Mission Of Texas Public Education

Georgetown Independent School District Strategic Plan Cooper Elementary School Campus Improvement Plan 2012 - 2013

Campus Mission Statement: Patricia Webb Cooper Elementary envisions a campus where windows of opportunities are provided for all scholars to enhance their potential in a supportive community environment.

QC2R: Developing Life Long Scholars through Quality, Cooperation, Respect, and Responsibility.

Susan Peacock Principal Campus Adopted: September, 2012 Cooper Elementary 2012 - 2013 Campus Improvement Team

Teachers Other campus-level professional staff Parent Representatives Business Representatives Community Representatives and district-level professional staff Becca Massey Susan Peacock Amber Jones Holly Pride Brittany Harper Sherri Maruska Stephanie Link Jennifer Rucker Kim Bellomy Debra Mason Aaron Forgey Lindy Frazer Erin Rodriguez Andrea Montencinos Jenifer Duncan LouAnne Case Susan Morrow Susan Kruger Stephanie Bynum Anne McQueen Liaisons: Margaret Wolter Marsha Dillard Judy Mueller Stephanie Riley

*State statute requires that the campus committee be comprised of 2/3 classroom teachers and 1/3 other campus-level professional staff and district-level professional staff. ** State statute requires that the campus committee also include parents, business, and community representatives

11/25/17 2 |------2011 ------||------2010 ------||----- Improvement -----||----- by Measure -----|

Number Pct Stu Number Pct Met Performance Met Number Met Grp Met Number Met Min Act Met Results Std Taking Std % Std Taking Std Size Chg RI RI? STD RI EXCP ***

Reading/ELA (70%/80%/90%) All Students 237 256 93% 100% 218 231 94% -1 EX - - EX African Amer * * > 99% * * * > 99% * - - - - Hispanic 85 93 91% 36% 66 70 94% -3 EX - - EX White 135 145 93% 57% 145 154 94% -1 EX - - EX Econ Disadv 113 123 92% 48% 89 98 91% 1 EX - - EX

Writing (70%/80%/90%) All Students 65 71 92% 100% 86 91 95% -3 EX - - EX African Amer * * * * * * * * - - - - Hispanic * * 93% * 26 29 90% 3 - - - - White 36 40 90% 56% * * 97% -7 EX - - EX Econ Disadv * * 94% * * * 97% -3 EX - - EX

Social Studies (70%/80%/90%) All Students * * * * * * * * - - - - African Amer * * * * * * * * - - - - Hispanic * * * * * * * * - - - - White * * * * * * * * - - - - Econ Disadv * * * * * * * * - - - -

Mathematics (65%/80%/90%)

11/25/17 3 All Students 246 256 96% 100% 223 231 97% -1 EX - - EX African Amer * * > 99% * * * > 99% * - - - - Hispanic 89 93 96% 36% 67 70 96% 0 EX - - EX White 139 145 96% 57% 149 154 97% -1 EX - - EX Econ Disadv 117 123 95% 48% 95 98 97% -2 EX - - EX

Science (60%/80%/90%) All Students 78 91 86% 100% 60 63 95% -9 RE - - RE African Amer * * * * * * * * - - - - Hispanic 28 34 82% 37% * * 94% -12 RE - - RE White 44 51 86% 56% * * 96% -10 RE - - RE Econ Disadv 33 42 79% 46% * * 93% Yes -14

11/25/17 4 Cooper Elementary NARRATIVE 2011 - 2013

Cooper Elementary was opened in August of 1999 in Georgetown, Texas. We are a Title 1 campus serving grades K-5. We are also a Texas Education Recognized campus. For the first time, our campus did not meet the AYP standard in one Reading student group, Economically Disadvantaged, during the 2011-2012 school year. We met AYP in Reading and Math in all other areas.

Currently there are 53 staff members comprised of 4% males, 96% females, 4% Hispanic and 96% Caucasians. Cooper’s student population is comprised of the following ethnicities: American Indian-0.58%, African America- 2.91%, Asian-0.19%, Hispanic-41.86%, and White-51.74%. Our student enrollment is 515 of which 57% are considered economically disadvantaged. Out of 516 total students, twenty-six of our students receive Gifted and Talented services (5%), 64 received Special Education services (12%), and 35 students received ESL services (7%). On our campus, we currently have a SOAR program which services 5 students from across the district. We also provide dyslexia classes, Art, Physical Education, Music and technology classes. Cooper Elementary participates in Response to Intervention with a tier system and an intervention team that addresses struggling individual students in Reading, Math and discipline areas. Today’s workforce has become increasingly more hi-tech, and today’s workers must be technological savvy regardless of their career path. With this in mind, our Cooper theme for the 2012-2013 school year is “The Tassel is Worth the Hassle.” As a campus, we will be talking about graduations, hosting a Career Fair and College Day. We want students to recognize not only the hard work that is required to graduate but also to recognize the benefits of having a high school diploma. We believe that developing 21st Century Learner is critical in order for our students to actively participate in today’s workforce. We are committed to expanding available technology for increased learning opportunities.

11/25/17 5 Cooper Elementary Comprehensive Needs Assessment

GISD will utilize the NCLB CNA tool for this section of the CIP.

The NCLB CNA tool focuses on the following areas:  Demographics  Student Achievement  School Culture and Climate  Staff Quality, Recruitment, and Retention  Curriculum, Instruction, and Assessment  Family and Community Involvement  School Organization  Technology

1. The campus staff will be organized into committees. Each focused on gathering data for their assigned category area. The committees review data (quantitative and qualitative sources) that provide the most information to assess the strengths and needs of the system. Committees summarize their findings and present to the CIP team.

2. The CIP Leadership Team will use the committee findings to determine campus areas of priority and summarize needs.

3. Campus decisions will be led by the information determined through the CNA process. Campus expenditures, staffing needs, activities, and other decisions should be focused on meeting the needs of the students, as indicated by the CNA.

11/25/17 6 COMPREHENSIVE NEEDS ASSESSMENT SUMMARY DOCUMENT

Based on the findings of your committee, please provide a brief summary (limited to 5 sentences) for each of the following focus areas:

Demographics Ethnicity: American Indian-1.16%, African American-2.50%, Asian-0.19%, Hispanic-38.54% and White-54.72%. Economically Disadvantaged: 57% Our students live in the following subdivisions: Katy Crossing, Parkview Place, and Crystal Knoll. We also have students who live in mobile home communities and in Weir/Walburg.

Student Achievement This year our campus will focus on Reading since we did not meet the AYP standard for 2011-2012 in the Economically Disadvantaged student group. After each assessment (Benchmarks, Checkpoints, Aimsweb, STAAR, etc), we will meet as a team to disaggregate the data. We will look at ethnicity, economically disadvantaged, special education and commended performance. Once the data has been disaggregated, we will address students through planned and targeted instruction and intervention to ensure academic success.

School Culture and Climate Expectations for each common area in our school has been written and taught to all Cooper students during the first few weeks of school. Throughout the school year, the staff will remind students of these expectations. We will continue to recognized students of their good choices with Cooper Cougar Paws. We will also recognize students each 9 weeks for their academic success and perfect attendance. At the end of the school year, the Principals will host a breakfast for all students who have had perfect attendance for the entire school year. This year, we will continue to offer Art Club, Honor Choir as well as a few new clubs.

Staff Quality, Recruitment, and Retention All staff at Cooper is highly qualified and serves students in their certified area. Teachers receive continuous feedback on their teaching through PDAS and walkthroughs. The principal and assistant principal are committed to being in classrooms on a regular basis to document their instructional success. Each year one of the focuses is to increase the number of ESL certified teachers. This past year we have added five more ESL certified teachers.

Curriculum, Instruction, and Assessment The curriculum is clearly linked to TEKS and STAAR standards. Teachers meet on a weekly basis (Wednesday) to discuss and plan instruction for the following week. An emphasis will be on Reading (Reading Street Curriculum) with guided reading groups happening in all grades (K-5). Summer In service was provided on how to plan and implement guided reading groups in grades K-5.

11/25/17 7 Family and Community Involvement Opportunities for family and community involvement are provided throughout the school year. We have an active PTA and Watch D.O.G.S program on our campus. We will continue to look for ways to strengthen both of these excellent programs. We provide a minimum of four family events each year where teachers will reach out and personally invite their families to these family events. We also provide weekly emails to our parents to let them know of upcoming events for the following week and monthly newsletters.

School Organization At Cooper, decision-making is collaborative as the situation allows. Grade level teams meet weekly in team planning, and team leaders meet with administration once a month. This year we will add vertical teams which will meet once a month. As needs arise, special committees will be formed to solve that specific need.

Technology During the 2011-2012 school year, 8 mimio boards were purchased at Cooper Elementary. Teachers with the mimios use them daily to provide engaging lessons for their students. The goal for the 2012-2013 school year is to continue to purchase additional mimios. Our laptop computers are now set up in one classroom as the iStation lab. Technology is an increasing need at our campus. With more instructional resources becoming available on the web, teachers will need more computers and resources to access this for their students.

11/25/17 8 2012 - 2013 Campus CNA Committee Members

Demographics Student Achievement Team Members: Team Members: Susan Peacock JoAnne Brake Sherri Maruska Heather Penniman Vickie Allman Erin Rodriguez Betty Winkler Erica Ahrens Denis Poulos

School Culture and Climate Staff Quality, Recruitment, and Retention Team Members: Team Members: Kim Bellomy Megan Guthrie Brittany Krumpotich Jennifer Rucker Rocio Cavazos Margaret Wolter Linda Concienne Susan Isenhour Stacy Abbott Stephanie Riley Stephanie Bynum Jenifer Duncan Vicki Crabtree Cara Searles

Curriculum, Instruction, and Assessment Family and Community Involvement Team Members: Team Members: Marsha Dillard Becca Massey Judy Mueller Lori Moraida Brittany Harper Terri DeWitt Anne McQueen Aaron Forgey Brittany Hoermann Micki Morris Kim Andersen

School Organization Technology Team Members: Team Members: Lindy Frazer Andrea Montecinos Susan Morrow Becky Vasquez Nancy Morales Kara Spacek Krystal Winkler Stefani Stockton Melissa Pepper Lou Anne Case Rida Ortego Cheryl Moore Susan Kruger

11/25/17 9 Campus Performance Goals Campus: Cooper Elementary

CAMPUS GOALS CAMPUS PERFORMANCE OBJECTIVES

Performance Goal #1  Increase teacher training on guided reading groups 93% of Cooper Elementary  Increase collaboration opportunities that focus on reading instruction (Reading Economically Disadvantaged Vertical Team) students will demonstrate  Utilize literacy stations across all grade levels in all content areas Level ll Satisfactory Academic Performance on STAAR

Performance Goal #2  Increase the depth and complexity (Tier 1 Instruction) in each content area 93% of the Cooper Elementary  Through vertical teams establish consistent vocabulary and Instructional practices students will demonstrate a across all grades Level II Satisfactory  Differentiate instruction to address all learning needs of all students Academic Performance on STAAR in Math, Reading, and Science.

Performance Goal #3

Decrease the performance gap  Provide collaboration PLC (Professional Learning Community) opportunities between between Special Education general education teachers and special education teachers students and general  Increase interaction in the general education setting for special education students to education students in participate in grade level instruction Reading and Math STAAR

Performance Goal #4

90% of the Cooper Elementary  Increase student writing opportunities across all grades and all content areas 11/25/17 10 students will demonstrate Level ll  Increase teacher training and collaboration opportunities that focus on writing Satisfactory Academic instruction Performance on STAAR

11/25/17 11 Campus Action Goals Campus: Cooper Elementary

CAMPUS GOALS CAMPUS ACTION OBJECTIVES

Action Goal #1 All parents will be actively involved in their  Conduct at least 4 parent involvement nights during the 2012-2013 school year child’s education.  Increase Parent Participation in PTA by at least 10%  All parents will participate in Parent/Teacher Conference Day  Increase parent communication by 10% through teacher website, parent e-blast, newsletter, phone calls, etc. to strengthen the home-school participation. Action Goal #2 All students will be educated in learning  Cooper students will participate in at least 3 anti-bullying activities to maintain out “No Place for Hate” environments that are safe, drug free, and designation conducive to learning.  Students will be provided opportunities to increase awareness and develop skills to enable to make healthy and safe choices

Action Goal #3 The level of technology integration will be  Increase the number of mimios by at least 4 increased to ensure the best possible teaching  All Cooper students will have opportunities to produce student projects using technology on a regular and learning for all students. basis  All Cooper students will have opportunities to participate in iStation for Intervention and Enrichment  All Cooper students will have increased opportunity to work with available technology to analyze, problem solve and develop critical skills.  Within the context of core knowledge instruction, students will be provided 21st Century Learning experiences to learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration through integrated technology lessons. Action Goal #4 Processes/systems will be developed to  Conduct at least 4 parent involvement nights during the 2012-2013 school year enhance and build positive relationships and  Increase Parent Participation in PTA by at least 10% collaboration among community and staff.  All parents will participate in Parent/Teacher Conference Day  Increase parent communication by 10% through teacher website, parent e-blast, newsletter, phone calls, etc. to strengthen the home-school participation  Implement PLC’s and team weekly planning – add a strategy in the plan!

Action Goal #5 Processes/systems will be developed to  All Cooper students will have the opportunity to participate in the Mile Club one time per week increase student attendance and wellness.  Increase opportunities for students to be recognized for positive behavior, perfect attendance and academic excellence

11/25/17 12 Performance Goal #1 Increase the Reading performance of economically disadvantaged students by at least 10%

Performance Objective(s): 1.1 Increase teacher training on guided reading groups 1.2 Increase collaboration opportunities that focus on reading instruction 1.3

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Provide iStation software and Think Through Math Principals District August 2012 Title Funding software f Teachers Assessments Interventionists STAAR Provide professional development on guided reading Principals District August 2012 Reading Street groups Teachers Assessments Interventionists STAAR Provide RtI planning time one time per week Principals District August 2012 Master Schedule Teachers Assessments Interventionists STAAR Implement data-driven instruction based on student Principals District August 2012 Eduphoria needs Teachers Assessments Interventionists STAAR Obtain instructional support and materials to provide Principals District August 2012 Title Funding practice on STAAR format and content at all Teachers Assessment instructional levels Interventionists STAAR

11/25/17 13 Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: District Universal Screeners District Checkpoint and Benchmark Assessments Student Data for Attendance & Discipline Meeting Notes and Agendas Lesson Plans Walkthroughs and PDAS documentation Summative Evaluation Measures: STAAR Data AEIS Data AYP Data TELPAS Data

Evaluation Results: This will be completed at the end of the school year

11/25/17 14 11/25/17 15 Performance Goal #2 All Cooper Elementary Students will demonstrate at a minimum Satisfactory Academic Performance on STAAR

Performance Objective(s): 1.1 Differentiate instruction to address all learning needs of all students 1.2 Increase the depth and complexity (Tier 1 Instruction) in each content area 1.3 Through vertical teams establish consistent vocabulary and instructional practices across all grades

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? All teachers will strengthen their Tier 1 instruction Principals District August 2012 by increasing the depth and complexity. Teachers Assessments STAAR Lesson Plans All classroom teachers will include a Language Principals Walkthroughs August 2012 Lesson Plans Objective as part of their daily lesson. Teachers Lesson Plans Walkthroughs ELPS Disaggregate district assessment data Principals District August 2012 Eduphoria Teachers Assessments Interventionists STAAR Establish through vertical teams a consistent Principals Monthly September Meeting Notes content specific vocabulary and consistent Teachers Meeting 2012 Lesson Plans instructional practices Time Walkthroughs Increase the time special education students are Principals District August 2012 educated with their peers Teachers Assessments STAAR

11/25/17 16 Provide additional training for ESL staff in order ESL Coordinator Title lll Funds November 2012 to increase the academic performance of ELL Principal students-7 Steps to a Language Rich Interactive Classroom PD

Program Evaluation Component

11/25/17 17 Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: District Universal Screeners District Checkpoint and Benchmark Assessments Student Data for Attendance & Discipline Meeting Notes and Agendas Lesson Plans Walkthroughs and PDAS documentation Summative Evaluation Measures: STAAR Data AEIS Data AYP Data TELPAS Data

11/25/17 18 Performance Goal #3 Decrease the performance gap between Special Education students and general education students in Reading & Math STAAR

Performance Objective(s): 1.1 Provide collaboration opportunities between general education and special education teachers 1.2 Increase interaction in the general education setting for special education students to participate in grade level instruction 1.3

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Provide iStation and Think Through Math software for Tassel Time Intervention Increase the time special education students are Principals District August 2012 Special Education educated with their peers and in their grade level Teachers Assessments Support by utilitzing Inclusion support across the campus Special Education STAAR Teachers Provide staff development and teacher Principals Lesson Plans August 2012 Campus Funds collaboration addressing the differentiation of Walkthroughs instruction for students and learning needs. All teachers will include Tier 1 instruction by Principals Lesson Plans August 2012 Campus Funds increasing the depth and complexity. Teachers Walkthroughs

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: District Universal Screeners District Checkpoint and Benchmark Assessments Student Data for Attendance & Discipline Meeting Notes and Agendas Lesson Plans Walkthroughs and PDAS documentation Summative Evaluation Measures: STAAR Data AEIS Data AYP Data TELPAS Data

11/25/17 20 Performance Goal #4 Increase Writing Performance of all students

Performance Objective(s): 1.1 Increase student writing opportunities across all grades and all content areas 1.2 Increase teacher training and collaboration opportunities that focus on writing instruction 1.3

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Provide training on narrative and expository Principals District September 2012 Write Source writing rubric Teachers Assessments STAAR Writing STAAR Rubrics Disaggregate Benchmark Writing Data Principals District September 2012 Eduphoria Teachers Assessments Sylvia Culler STAAR Increase student writing opportunities across all Principals District August 2012 Write Source grades and all content areas Teachers Assessments Write from the STAAR Beginning

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: District Universal Screeners District Checkpoint and Benchmark Assessments Student Data for Attendance & Discipline Meeting Notes and Agendas Lesson Plans Walkthroughs and PDAS documentation

Summative Evaluation Measures: STAAR Data AEIS Data AYP Data TELPAS Data

11/25/17 22 Action Goal #1 All parents will be actively involved in their child’s education.

Performance Objective(s): 1.1 100% of parents will be surveyed after each Parent Involvement Night 1.2 Newsletters and notices will be sent throughout the school year to strengthen home to school partnerships. 1.3 Increase opportunities for parents to participate in their child’s experience

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Survey parents after each Parent Involvement Principals Survey August 2012 Campus Funds Night Teachers Results Write a monthly newsletter which will include Principals Monthly September 2012 Campus Funds school events and grade level news Teachers Newsletter

Conduct at least four parent information nights Principals Survey August 2012 Title 1 Funds throughout the school year Teachers Results

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: Sign In Sheets Parent Input Staff Input Summative Evaluation Measures: Parent Survey Results

Evaluation Results:

11/25/17 24 Action Goal #2 All students will be educated in learning environments that are safe, drug free, and conducive to learning.

Performance Objective(s): 1.1 Cooper students will participate in at least 3 anti-bullying activities to maintain out “No Place for Hate” designation 1.2 Students will be provided opportunities to increase awareness and develop skills to enable to make healthy and safe choices

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Implement three new “No Place for Hate” Principals Office September Campus Funds activities to maintain our “No Place for Hate” Counselor Referrals 2012 designation. Teacher Implement Red Ribbon Week activities. Principals Office September Campus Funds Teachers Referrals 2012 Students will participate in guidance at least two Counselor Counselor September Campus Funds times per month. Schedule 2012 Implement Buddy Club to help students learn Principals Office September Campus Funds good choices for participating in a safe learning Mrs. Johnson Referrals 2012 environment. Students will be taught about self-respect, Counselor Office September Second Step respecting diversity, and individuality through Referrals 2012 Curriculum social skills instruction using the Second Step Curriculum.

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: Campus Wide Discipline Plan Campus Expectations Calendar documenting “No Place for Hate Activities” Counselor Monthly Schedule of Guidance

Summative Evaluation Measures: Reduction of Office Referrals Maintain “No Place for Hate” designation

Evaluation Results:

11/25/17 26 Action Goal #3 The level of technology integration will be increased to ensure the best possible teaching and learning for all students.

Performance Objective(s): 1.1 Increase the number of mimios by at least 4 1.2 All Cooper students will have opportunities to produce student projects using technology on a regular basis 1.3 All Cooper students will have opportunities to participate in iStation for Intervention and Enrichment 1.4 All Cooper students will have increased opportunity to work with available technology to analyze, problem solve and develop critical skills.

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Provide School Wires training for all staff Principals Campus September School Wires Tech Facilitator Website 2012 All staff will maintain updated websites. Principals Websites September Campus Funds Teachers 2012 Teachers will use iStation, Discovery Science, Principals Lesson September Title Study Island, Project Share and curriculum Teachers Plans 2012 Campus Funds resources to enhance their instruction. Walkthrough s Provide mimio training for all staff Principals Walkthrough September Title Teachers s 2012 Campus Funds Tech Facilitator Students will create at least one student project Principals Lesson September Campus Funds per semester using technology Teachers Plans 2012 Implement an open lab schedule in order to structure Principals Lab January 2013 integrated technology lessons? Teachers Schedule

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: Lesson Plans Walkthroughs PDAS

Summative Evaluation Measures:

Evaluation Results:

11/25/17 28 Action Goal #4 Processes/systems will be developed to enhance and build positive relationships and collaboration among community and staff.

Performance Objective(s): 1.1 Conduct at least 4 parent involvement nights during the 2012-2013 school year 1.2 Increase Parent Participation in PTA by at least 10% 1.3 All parents will participate in Parent/Teacher Conference Day 1.4 Increase parent communication by 10% through teacher website, parent e-blast, newsletter, phone calls, etc. to strengthen the home-school participation.

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Conduct at least 4 parent involvement night Principals Parent August 2012 Title Funds activities during the school year. Teachers Surveys Campus Funds Increase parent participation in the PTA by at Principals Monthly Sign September PTA Funds least 10%. Teachers In Sheets for 2012 Campus Funds PTA Title Funds Encourage all parents to participate in the Principals Conference October 2012 Campus Funds Parent/Teacher Conference Day. Teachers Logs Host a Career Fair for all Cooper students. Principals Student May 2013 Campus Funds Teachers Surveys Counselor Host a College Day for all Cooper students. Principals Student April 2013 Campus Funds Teachers Surveys

11/25/17 29 Provide additional PLC time Principals Lesson Plans August 2012 Campus Funds Walkthroughs Master Schedule

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: PTA Enrollment PTA Meeting Sign In Sheets October Conference Logs

Summative Evaluation Measures: Parent Surveys from Parent Information Nights Student Surveys

Evaluation Results:

11/25/17 30 Action Goal #5 Processes/systems will be developed to increase student attendance and wellness.

Performance Objective(s): 1.1 All Cooper students will have the opportunity to participate in the Mile Club one time per week 1.2 Increase opportunities for students to be recognized for positive behavior, perfect attendance and academic excellence

What STRATEGIES must be initiated to reach Who will be What What is a What RESOURCES this process? RESPONSIBLE for MEASURE realistic will be utilized to implementing these will we use to TIMELINE for implement these strategies? assess the implementing strategies? effectiveness these of these strategies? strategies? Increase the number of positive recognition Principals Attendance September Campus Funds programs for students and staff. Teachers Awards 2012 Honor Roll Awards Cooper Students will participate in Mile Club one Principals Mile Club September Campus Funds time per week. PE Teachers Awards 2012 Implement Attendance system to address Principals 9 Weeks August 2012 Title Funds persistent absences and tardies Teachers Attendance Campus Funds Provide Breakfast with the Principals for students Principals Yearly August 2012 Campus Funds having perfect attendance for the entire school Attendance year.

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives. Formative Evaluation Measures: 9 Weeks Attendance Reports PE Lesson Plans

Summative Evaluation Measures: End of Year Reports like Attendance and Tardy Reports

Evaluation Results:

11/25/17 32 Appendix

11/25/17 33 GEORGETOWN ISD’S MISSION STATEMENT Following a rich tradition of community involvement, the mission of GISD is to empower students to become life-long learners and productive citizens in a dynamic, global society, by providing quality learning experiences that develop the knowledge, skills, abilities, and attitudes for continued success. STATEMENT OF BELIEFS GEORGETOWN ISD’S GOALS GEORGETOWN ISD’S STRATEGIES  Life-long learning is essential for citizens of Goal 1: Exemplary Performance Curriculum our community, nation, and world. All GISD students will demonstrate exemplary • We will continually evaluate and refine the curriculum that academic performance. enables students to become productive, life-long learners.  The family, school, and community share the Instruction responsibility for the positive development of Goal 2: Prepared Graduates • We will develop and implement learning experiences that youth. All students will graduate prepared to transition into link curriculum with real world applications to meet the  Given opportunities, all individuals can reach post-secondary education or careers. needs of each student. their potential to learn. Technology Goal 3: Quality Staff • We will establish and strengthen the network of  Every individual has a right to a safe, All positions will be filled by highly qualified instructional services (computer labs, libraries, class rooms, nurturing environment. candidates/professionals. as well as other curriculum resources) to fully develop the  Knowledge empowers. technology skills of students and staff. Goal 4: Quality Learning Environments & Intra-District Communications  Individuals are responsible for their actions. Facilities • We will develop and implement a system-wide, internal  Working toward a vision promotes success. GISD will promote nurturing, safe, and orderly communication process that assures timely, environments and quality facilities for all students. multidirectional information flow.  Every person is unique, has value, and External Communications deserves the opportunity to earn respect. Goal 5: Positive Perceptions, Relationships, and • We will develop reciprocal teams of parents, community Collaboration advocates, and school personnel to communicate and PARAMETERS Enhance and build positive perceptions, relationships enhance both school and community projects and and collaboration among community and staff. programs.  We will not tolerate prejudicial • We will provide opportunities for active parental and discrimination of any kind. Goal 6: Fiscal Accountability & Responsibility community involvement in students’ learning.  We will provide a safe and secure Ensure fiscal accountability and responsibility Wellness environment in all school facilities. through strategic alignment and sound stewardship of • We will provide prevention and intervention to promote the the district’s financial resources. health and well-being of all students and staff.  We will hold each individual responsible for • We will provide safe and secure environments in all school his/her actions. Goal 7: Organizational and Operational facilities  We will not compromise our efforts to Effectiveness Educational and Support Service provide a quality education. Improve organizational and operational effectiveness • We will provide the appropriate educational services to to better support the district’s mission and support for meet the individual needs of all students. the student-teacher relationship. • We will encourage parents to become full partners in the education of their children.

11/25/17 34 GISD GRADUATE LEARNER PROFILE GISD Graduate Profile was developed by the District Performance Council to represent the attributes that all GISD graduates should possess.

I. Effective Communicators IV. Productive Learners  Able to read for a variety of purposes and to apply reading  Able to apply the self-management skills of goal setting, skills to real-life situations. time management, and continuous improvement.  Able to use a range of writing styles effectively and  Able to demonstrate skills in resource management (allocate appropriately for purpose, situation, and audience. money, materials, space, and people).  Able to listen attentively and critically for a variety of  Able to manage information by acquiring and evaluating purposes and to respond to speakers appropriately. data, organizing and maintaining records, using technology  Able to use effective speaking strategies for both formal and to process information, and selecting equipment and tools to informal purposes and settings. improve systems and to accomplish goals.  Able to use critical and creative thinking to solve problems. II. Academically Prepared  Able to use mathematics, science, and social studies as tools V. Life Skills Oriented for problem solving, communicating, and reasoning.  Able to make wise career decisions based on self-  Able to use the literary, visual, and performing arts to enrich knowledge, educational/occupational explorations, and their lives. career planning.  Able to make informed decisions about physical and mental III. Responsible Citizens health.  Able to incorporate the nature of economics as it applies to  Able to demonstrate interpersonal and academic skills everyday living. needed to be self-supporting citizens, to work effectively in  Able to actively contribute to community or school service teams, to manage conflict, to lead in community and organizations. business, and to be effective parents.  Able to make and to evaluate decisions based on ethical principles.  Able to understand world issues, to identify the rights and obligations of citizens, and to participate in the democratic process.

11/25/17 35 The District Performance Council has adopted the Effective Schools Correlates as the standards for educational quality. SUMMARY OF EFFECTIVE SCHOOL CORRELATES I. HIGH EXPECTATIONS V. SCHOOL CLIMATE  Teachers believe all students can master basic skills in their program.  The physical environment is safe, orderly, clean, and conducive to learning.  Teachers believe that all students’ home backgrounds are not the primary factor  Teachers believe it is their responsibility to teach all students and the professional in determining achievement. environment establishes courtesy and respect.  Teachers’ expectations are clearly defined in goals for student achievement.  The staff believes that all children can learn and should be provided the opportunity  Teachers treat students in ways that emphasize success and potential rather than to learn without negative criticism. those which focus on failure.  Clear rules, policies, and expectations are in place and are consistently enforced by  Teachers encourage all students through rewards, encouragement, and all adults. recognition.  Students are recognized for academic efforts and accomplishments.  Student achievements are featured in school and community media.  Teachers are recognized for academic efforts, professional growth, and teaching accomplishments. II. PARENT AND COMMUNITY SUPPORT  There is a spirit of collaboration among the staff and between the staff and  Parent/teacher conferences result in specific plans for home/school cooperation community in reaching the goals of the school. to improve student achievement.  Students are made to feel welcome and wanted in a student-centered environment  Parents and teachers are aware of the school or district homework policy. that maintains rapport to encourage learning.  Many parents visit the school to observe the instructional program.  Home visits, phone calls, newsletters, regular notes, etc. are frequently utilized to VI. INSTRUCTIONAL LEADERSHIP strengthen communication.  The principal has frequent informal and formal observations.  Local businesses and organizations contribute money, time, and other resources.  Individual teachers and principal meet to discuss focus of classroom observation.  Regularly scheduled faculty meetings are held to discuss instructions and student III. MEASUREMENT achievement.  Staff follows routine procedures for frequent collection, summarization, and  Teachers, administrators, and parents assume responsibility for school discipline. reporting of student achievement.  School rules are understood, respected, and enforced by administrators, teachers,  Assessment methods and instruments are selected to measure learning objectives. students, and the board of trustees.  The teachers and principal thoroughly review and analyze test results to plan  Most students abide by school/classroom rules. instructional program modification.  The physical condition of the school is generally pleasant and well maintained.  Results of assessment reports are tied to learning objectives.  Teachers treat students fairly and with consistency.  School improvement priorities and plans are developed cooperatively with IV. INSTRUCTIONAL FOCUS principal, teachers, parents, and students.  Curriculum is designed so objectives (what should be taught), instruction (what  The principal leads frequent formal discussion with staff concerning instructional actually is taught), and assessment (what is tested), all align. and student achievement.  Goals are developed/endorsed by teachers, parents, administrators, and students.  A written statement of purpose (mission) exists as the driving force behind most important school decisions.  Instructional strategies and materials are adjusted to individual learning needs.  Several events (assembly, trips) are planned to enhance the instructional program.  Results of assessment reports are tied to learning objectives.  Teachers and principals thoroughly review and analyze test results to plan

11/25/17 36 instructional program modification.

11/25/17 37 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

The district operates in full compliance with the student confidentiality requirements of the federal Family Educational Rights and Privacy Act (FERPA). For a full explanation of district practices and procedures regarding student confidentiality see district policies FL (LEGAL) and FL (LOCAL).

EQUAL EDUCATION OPPORTUNITIES

The Georgetown Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, age, or disability in providing education or providing access to the benefits of educational services, activities, and programs, including Career and Technology Education programs, in accordance with ACCELLs VI and VII of the Civil Rights Act of 1964, as amended; ACCELL IX of the Education Amendments of 1972; Age Discrimination Act of 1975 (34 CFR Part 110); Section 504 of the Rehabilitation Act of 1973, as amended; ACCELL II of the Americans with Disabilities Act of 1990; and local Board policies.

11/25/17 38 10 COMPONENTS OF A TITLE I SCHOOLWIDE CAMPUS (The 10 components must be incorporated into Title I School wide Campus plans by statute. All GISD campuses will incorporate all 10 components in the Campus Improvement Plan. Place a check mark in each space by each component that is incorporated into the plan.)

___TS-1. A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children) that is based on information on the performance of children in relation to the state content and state student performance standards.

___TS-2. School-wide reform strategies that---

___TS-2a. a. provide opportunities for all children to meet the state’s proficient and advanced levels of student performance; ___TS-2b. b. use effective methods and instructional strategies that are based on scientifically based research that- - strengthen the core academic program in the school; - increase the amount and quality of learning time, such as, providing an extended school year, before-and after-school programs summer programs and help to provide an enriched and accelerated curriculum; and - include strategies for meeting the educational needs of historically underserved populations. ___TS-2c. c. include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the school-wide program, which may include counseling, pupil services, and mentoring services; - college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods that may include applied learning and team-teaching strategies; and - the integration of vocational and technical education programs; and address how the campus will determine if such needs have been met; and ___TS-2d. d. are consistent with, and are designed to implement, the state and local improvement plans, if any.

___TS-3. Instruction by highly qualified teachers.

___TS-4. High quality and ongoing professional development for teachers, principals, and paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

___TS-5. Strategies to attract highly qualified teachers to high need schools.

___TS-6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

_ _TS-7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. 11/25/17 39 ___TS-8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the performance of individual students and the overall instructional program.

___TS-9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective , 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.

___TS-10. Coordination and integration occurs between federal, state, and local services and programs, including programs supported under NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

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