey

Campus will host an enrichment cluster afternoon; Students will attend sessions based on interests

TC9

Campus GT Team, Counselor, PTO,

Teachers, Volunteers

Campus GT Funds, PTO Funds

December Student/Teacher Feedback

Provide a parent/ staff workshop on characteristics of giftedness TC6

Principal, Campus GT Team, District

GT Specialist, Counselor, LEAD

Coordinator

Campus GT Funds, Paul Slocumb’s

Research, GT State Plan, District GT

Manual

June Parent / Teacher Survey

Teachers use the monitoring component each grading period to evaluate each student’s project TC8 and TC9

Principal, GT Lead Teachers, Counselor

TEA Website, Texas Performance

Standards, Staff Development Coordinator

June Enrichment Showcase in May 2015

of 55

Special Education Provide staff development in special education to all staff for instructional, co-teaching, and inclusion strategies for students (including do’s and don’ts for inclusion aides in the classroom TC2, TC4, and TC9

Principal, Assistant Principal, Life Skills Teacher, Resource

Teacher

Director of Student Support Services, Special Education Coordinator, Diagnostician, Stetson Co-Teaching

June STAAR Data (STAAR, STAAR-A,

STAAR-Alt)

Provide co-teaching, small group instruction, and inclusion opportunities in classrooms TC2, TC5, TC9

Resource Teacher, Instructional Aides,

Classroom Teachers

Stetson Co-Teaching Materials, The Power of Two videos

June (F) Master schedule,

Resource schedule, benchmark scores, BOY

data (S)

STAAR, DRA, ISIP, teacher feedback

Analyze data of special education students’ participation and performance rates and trends for academic achievement TC9


Classroom Teachers, Life Skills Teacher,

Resource Teacher, Counselor,

Diagnostician & Assessment Team

Director of Student Support Services, Special Education Coordinator, Diagnostician

June Benchmark Data - Midyear review January

2016 (S) STAAR 2015 Data for

Special Education Students

Monitor and adjust student placement to include appropriate least restrictive environment


Director of Student Support Services, Special Education

June (F) ARD/Campus Assessment Team

Meetings (S)

of 55 TC2

Teacher, Assessment Team

Coordinator, Diagnostician

Review of placements for 2014 -2015 EITs

Utilize the Response to Intervention (RTI) model and the LPISD Early Intervention Team (EIT) model to provide systematic, research-proven interventions and recommend students for special education support TC8


Teacher, Counselor,

Campus Diagnostician, LSSP, District

Behavior Specialist

Director of Student Support Services, Special Education

Coordinator, Diagnostician,

Counselor

Pat Quinn – RTI Model District EIT Paperwork

June (F) Sign-In Sheets from training sessions RTI and

EIT Meetings, LTT discussions

(S) Campus EIT records

located in student’s Cumulative Folders

Review of campus EITs numbers by Campus

administration

Teachers and special education staff will collaboratively identify and provide targeted tutoring for special education students TC3, TC8, and TC9

Principal, Resource Teacher, Teachers, Retired Teachers,

Reading Interventionist,

Math Interventionist,

2015 STAAR Data, Nine Weeks

Assessments, TEKS RESOURCE

SYSTEM Assessments,

Benchmark assessments,

Campus Tutoring Plan



REPEAT

June

(F) Benchmark, TEKS RESOURCE SYSTEM, Nine Week Assessment

Results

(S) STAAR 2015 Data and Campus EOY Data,

including DRA, ISIP, MAP

Train teachers on using data from MAP to target areas of weakness for remediation TC4, TC8, and TC9

Principal, Resource Teacher, Reading

Interventionist, Teachers

MAP data, DRA, ISIP data

Fall (F) LTT Conversations, Lesson Plans, Walk-

throughs

(S) EOY Campus Data

of 55

English Language Learners

Purchase materials, books, and supplies for ESL and regular education teachers to assist students identified as LEP in order to meet or exceed requirements of TEA TC4

Principal, AP, ESL certified teachers,

Interventionist

Navigating the ELPS Training and

resources Title III Funds

(ESL/LEP) Supplies & Materials

$500 (6399)

Title III Funds (ESL/LEP)

Books $1242 (6329)

June (S) Walk-throughs, classroom visits, ELL

students’ STAAR Data, TELPAS, MAP data,

DRA, ISIP

Provide opportunities for vertical collaboration among ESL teachers to share strategies, discuss TELPAS rubrics, review and monitor student progress TC2, TC4, TC8

Principal, LPAC Coordinator,

Teachers

Seidlitz Organization materials, TELPAS and STAAR data, current progress

data, ELL Mathematics

materials (R4),

October - May (F) 2014 TELPAS and

STAAR Data, Progress Measures

(S)

STAAR, TELPAS, ISIP, DRA, OS, MAP

Monitor progress of student performance targeting core instructional areas TC8 and TC9

Principal, Assistant Principal, ESL

Teachers

ISIP, DRA2/Benchmark

Scores/AR


students’ STAAR Data, TELPAS, MAP data,

DRA, ISIP Tutorial support for ELL students TC3 and TC9

Principal, Assistant Principal, ESL

Teachers, Tutors, Paras

ReadSmart

Title III Funds (ESL/LEP)

Supplies & Materials $500


students’ STAAR Data, TELPAS, MAP, DRA,

ISIP

of 55

(6399) Title III Funds (ESL/LEP)

Books $1242 (6329)

Increase the number of classroom teachers per grade level to become ESL Endorsed/Certified to service grade level identified ESL students TC2, TC3

Teachers, Principal ESL preparatory materials, TEA

website

December (S) ESL Endorsements reported to SBEC and LPISD Human Resources

of 55 LPISD Goal 2: Provide a safe, secure, and disciplined learning environment. Campus Goal 3: Ensure that the campus is a safe and secure learning environment Title I Component 1: Provide a comprehensive needs assessment of the entire school Title I Component 2: School-wide reform strategies Title I Component 4: High quality, on-going professional development for teachers, principals and paras, and if appropriate, pupil services personnel, parents and other staff Title I Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective and timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance





Maintain a Crisis Response Planning Committee that functions as the MERT (Medical Emergency Response Team) and the Severe Food Allergy Team TC1

Principal, Assistant Principal, Nurse, Life Skills

Teacher, PE Coach, Counselor

LPISD EOP, La Porte Emergency

Management Office, Severe Food Allergy District Paperwork

June (F) Review of Campus Information – Students,

and Needs

(S) Final Draft of the La Porte Elementary

Emergency Procedures Document

Conduct a minimum of two coordinated exercises per year, including but not limited to Shelter-in-Place, Intruder, and/or Severe Weather TC1


Planning conferences, LPISD

EOP, CRTP

June (F) After-Incident Report for Exercises, Debriefing Notes with Crisis Team

Complete one fire drill per month during the school year TC1


La Porte Police Department, La Porte

Fire Department

June (S) Monthly Fire Drill Log

Increase safety and security signage throughout the building,

Principal, Principal’s

Maintenance dept., Work order system

March (F) Building Walk-Around, Input from Staff

of 55 including numbering the exterior doors TC1

Secretary Assistant Principal, CPOC

Security Audit Information

Install an extra security camera in the gym TC1

Principal, Maintenance Department, Principal’s Secretary

Maintenance dept., Work order system,

Security Audit Information

March (F) Building Walk-Around

Correct all critical discrepancies identified on the La Porte ISD Safety and Security Audits document created by the Harris County Department of Education TC1


Audit reports, Director of

Operations & Maintenance

January (F) Crisis Team and CPOC verify all changes have been made through

building walk-around

Develop and maintain a crisis team to address the critical discrepancies of the Safety Audit (Same as the MERT and Severe Food Allergy Team) TC1

Principal, Assistant Principal, Counselor, Nurse

Audit reports, Director of

Operations & Maintenance

June (F) Crisis Team and CPOC verify all changes have been made through building walk-around

Train staff in bullying and cyber-bullying

TC1, TC4


Assistant Principal

HR Department, Administrative Staff, Executive Director of

Elementary, Safe Schools

Preservice (August)

Handbook Training

(S) Discipline Referrals, Staff Survey

Provide classroom guidance sessions on bullying and Character Education TC2, TC9

Counselor, Teachers

BEE Your Best Program, Project

Wisdom, Character Counts, Morning Announcements

June (S) Student Input, Discipline Referrals, Staff

Input

Implement Campus-Based Character Code of Conduct (PROUD Expectations and District Code of Conduct)

Administration, Teachers, Counselor

Differentiated Parent Support; Creating a

Unified School Culture with Clarity and Focus Handout

May

(F) Discipline Reports; Weekly Conduct Grades

(S) eSchool Discipline Reports

of 55 TC2 PROUD

Expectations, District Code of Conduct

Educate students on campus expectations through classroom morning meetings (Leopards’ Den) *Greeting *Topic of the Day *Activity TC2

Administration, Teachers, Counselor

Differentiated Parent Support; Creating a

Unified School Culture with Clarity

and Focus Handout, First 25 Days of

School

May (F) Lesson Plans, Walkthroughs

(S) eSchool Discipline

Reports, Staff and Student Input

Develop student leadership through the S.T.A.R. (Students Taking an Active Role) Student Program, Student Council, LPE Spirit Team TC2, TC9

Administrative Team, Counselor, Teacher Leaders

Character Counts, S.T.A.R. Job descriptions

June (F) Student input, applications

(S) Student evaluations, Student feedback

of 55 LPISD Goal 3: Attract, develop, and retain excellent staff. Campus Goal 5: Implement strategies to provide professional learning for educators on campus Title I Component 2: School-wide reform strategies Title I Component 4: High quality, on-going professional development for teachers, principals and paras, and if appropriate, pupil services personnel, parents and other staff Title I Component 5: Provide strategies to attract highly qualified teachers to high needs students Title I Component 8: Measures to include teachers in decisions regarding the use, selection, and development of assessments in order to provide information on, and to improve the performance of individual students and the overall instructional program Title I Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective and timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance





Provide recognition, campus and district news through weekly electronic faculty newsletter TC5

Principal Outlook, Newsletter Template

June (F) Staff Input

Leopard Talk Time (LTT) to collaborate about student progress, enhance instruction, and provide opportunities for professional learning TC2, TC4, TC8, TC9

Principal, Assistant Principal, Counselor

Campus and Team Data, DuFour Books

and Resources

June (F) Staff Input

Adopt a yearly College Bound theme to incorporate campus goals, vision and activities TC2,TC5, TC9

Team Leaders, Leadership Team,

NEU Team

Campus Data, No Excuses resources

May (F) Staff Input

Calculate teacher turnover rate and discuss reasons for departure


District and Campus data

June (S) Campus Data

of 55 TC5 Provide new teachers and teachers who change grade levels with pre-service training opportunities for district and campus technology software and hardware as well as for curriculum tools, such as the TEKS Resource System and other instructional resources TC4, TC5

District Curriculum Department, LPE Leadership Team,

Team Leaders, CPOC, Technology Department, Math

and Science Coaches

TEKS Resource System, IStation, TTM, Envision, Accelerated Reader, Learning.com, Education City, grade book, eschool, Eduphoria

August (S) Staff Input and Feedback

Collaborate with other campus teachers for grade level specific planning TC4, TC5

Principal, AP, Classroom Teachers

TEKS Resource System, Eduphoria

April (S) Staff Input and Feedback

Create and provide a more detailed and time specific scope and sequence for ELA using the TEKS Resource System TC5, TC8, TC9

District Curriculum Department,

Principal, AP, ELA VALT Leaders

TEKS Resource System, Lucy Calkins Reader’s and Writer’s Workshop Curriculum, Becky Koesel – Read Aloud with Accountable Talk, Writing Academy, Lead4Ward STAAR Snapshot

March (F) Teacher Input, Sign-In

Sheets from PD sessions

(S) ELA STAAR, DRA, OS,

ISIP

Work with Human Resources and attend job fairs, as needed TC3, TC4, TC5


Human Resources Department

May (S) Campus Staff attendance at LPISD or

local job fairs

of 55 Utilize the Teacher Insight to screen for highly qualified applicants TC5


Gallup Teacher Insight

June (F) Insight utilization by Principal and Assistant

Principal when interviewing applicants,

submitting hiring recommendations

Provide ongoing opportunities for professional learning TC5


La Porte Elementary Professional Development Calendar, Campus Calendar, Eduphoria, District ITS, Tuesday Meeting Agendas

June (S) Staff Survey, Campus data, Staff Input

Team to attend No Excuses University Conference TC2, TC4

Principal, Teachers, Assistant

Principal, Counselor

Local Campus Professional

Development Budget

June (S) Staff Input

Train highly qualified teachers to be successful mentors TC5

Principal, Assistant Principal, District Mentor Program

Harry Wong Teacher Induction, book, Lead

with Me

March (S) Mentor/Mentee Input

Mentor teachers new to the campus and to the profession about instructional practices, classroom management, LPE procedures TC5

Principal, Assistant Principal, District Mentor, Campus Mentors, Team

Leaders

Harry Wong, New Teacher Induction Book, Book - Lead with Me, Teacher

Leaders Materials and Books

June (S) Mentor/Mentee Input

of 55 LPISD Goal 4: Promote family engagement and active involvement of the community in the education of our students. Campus Goal 4: Increase parent and community involvement in order to ensure that all stakeholders have an active role in the education and growth

of La Porte Elementary students. Title I Component 1: a comprehensive needs assessment of the entire Title I Component 2: School-wide reform strategies Title I Component 4: High quality, on-going professional development for teachers, principals and paras, and if appropriate, pupil services personnel, parents and other staff Title I Component 6: Utilize Strategies to increase parental involvement Title I Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective and timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. .





Gather data from parents, staff and community on academic focus TC6

Principal, Assistant Principal, TEKS Specialist, Bilingual Facilitator, Teachers

Campus Survey December (S) Data from survey analyzed by CPOC

Make positive parent phone calls the first two weeks of school TC2, TC6

Teachers, Staff Class Roster, Phone List

September (F) Parent/Teacher Input, Parent Contact Sheets

Communication logs turned in each nine weeks TC2, TC6

Teachers Communication Log October-May (S) Teacher Input

Provide staff development on how to prepare for parent/teacher conferences TC2, TC4, TC6


Counselor, Teacher Leaders

No Excuses parental involvement

information, Love and Logic

October (Fall) January (Spring)

(F) Teacher Input Conferences with

Parents

Provide two formal opportunities during the

All Staff LPE Calendar October and February

(S) Parent Sign-In, Survey after conferences

of 55 school year for school wide parent/teacher conferences TC2, TC6 Implement at least three academic family nights

Bring a Book to Life Night

Family Math/Science/ Get off the Couch Night

College Night TC6 and TC9

Principal, Language Arts and

Math/Science Teams, No

Excuses University Team, Team

Leaders, Teachers

Book, Differentiated Parent Support,

TEKS RESOURCE SYSTEM, No

Excuses University materials and books

June (S) Parent and Staff Input,

Campus Data

Implement Bring Your Parent to School Days (3rd-5th) TC2, TC6

Teachers, CPOC, Team Leaders, Admin Team

LPE Calendar, STAAR practice

materials, Benchmark tests

January-February

(S) Staff Input, Parent Sign-In

Increase parent involvement through a parent volunteer program/and Title I Information Night TC6

All Staff, LEAD Coordinator

Parent Involvement Policy

Title I Funds Parent Involvement

$1008 (6399, 6499)

June (S) Volunteer Log, Attendance Logs, PTO

Membership

Host volunteer recruitment brunch TC2, TC6

Counselor, Principal

Parent Involvement Policy, PowerPoint,

Volunteer Form

September (F) Sign-In Sheet (S) Volunteer Log

Create and maintain a parent and staff resource library TC4, TC6,

Library Aide, Counselor, Teachers,

Language Arts Vertical Team

Campus Library Funds, Becky Koesel

Materials, Calkins, Fountas and Pinnell, resources to assist

parents

June (F) Parent and Staff Input

Continue to work with PIE businesses to promote the academic and social achievement of students at La Porte Elementary,

Principal, Counselor, Teachers

JSC Federal Credit Union, Lubrizol,

Celanese, Fairmont Park Church, First Baptist Church, La

June (F) Contact with Partners and teacher

recommendations

of 55 including mentoring, science demos, and tutoring TC2, TC6, TC9

Porte, CIS-ACE, KLAS (Kids of La Porte After School

Program)

(S) Volunteer sign-in sheets

Partner with La Porte High School and LPJH students to mentor students TC2, TC9


Counselor at LPHS, Teachers

LPHS, LPJH Students and Staff

June (S) Mentor Sign-In Sheets, Student Input

Partner with organizations to neutralize financial needs and/or life challenges TC2, TC9

Counselor, Principal, Nurse, Staff Members

St. Nicholas Organization,

Realtors Association, Fraternal Order of Eagles, Wal-Mart, Operation School

Bell, Houston Food Bank, Lions Club,

CYS Worker

June (F) Determine student needs through teacher

and parent input

(S) Teacher Input

Conduct new parent meetings (Entrance Interview) for students enrolling on campus for the first time TC6

Principal, Assistant Principal, Office

Staff

School Counselor June (F) Parent Input

Distribute weekly campus- wide Parent Newsletter – Monday Letter and grade level newsletters TC2, TC6


Counselor, Principal’s Secretary

TEKS RESOURCE SYSTEM, Campus

and District Calendar, Newsletter Template

June (S) Copies of Newsletter (posted on webpage and hard copies sent home)

Utilize the District Call-Out System for Campus Events TC2, TC6, TC9

Principal, Assistant Principal, Principal’s Secretary

District Information Officer

June (F) Parent Input

Host a campus College and Career Day and Tailgate Party (PreK-5) TC2, TC6, TC9


Counselor, Staff, GT Interventionist, Guest Speakers

Campus Budget, No Excuses University

Materials and Books, College materials

June (S) College Day Schedule

(S)

Student/Teacher/Parent Survey

of 55 Host Quarterly Parent University Sessions

TC4, TC6, TC9

Principal, Counselor, LEAD

Coordinator, Teachers

No Excuses University Materials,

Character Counts

June (F) Parent Input, Attendance Logs

(S) Parent Survey

Provide training for KLAS and ACE workers on student behavior management and homework help TC1, TC2, TC9

Principal, Teachers, ACE

Staff

Campus Grade Level Teams, Love and Logic, Character

Counts

December and June

(F) Input after training

(S) Students EOY data

Provide afterschool opportunities and parent training sessions through the ACE program TC1, TC2, TC6, TC9

ACE Site Coordinator

ACE staff members June (F) Input from parents, teachers

(S) Parent and student input

Provide resources to help parents prepare students for STAAR TC2, TC6, TC9

Teachers, Counselor

TEA Website, STAAR Resources,

Websites, Think Through Math,

STAAR Pamphlet

April (F) Input from parents and teachers

(S) STAAR Results

of 55 LPISD Goal 5: Ensure and demonstrate efficient and effective use of district resources. Campus Goal 6: Develop a clearly defined campus budget that identifies spending priorities that are linked to an increase in student achievement. Title I Component 2: School-wide reform strategies Title I Component 4: High quality, on-going professional development for teachers, principals and paras, and if appropriate, pupil services personnel, parents and other staff Title I Component 10: Coordinate and integrate federal, state, and local services and programs





Ongoing communication and involvement in the budget process, to include the members of CPOC to ensure spending is directly linked to campus goals and student achievement TC 10

Principal Chief Financial Officer, Manager of

Purchasing, Campus Budget, Campus

Secretary

June (S) LPE approved CPOC budget by April 2015

Communicate expectations for technology integration products TC4

Principal, District ITS, Campus ITA

Director of Instructional Technology

June Summative Appraisal documentation/

Student work samples

Provide appropriate staff development to teachers utilizing mimio devices TC2 and TC4

Principal, District ITS, Teachers

Director of Instructional Technology; District ITS

June (F) Teacher walk-throughs

utilizing the mimio (S)

PDAS Summative Reports

Monitor and report progress toward required integration of technology into the curriculum at mid-year and at year end TC2 and TC4

Principal, District ITS, Campus ITA, Team Leaders

Director of Instructional Technology

June Appraisal documentation/Student work samples

of 55 Complete Teacher and Campus STaR Charts and use results to determine staff development needs

Principal, Teachers, CPOC

STaR Questionnaire June STaR results

Offer technology training on new software applications, webpage development, etc. Sessions offered: pre-service and at least once per month (Tech Tuesday) TC4

Principal, District ITS, Campus ITA

District ITS June (F) Sign-in Sheets in Eduphoria, Walk-

throughs (S)

Staff Survey/Input, Teacher Self-Reports

Provide various technology resources to students, including texts (PreK-5) TC2

Principal, Teachers, District ITS, Campus ITA

Accelerated Reader, iPod Touches, Tumble Books, TTM, Student Laptops, Mimio, IStation, Education City (K-2)

June

of 55

Appendix to District Improvement Plan La Porte Elementary

Title Budget 2015-2016

Title I (2116) Acct. Number

2015-2016 CIP Page Use

2116.11.00.103.30.016.6112 $15,000.00 24, 27- 28, 38, 40 Retired Teachers - Tutoring2116.11.00.103.30.016.6118 $8,190.00 24, 27-28, 38, 40 Teacher Tutoring 2116.11.00.103.30.016.6119 $67,770.00 39 PK salary2116.13.00.103.30.016.6299 $1800.00 41 Contracted Services - PD2116.11.00.103.30.016.6329 $2000.00 42, 43 Reading supplies2116.11.00.103.30.016.6399 $1,000.00 30 General Supplies

Totals $96,768.00

Title I *Parent Involvement* (2116) Acct. Number


2116.61.00.103.30.016.6399 $500.00 62 Supplies for Family Nights2116.61.00.103.30.016.6499 $508.00 62 Food for Par. Inv. Use

Totals $1,008.00

Title II Part A *Staff Dev* (2556) Acct. Number


2556.13.00.103.30.016.6299 $0.00 Staff Dev. Contracted Services2556.13.00.103.30.016.6399 $0.00 Staff Dev. Supplies

2556.13.00.103.30.016.6411.IS $0.00 Staff Travel2556.23.00.103.30.016.6411.IS $0.00 Administrative Travel2556.31.00.103.30.016.6411.IS $00.00 Counselor Travel

Totals $0.00 $0.00 Title III *ESL* (2536)

Acct. Number 2015-2016 CIP Page Use

2536.11.00.103.25.016.6112 $0.00 Tutoring2536.11.00.103.25.016.6399 $500.00 38, 53 General Supplies2536.11.00.103.25.016.6329 $1242.00 38, 53 Books

Totals $1742.00

Amounts, activities and funds are inserted into the 2015-2016 Campus Improvement Plan (CIP).