2019-2020 fowler elementary wichita falls independent ... · fowler elementary 2019-2020...

Wichita Falls Independent School District

Fowler Elementary

2019-2020 Accountability Rating: C

Board Approval Date: November 12, 2019Public Presentation Date: October 10, 2019

Fowler ElementaryGenerated by Plan4Learning.com 1 of 34

Campus #243905111November 15, 2019 1:06 pm

Mission StatementThe mission of Fowler Elementary is to:

collaborate between school and homecreate an environment where students feel safe

help students learn from mistakes and grow to their full potential

VisionThe belief statement/vision is that all students can learn something; social and emotional wellness, academics and positive behavior. We believe it is

important to prepare students for the future in a safe and collaborative environment.

Wichita Falls Independent School District Goals

Develop a culture of continuous improvement and accountability that fosters student success.Produce students that are globally competitive.

Provide safe and secure facilities that support instructional programs.Promote a culture of mutual support, collaboration and community engagement.

Demonstrate fiscal responsibility and operating efficiency



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 6School Processes & Programs 8Perceptions 10

Priority Problem Statements 11Comprehensive Needs Assessment Data Documentation 12Goals 13

Goal 1: Recruit, retain, and support teachers and principals. 13Goal 2: Build a foundation of literacy and numeracy. 17Goal 3: Connect high school to career and college. 22Goal 4: Improve low performing schools. 23

State Compensatory 29Personnel for Fowler Elementary: 29

Title I Personnel 302019-2020 Site Based Decision Making Committee 31Addendums 32



Comprehensive Needs Assessment

Demographics

Demographics Summary

In May of 2019 Fowler Elementary:

Average class size is:

Kindergarten: 22.9Grade 1: 20.5Grade 2: 19.3Grade 3: 22.6Grade 4: 20.1Grade 5: 20.9

Student Demographics:Gender:

Female 47.86% (279 students)Male 52.14% (304 students)

Ethnicity:

Hispanic-Latino 21.44% (125 students)White/Non-Hispanic 78.56% (458 students)

Race:

0.% (0 students) are American Indian-Alaskan Native5.83% (34 students) are Asian7.03% (41 students) are Black - African American0% (0 students) are Native Hawaiian - Pacific Islander59.69% (348 students) are White



6.00% (35 students) are two-or-more races

Student by Program:

The mobility rate is 9.8% for the 2018-2019 school year10.8% (63 students) are identified as Special Education7.20% (42 students) are identified as Gifted & Talented Program5.35% (31 students) are identified as Limited English Proficient (LEP)7.77% (45 students) are identified as Section 504

Other Student Information:

42.71% (249 students) of the student population is Economically Disadvantaged46.94% (261 students) of the student population is At-Risk5.35% (31 students) of the student population are English Language Learners7.89% (46 students) of are Military Connected

Demographics Strengths

Fowler Elementary is a Pre-K through Grade 5 campus that has a large number of "neighborhood" students that return from year to year. Fowler hasincredible parent and community support. Fowler enrollment continues to grow from year to year and remains above the 550 mark. Fowler is a school-wideTitle 1 campus which allows for additional funds for staff professional developmen, tutorials for struggling students, etc.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Enrollment continues to increase Root Cause: Number of special education referrals



Student Academic Achievement

Student Academic Achievement Summary

Individal student needs are identified in a variety of ways. For example, teachers and administrators collect data from M-Class assessments, Texas PrimaryReading Inventory (TPRI), iStataion, district benchmarks, additional summative assessment and a variety of formative assessmetns. Specific serviecs andinterventions are then determined, implemented, monitored, adjusted, and evaluated through the RtI and SST processes.

Fowler met all requirements in the four indexes assessed for the state accountability area, Student Achievement; Student Progress; Closing PerformanceGaps; and Postsecondary Readiness.

KG EOY M: Approaches GL: 8093.83% Masters GL: 71.6%

1st EOY M: Approaches GL: 85.26% Masters GL: 47.37%

2nd EOY M: Approaches GL: 59.49% Masters GL: 3.8%

STAAR Scores 2019

3rd R: Approaches GL: 83.3% Meets GL: 50% Masters GL: 31.25%

3rd M: Approaches GL: 80.21% Meets GL: 52.08% Masters GL: 25%

4th R: Approaches GL: 82.93% Meets GL: 41.46% Masters GL: 21.95%

4th M: Approaches GL: 76.83% Meets GL: 53.66% Masters GL: 24.39%

4th W: Approaches GL: 67.07% Meets GL: 34.15% Masters GL: 6.1%

5th R: Approaches GL: 89% Meets GL: 65% Masters GL: 34%

5th M: Approaches GL: 94% Meets GL: 52% Masters GL: 41%

5th Sci:Approaches GL: 60.91% Meets GL: 38.18% Masters GL: 13.64%

Student Academic Achievement Strengths



All 2019 EOY scores for KG-2 increased in the approaches and masters level.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Kindergarten achieved 63% "Developed" in deleting final sounds. Individual class scores ranged from 30%-86%. Root Cause: Aconsistent phonics program was not adoipted by the district and teachers were not given resources until mid-year. The program was not rolled out orimplemented with fidelity by all teachers.

Problem Statement 2: Second grade EOY math scores were very low with only 49% of the students scoring in the "Approaches" grade level. Root Cause:The EOY Math assessment was poorly designed and written. Problems were very wordy and some contained 3 and 4 steps to complete.

Problem Statement 3: IStation scores are not a true reflection of student ability. Root Cause: The IStation program is not implemented in its entirety bythe district. The district only pays for the assessment pieces and not the lessons or intervention pieces.

Problem Statement 4: Fowler did not meet state targets for closing the gap in Reading & Math on state wide assessments for our Caucasian population.Root Cause: While progress is being made, not meeting standard could be due to lack of implementing programs, poor interventions, and lack of datacollection in the early grades.

Problem Statement 5: There is a significant gap between the performance of general education students and special education students. Root Cause: Theincrease of special education students may indicate the need for additional special education staff. The training for general education teachers, as well asspecial education paras to meet the needs of special education students is inadequate.



School Processes & Programs

School Processes & Programs Summary

Fowler has several new teachers this year. Support systems, such as common grade level planning, PLC time, and a common learning framework will be inplace for these new staff members.

WFISD's goal is to increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number ofhighly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and hold districts and schools accountable forimprovements in student academic achievement

All schools in Texas must meet standards set in four state accountability areas. For the 2018-2019 school year, Fowler Elementary met all four targets.

Domain 1 - Student Achievement. Fowler Elementary Score: 79Domain 2 School Progress: Fowler Elementary Score: 79Academic Growth: 79Relative Performance: 74Domain 3 Closing Performance Gaps: 76 Fowler Elementary Score: 78 C

The TEKS Resource System is in place to cover all TEKS and to create a schedule for implementation. Through the Marzano's training, the staff hasadopted a common learning framework. Fowler language arts teachers will utilize Balanced Literacy to improve student achievement in reading. Fowlermath teachers will implement Guided Math to improve student achievement in math. Seidlitz will be utilized at all grades/content areas to improve Tier 1instruction.

Teachers in Pk, K, 1st, 2nd, and 3rd grades will have access to 11 devices. 4th and 5th grader studnets will continue to have 1:1 devices. Teachers notpreviously attending Google training will have an opportunity to be trained.

Two selected groups of teachers and leaders went through extensive Marzano's HRS (Highly Reliable Schools) Level 1 Training. The model and appropachwere brought back to inform decision making and positively impact the safety and collaborative nature in which things are done.

Safety and security of staff and studnets is our number one concern. All exterior doors, with the exception of one at the front office are kept locked. Montlysafety drills and logs are maintained. The profess and procedure in which these are done are modified when necessary. Staff wear name badges and allvisitors to campus have to sign in with front office staff nd are printed a name badge. Background cehcks must be obtained to volunteer in classrooms andattend field trips or class parties.

Fowler has many activities for students to participate in including clubs, UIL, choir, writing club, P.R.E.T.T.Y. club, and student council.

We have a positive behavior program and character education to increase approporate behavior and reduce the threat of bullying, as well as grade levelFowler ElementaryGenerated by Plan4Learning.com 8 of 34


discipline plans with set consequences for inappropriate behavior. Occasionally, disciplinary removals happen due to severe disruptions in the classroomand serious inappropriate interactions between students.

All staff at Fowler Elementary are Highly Qualified with the exception of one first grade classroom. Instructional Coaches provided instructional supportfor all teachers at Fowler. All new teachers are assigned a mentor. All teachers new to Fowler are also provided Professional learning opportunities wereprovided to staff through campus professional learning comminuties, Consic

Instructional coaches provide instructional support for all teachers at Fowler.

All new teachers paired with experienced, skilled teachers.

Professional development focused on special populations and Capturing Kids Hearts.

School Processes & Programs Strengths

Fowler staff participated in the Marzano High Reliability School training this year which will build systems for learning on campus. Fowler will work toimplement learned strategies from the level 1 training to inform decision making. Several teachers have been through the ASOT training and a commoninstructional framework will be in place for teachers. Instructional coaches will help foster new teachers on campus and facilitate the ASOT training withstaff members.

The District provides curriculum-based assessments to help monitor teacher and student progress. The District also provides a benchmark assessment. Aftereach of these assessments, staff looks at student and curricular needs and makes adjustments.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Student data is not being disaggregated appropriately during PLC. Root Cause: Parameters and guidelines for teachers on how todig into data need to be put into place.

Problem Statement 2: Teachers are losing planning and instructional time to meetings without coverage by highly qualified staff. Root Cause: The currentmaster schedule did not allow for built in meeting times other than a planning period. Coverage was usually done by paraprofessionals.

Problem Statement 3: There are no current procedures in place to put incoming Kindergarten students into classes. Root Cause: We do not have adequateinformation about incoming Kindergarten students.

Problem Statement 4: There are no procedures in place to prepare 5th graders for the transition to middle school. Root Cause: There is not consistentenforcement of transitions or building procedures.Fowler ElementaryGenerated by Plan4Learning.com 9 of 34


Perceptions

Perceptions Summary

Fowler has a culture in which all members strive for greatness. Overall, parents are supportive of teachers and administrators. There is a general friendlinessabout the school. When visitors enter, we often hear compliments about how friendly everyone is. Fowler believes that all students can learn and makegrowth. Administrators value staff members of all levels and strive to provide positive feedback and praise. We celebrate the successes and analyzeshortcomings to find ways to make ourselves better. We welcome visitors to come observe and often have teachers from other campuses or districts come toour school to observe. We invite community members to come and see what we are about. We partner with Midwestern State University to provide a placewhere aspiring teachers can come and learn. We believe that it takes an entire community of students, teachers, staff, parents, and business partners to makea successful school. We work to ensure that all components are a part of the process. We have a "growth mindset" and are focused on setting and reachinggoals at every grade level. We believe all students can learn

We can insight into perceptions through staff, students, and parent surveys conducted throughout the year.

Perceptions Strengths

We get positive feedback from parents. We often get compliments about the culture of our school and other schools and community (Midwestern StateUniversity) send people to visit and observe.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Safety at dismissal is perceived as unsafe. Root Cause: Sonora Dr. is not a one way street. Daycare vans in the front circel drivecause other cars not to be able to see children entering the crosswalk.

Problem Statement 2: There is no consistency in student behavior campus wide. Root Cause: Parents and staff do not always know how discipline issuesare handled when students are sent to the office. Administrators are not allowed to discuss other students with parents and that is perceived as nothing wasdone.



Priority Problem Statements

Problem Statement 1: Fowler did not meet state targets for closing the gap in Reading & Math on state wide assessments for our Caucasian population.Root Cause 1: While progress is being made, not meeting standard could be due to lack of implementing programs, poor interventions, and lack of datacollection in the early grades.Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: There is a significant gap between the performance of general education students and special education students.Root Cause 2: The increase of special education students may indicate the need for additional special education staff. The training for general educationteachers, as well as special education paras to meet the needs of special education students is inadequate.Problem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: Student data is not being disaggregated appropriately during PLC.Root Cause 3: Parameters and guidelines for teachers on how to dig into data need to be put into place.Problem Statement 3 Areas: School Processes & Programs



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

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Student Achievement DomainStudent Progress DomainClosing the Gaps Domain

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Behavior and Other Indicators

Attendance dataEnrollment trends

Employee Data

Staff surveys and/or other feedbackCampus department and/or faculty meeting discussions and data

Parent/Community Data

Parent surveys and/or other feedback



Goals

Goal 1: Recruit, retain, and support teachers and principals.

Performance Objective 1: Retain 95% of staff at the end of the 2019-2020 school year.

Evaluation Data Source(s) 1: 2020-2021 WFISD Staffing InformationResignation/retirement lettersMentors assignedNew Teacher Academy AgendaNew Teacher Academy Sign In SheetsNew Staff Survey and Results

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactFormative ReviewsNov Feb May

TEA PrioritiesRecruit, support, retain teachers and principals

1) Each new teacher will be assigned a content areaand/or grade level mentor.

Teachers new to Fowler will be given a go-to contactfor support.

CampusAdministrators;InstructionalCoaches;

New teachers' planning and teaching skills will improve.





2) All staff will be offered staff developmentopportunities, either on campus, within WFISD, or outof district, throughout the year.

*Professional development will be provided for all staff.It will be designed to support improved studentachievement.

To include, but not limited to: Inclusion/SpecialEducation, TBSI, and the support of English Learners.

CampusAdministrators;InstructionalCoaches; DistrictCurriculumSpecialists

Staff will gain additional knowledge and their teachingpractices will improve

= Accomplished = No Progress = Discontinue



Goal 1: Recruit, retain, and support teachers and principals.

Performance Objective 2: Fill at least 90% of vacancies for the 2020-2021 school year by the end of May in the 2019-2020 school year.

Evaluation Data Source(s) 2: Number of vacancies based on report from HR and Talent Ed.




1) Attend yearly district job fair, collect resumes,interview candidates, reaching out to local university toget potential candidates who are student teachers,maintain file of potential new hires.

*The campus will meet all guidelines regarding theHighly Qualified status requirements for teachers andparaprofessionals. If needed, the campus will providenotification to parents if staff does not meet HighlyQualified status. Any non-qualified staff member willfollow a district developed certification plan.

Title II, Part A, Teacher & Principal Training &Recruiting*The campus will recruit, hire, and train skilledprofessionals in all areas, including administration,teachers, support staff, certified non-teaching staff, etc.,in an ongoing effort to increase student achievement.

Administrators,teachers

All current staff members are highly qualified.


ESF LeversLever 2: Effective, Well-Supported Teachers

2) All staff will be offered staff developmentopportunities, either on campus, within district, or outof district, throughout the year.

*Professional development will be provided for all staff.It will be designed to support improved studentachievement. To include, but not limited to:Inclusion/Special Education, TBSI, and the support ofEnglish Learners.

CampusAdministrators;InstructionalCoaches; DistrictCurriculumSpecialists

Staff will gain additional knowledge and their teachingpractices will improve

Funding Sources: Title 1 Part A - 0.00



Goal 2: Build a foundation of literacy and numeracy.

Performance Objective 1: 75% of Pre-Kindergarten students will know all letters and sounds by May 2020.

75% of Kindergarten students will be reading on at least a Level C on Raz-Kids by May 2020.

80% of 1st grade students will be reading at Raz Kids Level J or higher or will have improved by at least 4 reading levels by May 2020. 100% of 1st gradestudents will improve by at least one reading level by May 2020.

85 % of 2nd grade students will be reading at Level P or higher or will have improved by at least 4 reading levels by May 2020. 100% of second gradestudents will improve by at least one reading level by May 2020.

Evaluation Data Source(s) 1: Running recordsFowler Data Tracking Document


Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactFormativeReviews

Nov Feb MayTargeted Support Strategy

TEA PrioritiesBuild a foundation of reading and math

1) Continue to implement Balanced Literacy fromKindergarten through 5th grade.

Teachers will create a literacy rich environment andconduct regular running records.

2.4, 2.5, 2.6 Instructional ReadingCoachPrincipalAssistant Principal,Teachers

Increase in student reading competency.




Nov Feb MayTargeted Support Strategy


ESF LeversLever 5: Effective Instruction

2) *The campus will monitor students who are identified asat-risk. Support for these students may be provided throughcounseling and accelerated instruction.

*Title funds shall be utilized to provide opportunities forchildren served to acquire the knowledge and skillscontained in the TEKS and to meet the state performancestandards.

*SCE funds will be used to upgrade and enhance schoolwide instructional programs. Additional staff may beprovided to support at-risk learners.

Title funds will be allocated for grades K-2nd to allowhired tutors to work with small groups of students onliteracy and math skills for 425 hours over a 21 weeks.

Hire substitutes to cover classes while teachers pulltutoring groups in reading, writing, science, and math.

2.6 PrincipalAssistant Principal

Increase the number of students performing on grade level.

Funding Sources: Title 1 Part A - 10648.00


ESF LeversLever 2: Effective, Well-Supported Teachers

3) SCE Aides will provide small group intervention to atrisk students in grades KG-2nd.

2.4, 2.6 Principal Assistant PrincipalKG-2nd GradeTeachersInstructional Coaches

Increase in academic readiness and closing the gaps

Funding Sources: SCE - 0.00TEA Priorities

Improve low-performing schools4) Title III, Part A, Limited English Proficient/Immigrant:*The TELPAS will be utilized to assess LEP students'achievement measured against the state achievementstandards. LEP students will receive specialized instructionby qualified personnel in an effort to meet their specificneeds, and ultimately improve their overall academicsuccess.

PrincipalESL TeachersAsst. Principal




Nov Feb May





Performance Objective 2: As measured by the 19/20 STAAR Scores we will improve all domain scores as follows: Domain 1-82% , Domain 2-83%, andDomain 3-80%

Evaluation Data Source(s) 2: STAAR ReportsInterim Assessments



Nov Feb MayTEA Priorities

Build a foundation of reading and mathESF Levers

Lever 5: Effective Instruction1) Lesson plan requirements will reflect alignment with theTEKS that address learning gaps and enrich opportunties asneeded. Teachers are lacking consistent feedback fromcampus administrators and instructional coaches regardinglesson plan quality. Additionally, lesson plans need toinclude formative assessments (unit assessments & districtbenchmarks) that provide immediate feedback regardingstudent progress and inform intervention and future lessonplans.

2.4, 2.5 PrincipalAssistant PrincipalInstructional Coaches

Lesson plans will be aligned to the TEKS. Lesson plans willbe reviewed by campus administrators and instructionalcoaches and feedback will be provided to teachers in atimely manner (current week). Formative assessments willbe utilized in planning and interventions and Tier 1instruction.

Problem Statements: Student Academic Achievement 4, 5


Performance Objective 2 Problem Statements:

Student Academic AchievementProblem Statement 4: Fowler did not meet state targets for closing the gap in Reading & Math on state wide assessments for our Caucasian population. Root Cause 4: While progress isbeing made, not meeting standard could be due to lack of implementing programs, poor interventions, and lack of data collection in the early grades.

Problem Statement 5: There is a significant gap between the performance of general education students and special education students. Root Cause 5: The increase of special educationstudents may indicate the need for additional special education staff. The training for general education teachers, as well as special education paras to meet the needs of special educationstudents is inadequate.




Performance Objective 3: As measured by the 19/20 STAAR Scores 70% of students across all student groups will perform a the "meets" or "masters"level in all tested subjects.

Evaluation Data Source(s) 3: STAAR ReportsInterim Assessments




Build a foundation of reading and mathESF Levers

Lever 5: Effective Instruction1) Assessment and analysis of resulting data were notfrequent enough to ensure that all studnets were on trackfor success. Delays in implementation of interventions dueto infrequent assessment resulted in gaps in learning or notreviewing data to drive instruction and intervention.

2.4, 2.5 PrincipalAssistant PrincipalInstructional Coaches

Frequent, scheduled assessments that align to the TEKS toinclude unit tests and an annual benchmark assessment willbe designed by the district curriculum deparment withassistance from teachers. Additionally, campuses willadminister TEA Interim Assessments. Assessment resultswill be reviewed immediately to inform lesson planning andintervention planning.

Problem Statements: Student Academic Achievement 4, 5



Student Academic AchievementProblem Statement 4: Fowler did not meet state targets for closing the gap in Reading & Math on state wide assessments for our Caucasian population. Root Cause 4: While progress isbeing made, not meeting standard could be due to lack of implementing programs, poor interventions, and lack of data collection in the early grades.

Problem Statement 5: There is a significant gap between the performance of general education students and special education students. Root Cause 5: The increase of special educationstudents may indicate the need for additional special education staff. The training for general education teachers, as well as special education paras to meet the needs of special educationstudents is inadequate.



Goal 3: Connect high school to career and college.

Performance Objective 1: Increase student awareness of post-secondary opportunities by offering at least 3 college and career awareness activities by theend of the 2019-2020 school year.

Evaluation Data Source(s) 1: FlyersAgendasPhotosStudent Surveys




Connect high school to career and college1) Make students aware of post-secondary opportunitiesthrough: wearing college shirts on Wednesdays, staffdisplaying college degrees and teaching certificates inclassrooms, and bulletins boards displaying post-secondaryopportunities.

2.6 All staff Increased awareness of post-secondary opportunities.

TEA PrioritiesConnect high school to career and college

2) Provide exposure to new skills and potential areas ofinterest through weekly club meetings, both within theschool day and after school. Students will experiencemultiple clubs throughout the year.

2.5 All staff All students will have a broader range of interests andexperiences to draw from for later opportunities.




Goal 4: Improve low performing schools.

Performance Objective 1: Improve student performance through increasing PLC effectiveness by maintaining monthly vertical alignment PLC meetingsin the areas of math and reading and Grade Level PLCs with specific intentions at each meeting to include: Technology support, Curriculum Support, DataDigs, and Instructional Rounds

Evaluation Data Source(s) 1: CBAsBenchmarksUnit Tests District TestsPLC Meeting MinutesPLC Meeting AgendasSign-In SheetsIstation ReportsScientific Learning Data




Recruit, support, retain teachers and principalsImprove low-performing schools

1) Schedule weekly grade level PLC meetings during theschool day outside of the given planning time.

2.4, 2.5, 2.6 Principal

Assistant Principal

Instructional Coaches

By scheduling PLC meetings during the day we areproviding teachers needed time to collaborate.

Collaboration will focus of student data and instructionalstrategies to improve Tier 1 instruction.

Problem Statements: School Processes & Programs 1Targeted Support Strategy

TEA PrioritiesImprove low-performing schools

2) Use one weekly PLC meeting per month as the MTSSmeeting to discuss struggling students and appropriatesupports.

2.4, 2.6 Assistant Principal,Principal,Instructional Coaches

By providing targeted intervention to struggling students,our teachers/staff are closing performance gaps.





School Processes & ProgramsProblem Statement 1: Student data is not being disaggregated appropriately during PLC. Root Cause 1: Parameters and guidelines for teachers on how to dig into data need to be putinto place.




Performance Objective 2: Increase school provided family engagement nights from 2 during the 2019-2020 school year to 3 times a year by May of 2020.

Evaluation Data Source(s) 2: Parent Sign in SheetsEvent flyers/announcementsParent surveys



Nov Feb May1) Host a STEAM (Science, Technology, Engineering,Arts, and Mathematics) Night for parents and students toparticipate in cross curricular activities.

2.4, 3.2 Teachers andadministrators

Parent engagement in science and math activities. Increasedscores on STAAR test in Science and Math.

Make more parents aware of how to help their children.

Get more parents involved in the education of their children.2) *The campus, in consultation with parents, will develop,implement, and review a parental involvement policy. Thepolicy will be published on the school website.

2.4, 3.1, 3.2 Teachers andadministrators

Parent engagement in science and math activities. Increasedscores on STAAR test in Science and Math.

Make more parents aware of how to help their children.

Get more parents involved in the education of their children.Funding Sources: Title 1 Part A - 0.00





Performance Objective 3: Work to increase overall attendance rate to 98% by the end of the 2019-2020 school year.

Evaluation Data Source(s) 3: Attendance ReportsParent ConferencesHome VisitsPhone calls to parentsTruancy involvement



Nov Feb May1) Make timely calls to parents for each student not inattendance by 10:00 am every day.

Follow up to collect doctors'/parents' notes when studentsare absent.

Attendance Clerk Improve ADA

2) Implement multiple attendance incentives to encouragestudents to be in attendance:

Individual recognition: Students with perfect attendance foreach 9 weeks will earn a certificate. Students with perfectattendance for the entire school year will earn a certificate,gold coin, and recognition in front of peers at EOY school-wide assembly.

Campus recognition: Each 9 weeks hold a campus wideAttenDANCE party. Students who have perfect attendancefor the 9 weeks will be invited to come for a dance partyfor 20 minutes at the end of the 9 weeks.

Attendance ClerkPrincipal

Improved ADA




Nov Feb May3) *The campus will identify and monitor students withchronic attendance issues. Campus and district resourceswill be utilized to improve attendance. Students will bereferred to truancy court and make-up school in order tofurther support attendance requirements. Early interventionstrategies including communication with parents andstudents will be ongoing.

Make phone calls to inquire about students with irregularattendance.

Home visits for students with frequent absences.

Involve truancy officer when issues persist.

Teachers, Counselor,Administrators,Attendance Clerk,Truancy Officer

Improved ADA


4) *Students will be evaluated and provided services asneeded in special programs to include Violence Preventionand Intervention, and Pregnancy Related Services.

*Students and staff will receive training on Bullyingprevention, Sexual Harassment/Dating Violence, InternetSafety, Conflict Resolution, prevention of unwantedphysical or verbal aggression, and anti-violence techniques,as applicable to grade level/student.

All staff complete modules online.

A TBSI team will be assembled and trained in TBSI andHandle with Care.

All students will be trained on internet safety.

2.6 Principal Counselor


5) *School Health Strategies will include Fitness gram inphysical education and athletic programs in conjunctionwith academic performance, attendance rates, and ECDstatus. The Fitness Gram is required every year to monitorflexibility

Principal PE Teachers





Improve low-performing schools6) *Students who are assigned to DAEP/County JuvenileDetention Center placement will be provided work fromthe campus and/or will participate in an online alternativecurriculum. The DAEP, County Detention, and campusstaff will communicate regularly to insure that students'needs are met. Student progress while assigned to theDAEP and County Detention will be monitored. Studentsat County Detention will be administered a pre and posttest before transitioning back to home campus. Studentswho transition back to campus will have a campustransition meeting with administrator, counselor, andparent.

Principal

7) *Title funds shall be utilized to to meet the identifiedneeds of migratory children that result from their migratorylifestyle, and to permit these children to participateeffectively in school.

Title 1, Part D, At-Risk*Title funds shall be utilized to establish or improveprograms of education for neglected, delinquent childrenand youth at risk of dropping out of school. The campuswill review the number of students who qualify forhomeless status. These at-risk students are eligible for allservices under the McKinney-Vento Act. These serviceswill be extended to the families and students. StudentResidency Questionnaires (SRQs) will be submitte to theState and Federal Programs Office monthly.

Principal




State Compensatory

Personnel for Fowler Elementary:

Name Position Program FTE

Bruno, Rachel Instructional Coach: Reading School Wide .60Christian, Pauline Pre-K Aide School Wide .50Horton, Debra Aide School Wide .90Kistler, Danielle Pre-K Teacher School Wide .50Krohe, Kelly Aide School Wide .90Miller, Cynthia Instructional Coach: Math School Wide .60



Title I Personnel

Name Position Program FTE

Bruno, Rachel Instructional Coach: Reading School Wide .40Miller, Cynthia Instructional Coach: Math School Wide .40



2019-2020 Site Based Decision Making Committee

Committee Role Name PositionAdministrator Alexandra Martin PrincipalAdministrator Amy Simmons Assistant PrincipalNon-classroom Professional Cindy Miller Math Instructional CoachNon-classroom Professional Whitney Bruno Reading Instructional CoachClassroom Teacher Amanda Morris SPED TeacherClassroom Teacher Michelle McBride Kindergarten TeacherNon-classroom Professional Jessica Faver Dyslexia SpecialistDistrict-level Professional Julie Henderson Curriculum SpecialistClassroom Teacher Amanda Dorsey Third Grade TeacherClassroom Teacher Allison Kafer Fourth Grade TeacherClassroom Teacher Rebecca Groves Fifth Grade TeacherClassroom Teacher Deanna Marsh [email protected] Representative Margie Reis ParentClassroom Teacher Amy Case PE TeacherNon-classroom Professional Kelly Meaders CounselorCommunity Representative Cyndie Arnold Community RepresentativeClassroom Teacher Jodi Camp Classroom TeacherParent Cara Waters Parent



Addendums



Campus: Fowler Elementary Principal: Alex Martin

$68,244 2019-2020 Title 1 Budget Allocation $68,244.00 2019-2020 REVISED Title 1 Budget Allocation$11,056 Discretionary Funds $10,648.00 Revised Discretionary Funds

Carry-Over

CATEGORY BOY RevisedFund FC Obj S/O Org FY Prog Proj Budget Budget Description

Personnel:

211 11 6112 00 111 0 30 000 Title I Substitutes

211 11 6117 00 111 0 30 000 $140 $140 Salary Stipends

211 11 6118 67 111 0 30 000 $11,056 $10,648 Tutors

211 13 6118 00 111 0 30 000 Teacher Extra Duty Stipend

211 11 6119 00 111 0 30 000 $48,429 $48,800 Teacher Salaries

211 11 6129 00 111 0 30 000 $0 $0 Aide Salaries

211 11 6142 00 111 0 30 000 $8,619 $8,656 Benefits

Contracted Services:

211 13 6239 00 111 0 30 000 Region 9 esc services

211 11 6248 00 111 0 30 000 On-line services/Maint agreements

211 34 6294 67 111 0 30 000 Student busing for tutorials

211 11 6297 00 111 0 30 000 Printing

211 13 6299 00 111 0 30 000 Contracted Services (including conference registration)

Supplies/Computers/Equipment:

211 11 6329 00 111 0 30 000 Instructional Reading materials/books

211 11 6339 00 111 0 30 000 STAAR Test Booklets/Testing & Study Materials

211 11 6395 00 111 0 30 000 Technology

211 11 6397 00 111 0 30 000 Software/Licenses

211 11 6399 00 111 0 30 000 Instructional classroom supplies/materials

Travel:

211 13 6411 00 111 0 30 000 Teacher Staff Development Travel

TOTALS $68,244.00 $68,244.00

Remaining Funds to Allocate: $0 $0

Parent & Family Engagement (PFE): $932 $932

211 61 6299 00 111 0 30 215 PFE Contracted Services

211 61 6399 00 111 0 30 215 $782 $782 PFE Supplies

211 61 6499 00 111 0 30 215 $150 $150 PFE Snacks

TOTALS $932 $932

Remaining Funds to Allocate: $0 $0

Non-transferrable: Encumbered Principal Signature: Alexandra Martin

Non-transferrable: Must remain in PFE

Date: June 3, 2019

3frbud12.p 69-4 Wichita Falls, TX 09/26/19 Page:1

05.19.06.00.00 199 SCE by Campus BOY Budget Report Y0 (Date: 9/2019) 4:25 PM

Account Level 2019-20

FND T FC OBJ SO ORG F PI Description Budget

199 General Operating

E Expense

6100 Payroll Costs

199 E 11 6117 00 111 0 30 000 Stipend 210.00

199 E 11 6118 67 111 0 30 000 Extra Duty-prof-tutorials 9,680.00

199 E 11 6119 00 111 0 30 000 Sal/wages-teachers 73,083.71

199 E 11 6129 00 111 0 30 000 Sal/wages-support 29,880.90

199 E 11 6141 00 111 0 30 000 Fica 1,496.04

199 E 11 6142 00 111 0 30 000 Group Health/life 8,512.20

199 E 11 6143 00 111 0 30 000 Worker's Compensation 614.83

199 E 11 6144 00 111 0 30 000 State On-behalf Trs 7,490.57

199 E 11 6145 00 111 0 30 000 Unemployment Compensation 206.35

199 E 11 6146 00 111 0 30 000 Teachr Retiremnt/trs Care 3,674.19

199 E -- 61-- -- --- - -- --- 134,848.79

_________________

199 E -- ---- -- --- - -- --- 134,848.79

199 - -- ---- -- --- - -- --- 134,848.79

____________________________________________________________________________________________________________________________________

Grand Expense Totals 134,848.79

Number of Accounts: 10

************************ End of report ************************

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