river oaks elementary dr. keri fovargue houston

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River Oaks Elementary Dr. Keri Fovargue

2013 -2014 School Improvement Plan Houston Independent School District

EXECUTIVE SUMMARY School Overview River Oaks Elementary serves approximately 708 culturally and economically diverse students in the Houston Independent

School District. Our students consist of those residing in the HISD attendance zone for River Oaks as well as those students

across the city that apply and are accepted into our Vanguard Program for the gifted and talented. Of the students

currently enrolled, 20% are Asian, 7% are African American, 16% are Hispanic and 50% are Caucasian. 9.8% of our students

are economically disadvantaged, 7.6% are ELL, 14% are at risk, and we have a 3.5% mobility rate. Approximately 77% of our

students are gifted and talented.

The faculty at River Oaks Elementary consists of 54 professional and clerical staff including 40.5 teachers, 1 Vanguard

Magnet Coordinator, 1 International Baccalaureate Coordinator/Mathematics Coach, 1.5 Literacy Coaches, 1 Instructional

Media Specialist, 1 Nurse, 1 Assistant Principal, and 1 Head of School. Additional staff include: a part time speech

pathologist, part time Violin instructor, and 7 clerical/instructional aides. ROE houses a Structured Learning Class for

students with Autism. This class has a full time teacher who specializes in Autism along with two aides assigned to 9

students. The faculty and staff demographics are 34 White, 1 Asian/Pacific Islander, 6 African American, 13 Hispanic, 7

males, and 47 females. Ten faculty and staff members are bilingual, and 49 hold Gifted and Talented as well as IB

certification. All teachers hold an Elementary Certification, and 100% of teachers are highly qualified.

The mission of River Oaks Elementary School is to develop extraordinary learners through a program of differentiated,

rigorous inquiry so that they may innovate and collaborate in a global society. The International Baccalaureate Primary

Years Program provides our framework for the development of internationally-minded learners who embody the ten

attributes of the IB learner profile…inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring,

risk-takers, balanced, and reflective.

We believe:

All learners have the right to develop their gifts and talents. All learners benefit from project-based learning that fosters

creativity and innovation. All learners deserve enrichment opportunities that stimulate intellectual, physical, and creative

growth. All stakeholders (learners, staff, parents, and community members) play a vital role in the success of our school and

thrive in a culture of mutual respect.

Needs Assessment Summary River Oaks Elementary performed above average on the STAAR assessment in May 2013 as well as Met Standard. ROE

qualified for the following distinctions: Academic Achievement in Reading/ELA, Academic Achievement in Mathematics, and

Top 25 Percent Student Progress. While gains were made in most areas on Stanford, Areas for improvement in Math and

Reading are available. In order to ensure growth from grade level to grade level, the following measures will be

implemented: Maintain the school-wide heterogeneous instructional delivery model, align TEKS with IB Planners and teach

stand alones, align Stanford Objectives with IB Planners and determine stand alones, analyze new math TEKS and align

Every Day Math curriculum accordingly, focus on Special Populations such as LEP, Sped., 504 and participate in PD regarding

literacy strategies and identify support systems for these students (RTI), and implement a school wide Literacy Plan

Our school wide attendance Rate was 97.6%, and 50% of LEP students were exited from the Limited English Proficiency

Program. River Oaks Elementary has had great success with students meeting proficiency and commended standards on

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state assessments in previous years. Our inquiry this year will focus on the academic growth of all students through focused

differentiation that engages all students in above-grade level rigor and provides targeted support as needed. Additionally,

we will focus on the Stanford Achievement Assessment in the areas of Reading and Math as well as Safety.

Our 2013-2014 SMART Goals are as follows:

1. During the 2013-2014 school year, the percentage of all 1st

-5th

grade students’ math scores will be at or above grade level will increase from 90.2% to 93% (by 2.8%) as measured by the Stanford tests.

2. During the 2013-2014 school year, the percentage of all 1st

-5th

grade students reading at or above grade level will increase from 87.6% to 90% (by 2.4%) as measured by the Stanford tests.

3. By the end of the 2013-2014 school year, the perception of bullying at ROE will decrease from 14% to 10% by (4%). 4. By the end of the 2013-2014 school year, the student attendance rate will increase from 97.6% to 98% (by .4%) . 5. By the end of the 2013-14 school year, fire drill exits will decrease from 4 minutes to 2 minutes (by 2 minutes).

Major Strategies and Initiatives Summary Professional development has been provided to teachers in the areas of differentiation, Independent Research Method, 6th

grade math, Literacy, International Baccalaureate, English as a Second Language, Gifted and Talented, Every Day Math,

RTI/IAT Referral, Technology and reading instruction. Teacher-specific training will be provided throughout the year as

determined by classroom observations, the teachers’ Individual Professional Development Plan and student performance

indicators.

Teachers will develop and use common assessments and benchmarks to inform instruction and develop classroom and

school-wide intervention programs. The Intervention Assistance Team will implement the RTI Program to provide students

with in-class support such as small group instruction, Istation, and Earobics, after-school and Saturday tutorials and

specialized services as needed.

Periodic common assessments will be administered throughout the school year. Disaggregated results will be compared

with each student’s prior performance level to ensure that each student is progressing toward year-end goals. A

comprehensive student performance data spreadsheet containing relevant demographic and academic information will be

maintained to track student performance. Teams will meet regularly to discuss student performance results and response

to interventions.

Beginning in kindergarten, students maintain a portfolio which houses their authentic assessments. The portfolios include

summative evaluations for every Unit of Inquiry experienced by the student and work samples from the teacher. In

addition, students lead a parent conference once a year using the portfolio as a guide to show growth in all academic areas.

Documentation of on-going assessments and monitoring systems are detailed in the SIP template with strategy/action

steps, person responsible, formative/summative assessments, resources, and timelines.

As an IB World School, ROE participates in an ongoing Self-Study and Program Evaluation every 5 year cycle. ROE will be

expected to show evidence of growth as it relates to the standards and guidelines set forth by the International

Baccalaureate Organization. In doing so, ROE will enhance the IB Program based on recommendations made by the IBO

during the 2012-2013 program evaluation.

Additionally, parent nights will be offered on a variety of topics such as character education and literacy. Parents will

receive regular communication of student and school performance. Documentation of design and planning are detailed in

the SIP template with strategy/action steps, person responsible, formative/summative assessments, resources, and

timelines.

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SIP COMMITTEE: SHARED DECISION MAKING COMMITTEE Organization Structure

Our campus Shared Decision-Making Model (SDM) is designed to establish, monitor, and evaluate goals for budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. This model is aligned to state legislation and HISD board policy. The intention of the SDMC is to pull together our community in a constructive, organized, and unified body to enhance the education of all students.

The SDMC is the shared decision-making body. Professional staff representatives are elected by the faculty. Principal determines number of classroom teachers; then, assigns half that number to school-based staff. This complies with 2/3 - 1/3 rule for professional staff. In addition, the committee must have one non-instructional staff, one business member, at least two parents and at least two community members. Parents are elected by the PTO, PTA or PACS membership.

The Council meets monthly and as needed to discuss issues brought forth by the administration, staff, parents, or community. It is supported by standing committees that address budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. Standing committees meet as needed. Parents are encouraged to serve on standing committees.

The SDMC functions under the direction of the Principal. Members of the SDMC attend SDMC meetings for the term of his/her office, monitor the implementation of the School Improvement Plan, address issues presented by the principal, present issues for discussion and recommend resolutions to the SDMC, create ad hoc committees by consensus of the SDMC, chair standing committees and ad hoc committees, submit minutes to the principal for committee meetings, and report the recommendations to the SDMC. The SDMC is responsible for approving all professional development plans for the school.

The Principal coordinates the process of shared decision making, facilitates communication for all stakeholders, considers issues and recommendations from the community, SDMC, and standing committees, and makes decisions based on those recommendations.

Shared Decision Making Process

Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or necessary for consensus. Consensus is a collective process that provides a forum for full dialogue on appropriate/applicable responses to issues.

Members of the committees discuss and make recommendations to the SDMC. The SDMC reviews recommendations and reaches consensus. Sufficient consensus is defined as a willingness to settle an issue in favor of the majority. All points of view will be considered and general agreement must be reached before decisions will be implemented. If general agreement is not reached, further study of the issue will occur and alternatives will be presented until agreement is reached. After all alternatives have been explored, a deadlock can be broken by a majority vote. As issues come up for discussion, the chairperson is responsible for ensuring that all present have a legitimate opportunity to state their case. The principal retains the authority to exercise a veto over decisions made by the SDMC.

Method of Communications Members of the school community may submit non-personnel issues for consideration through the shared decision-making process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC box located in the main office. A school community member may attend a meeting of any committee to discuss or present an issue. SDMC meetings occur quarterly and on an as needed basis throughout the school year; All meeting dates are posted on the school calendar. The SDMC delivers issues to appropriate standing committees for action. Communications from all committees are

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transmitted to faculty, staff, and parents via weekly newsletter, published on website, and displayed in front hallway display case.

Membership Composition of the Shared Decision-Making Committee

Number of Classroom Teachers 6 Number of Parents (at least 2) 4

Number of School-based Staff (Half the number of classroom teachers)

3 Number of Community Members (at least 2)

2

Number of Non-Instructional Staff 1 Number of Business Members 1

Name of SDMC Member Position (Term expires)

Name of SDMC Member Position (Term Expires)

John Curtin Business Member (2015)

Josephine Smith Community Member (2015) Abby Rodgers Community Member (2015) Kelly Timmerman Kinder Classroom Teacher (2014) Gemma McHale 1

st Classroom Teacher (2015)

Susan Klapesky 2nd

Classroom Teacher (2015) Donna Bennett 3

rd Classroom Teacher (2014)

Beth Nazaro 4th

Classroom Teacher (2014) Megan Fisackerly 5

th Classroom Teacher (2015)

Barbarita Reiter Non-Instructional Staff (2014) Christina Rodriguez Parent (2014) Magnet Kimberly Dolibois Parent (2015) Magnet Toby Fullmer Parent (2015) Zoned Margaret Young Parent (2014) Zoned Keri Fovargue School-Based Staff (Head of School) Dottie Lawrence School-Based Staff (2014) Berndine Hicks School-Based Staff (2015)

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SIP PART 1: NARRATIVE Mission Statement The mission of River Oaks Elementary School is to develop extraordinary learners through a program of differentiated,

rigorous inquiry so that they may innovate and collaborate in a global society. The International Baccalaureate Primary

Years Program provides our framework for the development of internationally-minded learners who embody the ten

attributes of the IB learner profile…inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring,

risk-takers, balanced, and reflective.

School Profile River Oaks Elementary serves approximately 708 culturally and economically diverse students in the Houston Independent

School District. Our students consist of those residing in the HISD attendance zone for River Oaks as well as those students

across the city that apply and are accepted into our Vanguard Program for the gifted and talented. Of the students

currently enrolled, 20% are Asian, 7% are African American, 16% are Hispanic and 50% are Caucasian. 9.8% of our students

are economically disadvantaged, 7.6% are ELL, 14% are at risk, and we have a 3.5% mobility rate. Approximately 77% of our

students are gifted and talented.

The faculty at River Oaks Elementary consists of 54 professional and clerical staff including 40.5 teachers, 1 Vanguard

Magnet Coordinator, 1 International Baccalaureate Coordinator/Mathematics Coach, 1.5 Literacy Coaches, 1 Instructional

Media Specialist, 1 Nurse, 1 Assistant Principal, and 1 Head of School. Additional staff include: a part time speech

pathologist, part time Violin instructor, and 7 clerical/instructional aides. ROE houses a Structured Learning Class for

students with Autism. This class has a full time teacher who specializes in Autism along with two aides assigned to 9

students. The faculty and staff demographics are 34 White, 1 Asian/Pacific Islander, 6 African American, 13 Hispanic, 7

males, and 47 females. Ten faculty and staff members are bilingual, and 49 hold Gifted and Talented as well as IB

certification. All teachers hold an Elementary Certification, and 100% of teachers are highly qualified.

Needs Assessment

Student Performance Data Analysis River Oaks Elementary performed above average on the STAAR assessment in May 2013.

ROE Met Standard according to the TEA criteria and ROE qualified for the following distinctions:

1. Academic Achievement in Reading/ELA 2. Academic Achievement in Mathematics 3. Top 25 Percent Student Progress

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Specifically, 2012-2013 STAAR data present the following:

Category STAAR ACADEMIC PERFORMANCE Subject 2012 2013

Percent of Students at Level II - Satisfactory Academic Performance STAAR standard Math 96.8% 96.4% Percent of Students at Level II - Satisfactory Academic Performance STAAR standard Reading 96.0% 97.0%

Percent of Students at Level III - Advanced Academic Performance STAAR standard Math 54.6% 61.0%

Percent of Students at Level III - Advanced Academic Performance STAAR standard Reading 64.2% 67.7%

ROE STAAR 2012 ROE % Passing

2013 ROE % Passing

Grade 3

Reading 96 96

Mathematics 97 94

Grade 4

Reading 95 98

Writing 97 95

Math 94 96

Grade 5

Reading 97 97

Math 99 99

Science 98 96

Most importantly, 47 students predicted to fail STAAR Math in 2013 received TIER II RTI, and as a result Met

Standard on the 2013 Mathematics STAAR.

Stanford data was another measure analyzed. The Reading 2013 NPR scores were as follows:

1st

Grade: 85 % on or above grade level

2nd

Grade: 81% on or above grade level

3rd


4th


5th


The Math 2013 NPR scores were as follows:

1st


2nd


3rd


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4th


5th


In Reading, students grew:

13% from 2nd

to 3rd

grade

5% from 3rd

to 4th

grade

In Math, students grew:

9% from 2nd

to 3rd

grade

5% from 3rd

to 4th

grade

4% from 4th

to 5th

grade

Areas for improvement in Math and Reading:

-4% from 1st

to 2nd

grade Math

-2% from 1st

to 2nd

grade Reading

0% increase or decrease from 4th

to 5th

grade Reading

In order to ensure growth from grade level to grade level, the following measures will be implemented:

1. Maintain the school-wide heterogeneous instructional delivery model. 2. Review/Align TEKS with IB Planners and teach stand alones. 3. Align Stanford Objectives with IB Planners and determine stand alones. 4. Analyze new math TEKS and align Every Day Math curriculum accordingly. 5. Focus on Special Populations such as LEP, Sped., 504 and participate in PD regarding literacy strategies and identify

support systems for these students (RTI). 6. Implement school wide Literacy Plan

Our school wide attendance Rate was 97.6%, and 50% of LEP students were exited from the Limited English Proficiency

Program.

River Oaks students demonstrate a high level of accuracy on grade-level standardized tests; however, there is room for

improvement. Our school improvement plan will introduce goals, strategies, and measures that propel all learners toward

above-grade-level performance.

Demographic Data Analysis River Oaks Elementary was established in 1928 as the River Oaks School. Over time, the school has been a neighborhood only school as well as a Magnet only school. In the late 1990’s, ROE changed to its current model of allowing zoned students to attend. The Vanguard Magnet Program stayed in place, and became a school within a school. Three years ago, ROE moved to a heterogeneous model integrating the 80% identified Gifted and Talented students with the 20% unidentified Gifted and Talented Students. Although the attendance rate is higher than most schools in the district at 97.6%, the school has a difficult time reaching the district’s 98% attendance goal. The demographics stay relatively stable; however, the campus is unable to diversify more due to the Vanguard Magnet lottery system. ROE has also maintained a 50% male and a 50% female student ratio for the past two years. The school spends a larger amount of money and resources than other schools during the

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recruitment phase of the Vanguard Admissions process. This is due to the highest number of Vanguard Magnet Applications at the elementary school level.

School Processes Analysis Teacher Practices:

In 2005, ROE was authorized as one of three schools in Texas to offer the IB Primary Years Programme. ROE shares this achievement with HISD’s Mark Twain Elementary and Roberts Elementary. Due to the IB Philosophy and Program Requirements, the majority of Professional Development monies are spent on IB Certifications and advanced trainings. As a Vanguard Magnet school, all professional staff must also maintain their Gifted and Talented certifications and status. Other professional development activities are always aligned with the SIP, and our focus mirrors the district focus of math, reading and safety. All K-3 teachers are in compliance with the Neuhaus/HISD partnership. Additionally, the ROE PTO purchases and supports an advanced math curriculum entitled EveryDay Mathematics. Teachers are also provided opportunities to attend national, local, and state conferences as long as they are aligned to their IPDP A&D Goals.

Acts of Leadership: The ROE leadership team utilizes the A&D Appraisal System as the monitoring system for instructional practices, professional expectations, and student performance. For students, the campus utilizes the Response to Intervention Approach outlined in the Pre-Referral Intervention Manual Third Edition (McCarney and Wunderlich, 2006).

Perceptions Analysis

The parent perceptions in the Your Voice Survey are limited due to the 33% Response Rate. Even so, ROE parents have high academic and behavioral expectations for faculty and students. The campus has longitudinal data to show growth in students over time, and the campus continues to outperform campuses with similar demographics. Private school admissions are an option for many of our students; and therefore, can create competitiveness among student peers. Parents and students also have a perception of bullying on the campus, and 23% of students surveyed indicated they have experienced bullying on the campus. Annual incidents reported to the administration and teachers are significantly lower reporting at one incident per year. HISD defines bullying specifically, and the incidents reported do not fit the definition. This perception has been in place for the past several years, and an expert was brought onto the campus in 2009-2010 to assess bullying at ROE. The results from the 2010 survey indicated that bullying was not a problem. With continued education and parent resources, our goal is to reduce this perception. In the event there are more incidents occurring that are unreported, our aim is to create a safe environment and culture where every student has at least one connection to an adult on campus. New student orientation along with a strong PTO partnership will reduce this perception over time.

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SIP PART 2: ACTION PLAN 2013-2014 SMART Goals

Goal 1 During the 2013-2014 school year, the percentage of all 1st

-5th



-5th


Goal 3 By the end of the 2013-2014 school year, the perception of bullying at ROE will decrease from 14% to 10% (by 4%).

Goal 4 By the end of the 2013-2014 school year, the student attendance rate will increase from 97.6% to 98% (by .4%).

Goal 5 By the end of the 2013-14 school year, fire drill exits will decrease from 4 minutes to 2 minutes (by 2 minutes).

Implementation Plan


-5th


Strategy/Action Responsible Resources Timeline Evaluation

K-5 teachers will participate in EveryDay Math and TEK alignment for K-7th grade

Liz Goodman TEKS, EDM Curriculum May 2014 Formative and Summative EDM Assessments

The district 7th grade math readiness test will be administered to 5th graders. Results will be used to guide instruction.

Liz Goodman EdPlan May 2014 Test Results

K-5 teachers work collaboratively to plan math instruction and monitor student progress as it relates to STAAR Readiness Performance standards

Liz Goodman 6th Grade Math Instructional Materials, Training

May 2014 EDM Assessments, 7th Grade Math Results


-5th



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All teachers will attend literacy staff development led by campus literacy coaches on Wednesday afternoons

Keri Fovargue Running Records, PD Materials, Neuhaus resources, Literacy materials such as Café/Daily 5 texts

May 2014 Istation results, running records, formative and summative reading and writing assessments, Literacy Night Sign in Sheets

Istation will be used to identify students who need TIER I, II, III instruction

Tiffany Scholin, Stacey Blake

Computers, training, time, master schedule, tech support, extra duty pay, intervention letters from principal, SCE $

March 2014

STAAR and Stanford results, running records, Istation results, formative and summative results

Leadership team will meet regularly with individuals and teams and provide support and resources for ongoing Balanced Literacy Approach that is unique to ROE

Keri Fovargue Running Records, PD Materials, Neuhaus resources, Literacy materials such as Café/Daily 5 texts, subs, time, schedule

May 2014 Walkthrough and Observation forms, sign in sheets, agendas

Goal 3 By the end of the 2013-2014 school year, the student perception of bullying at ROE will decrease from 14% to 10% (by 4%).

Strategy/Action Responsible Resources Timeline Evaluation Girls Inc. classes will be offered to girls in need of leadership activities free of charge.

Dottie Lawrence Activity fund, space, time, schedule

May 2014 Girl’s Inc. Survey

Character education and parent meetings will occur to educate parents on bullying and provide parent resources

Dottie Lawrence Weekly Newsletter, PTO, time, schedule, space

May 2014 Sign in sheets, Your Voice survey 2014

Parent resources and communication tools will be distributed monthly

Dottie Lawrence Website, Newsletters May 2014 Your Voice survey 2014

Goal 4 By the end of the 2013-2014 school year, the student attendance rate will increase from 97.6% to 98% (by .4) .


Principal dashboard will be monitored for student daily attendance.

Keri Fovargue Computer, Principal Dashboard

May 2014 ADA Daily Reports

Communications regarding attendance goals Keri Fovargue Website, Newsletters, May 2014 ADA Daily Reports

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and priorities will be sent to parents on a regular basis.

SDMC agenda, PTO Meetings

Parent conferences and attendance/magnet contracts will be reviewed. Principal will assist family with a plan and provide support to attend school daily and on time.

Keri Fovargue Time, schedule, place, attendance letters, truancy officer

May 2014 ADA Daily Reports

Goal 5 By the end of the 2013-14 school year, fire drill exits will decrease from 4 minutes to 2 minutes (by 2 minutes).


The safety committee will meet monthly to identify barriers to exits.

Andy Williams Time, space, schedule May 2014 Sign in sheets, agendas

Maps will be updated and posted in all areas. Mary Simon Computer, principal dashboard

August 2014

Appraisal data

Teachers and staff members will participate in safety drills on a monthly basis.

Andy Williams Exit Routes, Emergency Plans, Safety supplies and bags, Emergency drill reports

May 2014 Emergency drill reports, incident reports

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SIP PART 3: CAMPUS COMPLIANCE

10 Components of a Title I Program 1. Comprehensive needs assessment – All data were reviewed for all students and student groups. The results and

conclusions of this review are reflected in the five SMART goals and the Executive Summary for the next school year. The components of the campus needs assessment include the: establishment of a school wide planning team, clarification of the campus vision with a focus on reform, creation of the school profile, identification of data sources and analysis of the data.

2. School-wide reform strategies – The continued use of the student information system to identify and monitor student growth; the continued use of district Unit Planning Guides and the staff development which accompanies it; the use of Exemplar Lessons and the meeting by content and grade level to monitor; and develop instructional plans are part of our school-wide reform strategies.

3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold. They have varying levels of experience, and support is given to less experienced teachers by their colleagues. Parents are notified if a teacher is not certified and the teacher must either be working toward certification or efforts continue to hire someone who is certified.

4. High-quality and on-going professional development – Lead Teachers who receive training during the summer and during the school year, provide on-site training and monitoring to assist in professional development. The Shared Decision-Making Committee identifies areas in which staff development is needed. Staff members participate in staff development offered by the District. Staff development may also be done on site by in-house instructional leaders and also by administrative district instructional support staff.

5. Strategies to attract high-quality highly qualified teachers – Recruitment and retention of teachers who are certified for positions for which they are appropriately certified is ongoing. We closely work with our district’s HISD Personnel officer and network with other principals to help in this effort; our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold.

6. Strategies to increase parental involvement – Family Math, Science and Literacy Nights are held to increase parents in the school’s programs. Open Houses, frequent telephone contact and weekly folder updates/newsletters are methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example ESL classes or STAAR information programs.

7. Transition from early childhood programs – Early Childhood Centers collaborate with receiving elementary schools to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns, on-site meetings at the ECCs and Head Start programs, and round up and registration days to distribute information about programs and registration. Newsletters are distributed from receiving elementary schools. Not applicable to secondary schools.

8. Measures to include teachers in the decisions regarding the uses of academic assessments – Ongoing staff development is available on site to analyze assessment data, whether national, state or teacher produced, to use in making instructional decisions. Grade level or departmental meetings and the SDMC provide forums to discuss assessment issues.

9. Effective, timely additional assistance – The use of formative and summative assessments allow for individual student progress to be monitored at the teacher level, building and administrative district levels so that interventions and assistance will be timely.

10. Coordination and integration of Federal, State, and local services and programs – At the building level, federal, state and local services and programs are coordinated to best address student needs; this coordination of services and programs is reflected in the activities listed in the campus goals and activities.

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State Compensatory Education Total amount of State Compensatory Education Funds $57,111

Personnel funded with State Compensatory Education Funs (number of FTEs) TCHR, MULTI GRADE (Science Lab Teacher) Total FTEs funded with State Compensatory Education Funds

1 1

SCE Funds are used to support a science lab teacher as well as extra duty pay, instructional supplies, and testing materials for students at risk, students who qualify for RTI services and teachers who provide tutoring services to those students on Saturdays or after school. State Compensatory Funds are coded in the Resources Needed column of the campus goals as SCE. $8,496 ROE is not a Title I designated campus.

Coordinated Health Program

Person responsible Joel Bomersbach

For 2013-2014, the number of eligible students assessed in all six components of the physical fitness test will be 100% of the students enrolled in grades 3-5.

Formative At mid-point (October/March) of the first and second semesters, the district’s Fitness Reporting System (FRS) will be reviewed to determine the number of students assessed.

Summative At the end of the school year, the FRS will be reviewed along with student enrollment to determine the percentage of eligible students assessed.

Strategy Schedule testing time to maximize student participation; provide adult assistance for monitoring and recording scores; schedule make-up dates for absent or ill students; ensure all data is entered into the FRS on a timely basis; send Parent Report for Individual Student to parents; and create reports that compares fitness testing results to student grades and attendance.

Gifted/Talented Program Goal

Person responsible Andrea Williams

For 2013-2014, Gifted/Talented (G/T) identified students will increase by 2%.

Formative The depth, complexity, and pacing of instruction (differentiation strategies) will be evidenced by administrative walk-throughs.

Summative Students identified as G/T shall be expected to score above grade level on the district norm-referenced assessment. LEP/Special Education/504 students will be expected to show annual growth on these or related assessments. Students enrolled in AP and IB classes which have corresponding College Board and IB exams shall take the corresponding AP or IB exams.

Strategy All schools will provide modified instructional services through the implementation of the Vanguard Standards (Standards 5, 6, 7, 8) and the G/T Curriculum Framework. Middle school G/T students will be scheduled into four core Pre-AP or IBMYP classes each year. High school G/T students will be scheduled into at least two advanced level classes. Teachers serving G/T identified students will receive the required 30 hours of initial training and the required annual 6 hour update.

Parent and Community Involvement Goal

Person responsible Keri Fovargue

For 2013-2014, the percent of parents and community members attending PTO meetings will increase by 1%.

Formative At the end of the first semester, the percent of parents and community members attending PTO meetings will be reviewed to determine progress.

Summative At the end of the school year, the percent of parents and community members attending PTO meetings will be reviewed to determine if the objective was met.

Strategy Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events.

Violence Prevention and Intervention Goal

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Person responsible Dottie Lawrence

For 2013-2014, discipline referrals for drugs, alcohol, and tobacco will be remain at 0% same as the previous year.

Formative Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

Summative At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession

Strategy Implement and monitor the school wide safety and security plan.

Violence Prevention Goal

Person responsible Dottie Lawrence

For 2013-2014, the discipline referrals for repeated Level I will be reduced by 2% from the previous school year.

Formative Each grading period the discipline referrals will be reviewed to determine the percent of referrals.

Summative At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for bullying.

Strategy Implement and monitor the school wide safety and security plan.

Attendance Goal

Person responsible name Keri Fovargue

For 2013-2014, the ADA student attendance will be at or above 98%.

Formative Monthly attendance rates by grade level and total school will be reviewed in addition to a list of students with more than three absences per month.

Summative The year-end ADA will be reviewed to determine if the annual attendance objective was met.

Strategy Send letters to parents of students with three or more unexcused absences. Initiate attendance referrals for students with more than five unexcused absences.

Special Education Goal

Person responsible Aminata Ojore

For 2013-2014, the percent of special education students meeting performance standards on the state assessment will be at or above 90%

Formative Each grading period, each student’s progress on TEKS and individualized and standards-based IEPs will be monitored and reviewed.

Summative Results of the TAKS/STAAR, TAKS-M/STAAR-Modified, and TAKS-Alt/STAAR-Alt tests will be reviewed to determine if ARD/IEP goals and objectives were met.

Strategy Provide differentiated instruction and specific interventions to address individual learning needs of students with disabilities.

Highly Qualified Teacher Goal


For 2013-2014, the percent of highly qualified teachers in the core academic areas will be at or above 100%

Formative At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress.

Summative At the end of the school year, the percent of teachers in the core academic areas who are highly qualified will be reviewed to see if the objective was met.

Strategy Conference with teachers to implement a plan to become highly qualified.

Secondary Drop – Out Prevention Goal


For 2013-2014, the dropout rate will be 0% or less with no student group exceeding 0%.

Formative Each grading period the documentation will be reviewed for students who have checked out of school.

Summative 2012-2013 drop-out data will be reviewed.

Strategy Monitor school leavers bi-weekly, contact parents and implement intervention plans.

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Dyslexia Program Goals Person responsible Tiffany Scholin

For 2013-2014, provisions for identification, assessment and instructional services to students having or suspected of having dyslexia or a related disorder, and the provisions for dyslexia teachers and parents are provided through compliance with laws governing dyslexia programming: TEC §11.252, TEC §38.003; TEC §28.006; TAC 19 §74.28; §504 of the Rehabilitation Act of 1973 and Dyslexia Program Guidelines/standards.

Formative By October 2013, develop a campus plan to ensure dyslexia services are provided to identify students. (i.e. seek district training and identify campus teachers trained in the components of dyslexia instruction).

Summative By June 2014, identify campus progress using various objective data examples: number of students identified as dyslexic through Section 504 or Special Education evaluation, student progress monitoring data; program evaluation; in-service/meeting agendas and sign-in sheets; campus data files; documentation of procedures, Tier II and Tier III instruction, campus parent education program data; student records; program evaluation;

Strategy Implement various strategies as determined by needs of campus. (i.e. appropriate use of Intervention Assistance Team (IAT) to locate and identify possible candidates for Section 504 and Special Education evaluation.)

District and State Waivers ROE will apply for Class Size Waivers in Kindergarten, First Grade and Fourth Grade in order to accommodate an increase in neighborhood enrollment for the 2013-2014 school year. ROE has a curriculum waiver to support the implementation of the International Baccalaureate Program. ROE has a Professional Development waiver which allows ROE to have early release each Wednesday at 12:45 PM. The teachers continue a full day with Professional Development activities located at ROE.

2013 - 2014 Staff Development Plan

Date Who should attend Purpose

Full Day Staff Development August 13-16, 2013 K-5 Teachers, All Professional Staff Rigor Training/GT Credit

August 19-22, 2013 K-5 Teachers, Professional and Clerical Staff

Policies and Procedures, Sexual Harassment, IB, TEKS, Stanford, Using Data to Drive Instruction, Team Building, SIP Planning, Grading Policy, Technology, Literacy, Math, IPDP, Goal Setting, Individual and Team Planning

Early Dismissal Staff Development September 25, 2013 K-5 Teachers Café and Daily 5 TOT Model

October 30, 2013 K-5 Teachers Literacy Training

November 20, 2013 K-5 Teachers EDM and TEK Alignment

January 29, 2014 K-5 Teachers IB Planning and PD

February 19, 2014 K-5 Teachers IB Planning and PD

river oaks elementary dr. keri fovargue houston

Documents