West Orange-Cove CISD

West Orange-Cove CISD North Early Learning Center Campus Improvement Plan

2014-2015 North Early Learning Center - Campus Improvement Plan 2014 – 2015

Mission Statement

The mission of North Early Learning Center is to empower all families in school readiness, focusing on the areas of socialization, health, and academics. With mutual respect and a collaborative effort, children and families become self-reliant, productive members of our community.

Vision Statement

North Early Learning Center believes in providing rigorous yet developmentally appropriate instruction in a positive collaborative environment. School Motto

Learning as we grow, growing as we learn.

2014 - 2015 2 North Early Learning Center - Campus Improvement Plan 2014 – 2015 Professional Staff Members

Name Department Representation Years of Service Sherry Hardin North Early Learning Center Principal/Head Start 13 Director Beverley Simon Education Coordinator Academic Coordinator 28 Kristi Abshire 4 Year Old Head Start Teacher / CILT/Professional 8 ESL Representative Teaching Staff Aleisha Bornette 3 Year Old Head Start Teacher CILT/Professional 5 Teaching Staff Stephen Michutka 4 Year Old Head Start Teacher / CILT/Professional 5 Inclusion Representative Teaching Staff Amanda Harris Math and Science CILT/Professional 9 Teaching Staff Ola Conner ELAR and Social Studies CILT/Professional 7 Teaching Staff Bridget Linscomb 4 Year Old Head Start Teacher CILT / Professional 4 Teaching Staff Parents, Business, & Community Members Name Group Address Contact Number Reginald Scott Policy Council Chairperson 1608 14th St. Orange, Tx 409-221-4440 337-442-4363 Frederick Flore Policy Council Vice 807 W. Park Orange, TX 337-304-1743 Chairperson Tori Mayfield Policy Council Secretary 3732 Ridgemont, Orange, TX 409-313-5800 Gevena Scott Policy Council Assistant 1608 14th St. Orange, Tx 409-221-4440 Secretary 337-442-4363 Asiane’ Venkatesan Policy Council Member 82 4th St. Orange, TX 409-545-4881 Earlisha Thomas Parent Center Representative 2208 McKee Dr. Orange, TX 409-988-9498 James Royer Policy Council Member 1516 Browning Rd. Orange TX 409-670-2555 Cecilia Castro Policy Council Member 211 N. Farragut, Orange, TX 956-312-8545 Ridasha Hafford Policy Council Member 3 Circle S, Orange, TX 409-594-3860 Elizabeth Johnson Policy Council Member 2908 Tammy Circle, Orange, TX 409-0748-5463 Alexis Maldonado Policy Council Member 413 Decatur, Orange, TX 409-683-2794 Ava Chambers Policy Council Community 220 Knox Ave, Orange, TX 409-749-7785 Representative Melonie Ducharme Policy Council Member & Policy 205 S. Farragut, Orange TX 409-221-1009 Council/School Board Liaison

2014 - 2015 3 North Early Learning Center - Campus Improvement Plan 2014 – 2015

School Demographics Ethnicity Student Percentage African American 181 67% White 52 19% Hispanic 32 12% Two or More Races 3 1% Asian 2 1%

Student Sub Populations Total Percentage Male 136 50.4% Female 134 49.6% Economically Disadvantaged 270 100% LEP 20 7% Homeless 3 1% Foster Care 2 1% Campus Mobility Rate 47 18%

Class Sizes Students Percentage 3 Year Olds 111 41% 4 Year Olds 153 57% PPCD 6 2%

Ethnicity Staff Percentage Texas Staff African American 31% Percentage9.2% White 63% 63.4% Hispanic 6% 24.4% Two or More Races NA NA Asian NA NA

Staff Experience North ELC Texas (2013-2014)Beginning 19% 4.6% 1-5 Years 27% 28.7% 6-10 Years 18% 22.3% 11-20 Years 24% 26.6& Over 20 Years 12% 17.9%

2014 - 2015 5 North Early Learning Center - Campus Improvement Plan 2014 – 2015 North ELC Four Year Olds sent to WOSE August 2014

State of Texas Accountability Index

Needs Improvement – Based on Elementary School Rating

West Orange-Stark Region V State Standard Elementary School

I – Student Achievement 51 75 77

II – Student Progress 37 37 40 III – Closing Performance 26 37 38 Gaps VI – Postsecondary 12 66 69 Readiness

Section 1

Student Achievement EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 1304.21 HUMAN RESOURCES 1304.52 MENTAL HEALTH 1304.24 TRANSITION 1304.41 (c)(1)(iii)

 To provide for the development of cognitive, motor, social and emotional skills that will form a foundation for school readiness and later school success. Students’ academic performance and achievement level will reflect excellence in learning and attainment of both high expectations and high standards.  Students’ behavior will exemplify the skills, attitudes, and/or practices characteristic of productive, community-minded adults: citizenship, self-esteem, respect for others, accountability for actions, and healthful lifestyles. Objectives Program Research Based Evidence of Person (s) Resources Components Strategies, Change to Guide Responsible Required or Systems Initiatives, and Decision Making Targeted Redesign

1.1 Literacy – 3 year old Skills Education / Early 1. Analyze data Anecdotal Records; Hardin; Simon; Preschool Early  Retells a story from pictures or Childhood 2. Use Preschool Early Lesson Plans; Teaching Staff; Teaching Language & memory Development, Language & Literacy Developmental Assistants Literacy  Knows when a part is left out of Transition Including Mathematics Indicators for the Including a story (CIRCLE) Best Practices Assessment of Learning Mathematics  Recognizes that print is what is 3. Implement and monitor —version 4 (DIAL 4) (CIRCLE) Best read rather than the picture the Texas Opening the Individualization Sheets; Practices  Write first letter of first name World of Learning (OWL) Progress Reports Manuals; Texas Curriculum Portfolios Opening the 4. Use manipulatives for Teacher observation World of hands-on learning Walkthroughs Learning (OWL) 5. Use phonemic awareness Professional Curriculum; modeling strategies Development and Instructional 6. Curriculum planning Appraisal System (PDAS); Materials; 7. SMART Board activities. Fresh Eye Walks Head Start Learning Walks Funds; Pre-K Funds; technology; Professional Development and Appraisal System (PDAS); Developmental Indicators for the Assessment of Learning— version 4 (DIAL 4)

Objective Program Research Based Evidence of Person (s) Resources Components Strategies, Change to Guide Responsible Required or Systems Initiatives, and Decision Making Targeted Redesign 1.2 Literacy – 4 year olds Education / Early 1. Analyze data Anecdotal Records; Hardin; Simon; Texas Opening  Can delete a syllable from a Childhood 8. Use Preschool Early Lesson Plans; Teaching Staff; Teaching the World of word Development, Language & Literacy Developmental Assistants Learning (OWL)  Produces words with same Transition Including Mathematics Indicators for the Curriculum; beginning sounds (CIRCLE) Best Practices Assessment of Learning Preschool Early  Describes, relates, categorizes, 2. Implement and monitor —version 4 (DIAL 4) Language & compares, and contrasts the Texas Opening the Individualization Sheets; Literacy information learned from books World of Learning (OWL) Progress Reports Including  Writes first name Curriculum Portfolios Mathematics 3. Use manipulatives for Teacher observation (CIRCLE) Best hands-on learning Walkthroughs Practices 4. Use phonemic awareness Professional Instructional modeling strategies Development and Materials; 5. Curriculum planning Appraisal System (PDAS) Head Start 6. SMART Board activities. Fresh Eye Walks Funds; Pre-K Learning Walks Funds; technology; Professional Development and Appraisal System (PDAS); Developmental Indicators for the Assessment of Learning— version 4 (DIAL 4)

2014 - 2015 11 Objective Program Research Based Evidence of Person (s) Resources ComponentsNorth Early Learning CenterStrategies, - Campus Improvement PlanChange 2014 – 2015 to Responsible Required or Systems Initiatives, and Guide Decision Targeted Redesign Making 1.3 Math – 3 year old skills Education / Early 1. Analyze data Anecdotal Records; Hardin; Simon; Texas Opening  Recognizes taking away an Childhood 1. Use Preschool Early Lesson Plans; Teaching Staff; Teaching the World of object from a group decreases Development, Language & Literacy Developmental Assistants Learning (OWL) the number of objects Transition Including Mathematics Indicators for the Curriculum;  Recognizes that data can be (CIRCLE) Best Practices Assessment of Preschool Early organized into a graphic 2. Implement and monitor Learning—version 4 Language & representation the Texas Opening the (DIAL 4) Literacy  Recognizes patterns World of Learning (OWL) Individualization Including Curriculum Sheets; Mathematics 3. Use math manipulatives Progress Reports (CIRCLE) Best 4. Increase exposure Portfolios Practices 5. Increase repetition Teacher observation Instructional 6. Accessible number line Walkthroughs Materials; Head 7. Technology Professional Start Funds; 8. Use cross curricular Development and Professional 9. Encourage children to use Appraisal System Development mathematical language (PDAS) and Appraisal 10. Incorporate graphs daily Fresh Eye Walks System (PDAS); Learning Walks Developmental Indicators for the Assessment of Learning— version 4 (DIAL 4) Math Manipulatives; Number Lines

Objective Program Research Based Evidence of Person (s) Resources Components Strategies, Change to Responsible Required or Systems Initiatives, and Guide Decision Targeted Redesign Making

1.4 Math – 4 year old skills Education / Early 1. Analyze data Anecdotal Records; Hardin; Simon; Texas Opening  Recognizes how much can be Childhood 2. Use Preschool Early Lesson Plans; Teaching Staff; Teaching the World of placed within an object Development, Language & Literacy Developmental Assistants Learning (OWL) 2014 - 2015 12  Recognizes and compares Transition Including Mathematics Indicators for the Curriculum; weights of objects and people (CIRCLE) Best Practices Assessment of Preschool Early  Collects data and organizes it in 3. Implement and monitor Learning—version 4 Language & Objective Program Research Based Evidence of Person (s) Resources ComponentsNorth Early LearningStrategies, Center - Campus Initiatives, Improvement Plan Change2014 – 2015 to Responsible Required or Systems and Redesign Guide Decision Targeted Making 1.5 Science – 3 year old skills Education / Early 1. Analyze data Anecdotal Records; Hardin; Simon; Texas Opening  Recognize five food groups Childhood 2. Use Preschool Early Lesson Plans; Teaching Staff; Teaching the World of  Understands that weights or Development, Language & Literacy Developmental Assistants Learning (OWL) objects can vary and be Transition Including Mathematics Indicators for the Curriculum; compared (CIRCLE) Best Practices Assessment of Science  Describes life cycles of 3. Incorporate hands-on Learning—version 4 Handbook; organisms learning experiments (DIAL 4) Preschool Early 4. Materials relevant to life Individualization Language & cycles continuously in the Sheets; Literacy science center. Progress Reports; Including 5. Use meals and snack times Walk-Throughs Mathematics to discuss food groups. Portfolios (CIRCLE) Best 6. Incorporate weights of Teacher observation Practices various objects in centers Professional Instructional and science lab. Development and Materials; Head 7. Science Journals Appraisal System Start Funds; (PDAS) Professional Fresh Eye Walks Development Learning Walks and Appraisal System (PDAS); Developmental Indicators for the Assessment of Learning— version 4 (DIAL 4) Individualization Sheets 1.6 Science – 4 year old skills Education / Early 1. Analyze data Anecdotal Records; Hardin; Simon; Texas Opening  Identify food groups and Childhood 2. Use Preschool Early Lesson Plans; Teaching Staff; Teaching the World of create a balanced plate Development, Language & Literacy Developmental Assistants Learning (OWL)  Describes life cycles of Transition Including Mathematics Indicators for the Curriculum; organisms (CIRCLE) Best Practices Assessment of Science 3. Incorporate hands-on Learning—version 4 Handbook; learning experiments (DIAL 4) Preschool Early 4. Materials relevant to life Individualization Language & cycles continuously in the Sheets; Literacy science center. Progress Reports; Including 5. Use meals and snack times Portfolios Mathematics to discuss food groups. Teacher observation (CIRCLE) Best 6. Incorporate weights of Walkthroughs Practices various objects in centers Professional Instructional and increase use of science Materials; Head 2014 - 2015 Development and 13 lab. Appraisal System Start Funds; (PDAS) Professional Fresh Eye Walks Development North Early Learning Center - Campus Improvement Plan 2014 – 2015

Section 2 School Culture & Climate Objective Program Research Evidence of Person (s) Responsible Resources Components Based Change to Required or Systems Strategies, Guide Targeted Initiatives, Decision and Redesign Making

2.1 .1 NELC will achieve Attendance Teachers make at Attendance rate Hardin; Attendance Clerk; Parent Contact Records overall student attendance least 5 parent will increase Teachers; Family Service Workers Absentee Reports rate of 95% or higher contacts each week; (FSW), Attendance Committee Attendance Reports Attendance clerk and Family Service Workers (FSW) call parent when child is absent. Perfect Attendance Pep Rally and Awards each 9 Weeks 2.1.2 Utilize intervention Management Case Management; Attendance rate Hardin; Ed. Coordinator, Appropriate Plans, programs to meet students’ Admission, Review, and Teachers, Health and Disabilities Assessments and Scores; individual educational needs and Dismissal Developmental Coordinator; Speech Language Funds for Support such as: Academic Support- (ARD) Meetings Indicators for the Pathologist (SLP); Diagnostician; Personnel and materials Response To Intervention Academic Support – Assessment of Occupational/Physical Therapist (RTI), Behavioral Support, Response to Learning—version (OT/PT); Developmental English as a Second Language Intervention (RTI); 4 (DIAL 4) Paraprofessional (ESL), Speech, Special Increased /Brigance scores Education individualization in will increase classrooms 2.1.3 Utilize intervention Management Case Management; Attendance rate Hardin; Ed. Coordinator, Appropriate Plans, programs to meet students’ Admission, Review, and Teachers, Health and Disabilities Assessments and Scores; individual educational needs and Dismissal Developmental Coordinator; Speech Language Funds for Support such as: Academic Support- (ARD) Meetings Indicators for the Pathologist (SLP); Diagnostician; Personnel and materials Response To Intervention Academic Support – Assessment of Occupational/Physical Therapist (RTI), Behavioral Support, Response to Learning—version (OT/PT); Developmental English as a Second Language Intervention (RTI); 4 (DIAL 4) Paraprofessional (ESL), Speech, Special Increased /Brigance scores Education individualization in will increase classrooms 2014 - 2015 14 North Early Learning Center - Campus Improvement Plan 2014 – 2015

Objective Program Research Evidence of Person (s) Responsible Resources Components Based Change to Required or Systems Strategies, Guide Targeted Initiatives, Decision and Redesign Making 2.1.4 Increased staff morale Management Staff with perfect Staff attendance Hardin; Staff; Attendance Reports attendance will be rate will increase; Classroom Assessment recognized at Perfect Scores will increase and Scoring System Attendance Pep Rally on Positive Climate (CLASS) instrument each 9 Weeks period. section of Staff birthdays Classroom celebrated monthly Assessment and Scoring System (CLASS) instrument 2.1.5 Increased campus Management All staff will openly Staff attendance Hardin; All staff Scores will increase on collaborations communicate and rate will increase Positive Climate section build team spirit Scores will increase of Classroom on Positive Climate Assessment and Scoring section of System (CLASS) Classroom instrument Assessment and Scoring System (CLASS) instrument 2.2 Increased school and Management Teachers, Family Attendance rate Hardin; Staff; Family Service Absentee Reports community involvement Service Workers will increase Workers (FSW); Policy Council Attendance Reports (FSW), Policy Council members; Parent Committee members, and Parent members; Networked Agencies Committee members will encourage family and community involvement; ICare Meetings; Policy Council Meetings; Planned Workshops; Celebrity Breakfast

Objective Program Research Evidence of Person (s) Responsible Resources Components Based Change to Required or Systems Strategies, Guide Targeted Initiatives, Decision and Redesign Making 2.3 Insure a qualified Curriculum Provide staff Instruction reflects Hardin; Education Coordinator, Staff attendance of instructional staff that development that higher levels of Fiscal Manager, Instructional Staff training sessions and employs cutting-edge focuses on rigor and student workshops as recorded instructional strategies lesson plan engagement and on sign-in sheets and development, learning; Continuing Education strategies, and best Professional Units (CEU) certificates; practices through Development and Professional individual, Appraisal System Development and Professional Learning (PDAS) evaluations, Appraisal System (PDAS) Community (PLC) walkthroughs and group and campus written activities documentation

Section 3 Staff Quality, Recruitment & Retention Objective Program Research Based Evidence of Person (s) Responsible Resources Components Strategies, Change to Required or Systems Initiatives, and Guide Targeted Redesign Decision Making

3.1 Hire highly qualified Human Resources Participate in district Highly qualified Hardin HR Department teachers and staff. recruiting events staff are hired Support  Recruit all year 3.2 Maintain current CDA Human Resources Head Start funds Recruit qualified Hardin, Simon Head Start Funding credentials for Teacher Staffing initial and renewal of energetic staff Assistants Compliance with Child Development Provide ongoing  Monitor credentials Head Start Associate (CDA) support and  Provide ongoing support credentials for training Teacher Assistants 3.3 Provide support and New Teachers Provide mentors Staff retention Hardin, Simon, Mentor teachers Head Start funding development to new teachers New staff Provide buddies Trained and staff teachers Trained staff Mentor meetings Training agendas and sign in sheets

Section 4 Curriculum & Instruction Objective Program Research Based Evidence of Person (s) Resources Compone Strategies, Initiatives, Change to Responsible Required nts or and Redesign Guide Decision Systems Making Targeted

4.1 Align data instruments Head Start 1. Analyze data Developmental Hardin; Simon; Texas Opening the World  DIAL 4 Screen tool Guidelines; 2. Analyze Components Indicators for the Teaching Staff; of Learning (OWL)  Head Start Child Outcomes Texas 3. Align all components Assessment of Learning Teaching Curriculum;  Pre-Kindergarten Guidelines Education —version 4 (DIAL 4) Assistants Instructional Materials; Agency (TEA) Individualization Head Start Funds; Pre-K Pre-K Sheets; Funds; technology outcomes; Progress Reports Professional Developmenta Portfolios Development and l Indicators for Walkthroughs Appraisal System (PDAS); the Professional Brigance/Developmental Assessment of Development and Indicators for the Learning— Appraisal System Assessment of Learning— version 4 (PDAS) version 4 (DIAL 4) (DIAL 4) ; Fresh Eye Walks Brigance; Learning Walks Report Card Criteria

4.2 Small group instruction Education / 1. Analyze data Anecdotal Records; Hardin; Simon; Texas Opening the World  Reading and math will be taught Early 2. Use Preschool Early Language Lesson Plans; Teaching Staff; of Learning (OWL) in small group Childhood & Literacy Including Developmental Teaching Curriculum; Science  Small groups will be 30 minutes Development, Mathematics (CIRCLE) Best Indicators for the Assistants Handbook; Preschool each (1 hour total for reading Transition Practices Assessment of Learning Early Language & Literacy and math) 3. Implement and monitor the —version 4 (DIAL 4) Including Mathematics Texas Opening the World of Individualization (CIRCLE) Best Practices Learning (OWL) Curriculum Sheets; Progress Instructional Materials; 4. Use manipulatives for hands- Reports; Walk- Head Start Funds; on learning Throughs; Portfolios Professional 5. Use phonemic awareness Teacher observation Development and modeling strategies Professional Appraisal System (PDAS); 2014 - 2015 18 North Early Learning Center - Campus Improvement Plan 2014 – 2015

6. Curriculum planning Development and Developmental Indicators 7. SmartBoard activities. Appraisal System for the Assessment of (PDAS) Learning—version 4 Fresh Eye Walks (DIAL 4) Learning Walks Objective Program Research Based Evidence of Person (s) Resources Compone Strategies, Initiatives, Change to Responsible Required nts or and Redesign Guide Decision Systems Making Targeted

4.3 Individualization for every Screening Analyze data Anecdotal Records; Hardin; Simon; Texas Opening the World student instruments Use data to guide instruction Lesson Plans; Teaching Staff; of Learning (OWL)  Early identification Teacher Continuous monitoring and Developmental Teaching Curriculum; Science  Early Intervention observation adjusting for student success Indicators for the Assistants Handbook; Instructional  Individual Student Action Plans Assessment of Learning Materials; Head Start (ISAP) will be developed for all —version 4 (DIAL 4) Funds; Professional Tier 3 students after fall Progress Reports; Development and screening Walk-Throughs Appraisal System (PDAS); Portfolios Developmental Indicators Teacher observation for the Assessment of Professional Learning—version 4 Development and (DIAL 4) Appraisal System (PDAS) Fresh Eye Walks Learning Walks

Section 5

Discipline Management Objective Program Research Evidence of Person (s) Responsible Resources Components Based Change to Required or Systems Strategies, Guide Decision Targeted Initiatives, Making and Redesign 5.1 Behavior Management Plan Campus Behavior Age appropriate Walkthroughs Hardin; Simon; Behavior Management  Update campus behavior Plan; consequences Professional Teaching Staff; Teaching Assistants Plan plan to reflect more Classroom Reward system Development and Technology meaningful and Assessment and Color-coded to Appraisal System Campus Funds for developmentally Scoring System add meaning for (PDAS) rewards; appropriate plans using a (CLASS) young students Fresh Eye Walks Professional color-coded system (green, Instrument Learning Walks Development and yellow, red) Appraisal System (PDAS);  Rewards System Classroom Assessment and Scoring System (CLASS) 5.2 Communication Folder Campus Behavior Age appropriate Walkthroughs Hardin; Simon; Behavior Management  Send folder home daily for Plan consequences Professional Teaching Staff; Teaching Assistants Plan review Classroom Reward system Development and Technology  Increase parent/teacher Assessment and Color-coded to Appraisal System Campus Funds for communication Scoring System add meaning for (PDAS) rewards;  Provide daily feedback to (CLASS) young students Fresh Eye Walks Professional improve behavior Instrument Learning Walks Development and Number of students Appraisal System (PDAS); earning rewards Classroom Assessment Parent/teacher and Scoring System interactions (CLASS) 5.3 Maintain a positive classroom Management Evaluation and Sign-In Sheets; Hardin; Allensworth; Simon; Copies of Campus climate conducive to learning Mental Health Implementation of Agendas; Log of All Staff Behavior Management  Monitored using Education and the Campus Counseling Sessions; Plan; Copies of office Classroom Assessment Early Childhood Behavior Referral Doc.; referrals; CLASS Observer and Scoring System Development; Management Plan Classroom Assessment training; CLASS (CLASS) instrument Classroom and Scoring System recertification for CILT; Assessment and (CLASS) Obs. Feedback Classroom Assessment Scoring System Forms, student and Scoring System (CLASS) Inst. teacher interactions (CLASS) Instrument Section 6

Family & Community Involvement PARENT AND COMMUNITY ENGAGEMENT 1304.41; GOVERNANCE 1304.50 . Increase parent and community engagement. . Parents and district staff will work jointly to enhance the quality and effectiveness of our school. . Involve volunteers directly in fulfilling the district’s mission and vision, particularly through their work with children and teachers in the instructional program. Objective Program Research Based Strategies, Evidence of Person (s) Resources Components Initiatives, and Redesign Change to Guide Responsible Required or Systems Decision Making Targeted 6.1 Increase the number of Parent/Community 1. Provide campus orientation Sign-in Sheets and Hardin; Mitchell; Sign-in Sheets and parent and community Engagement; that includes: campus goals and Agendas; Home Visit and Simon; Family Agendas; Head participants in each of the Governance procedures, the importance of Conference Schedules Services Staff; Start Funds; following: parental participation and Teaching Staff; Training Materials; involvement Teaching Assistants; Policy Council a. Engagement 2. Provide volunteer training that District Partners in Procedures b. Open House includes: volunteer information, Education (PIE) c. Special programs responsibilities, and opportunities, Coordinator d. Parent Meetings and review of volunteer handbook. 3. Provide volunteer recognition program 4. Maintain a Head Start Policy Council that will serve to provide parent decision-making opportunities and provide program advocacy information and opportunities. 5. Encourage parents to participate in staff-parent conferences and home visits to discuss their child’s development and school readiness.

Objective Program Research Based Strategies, Evidence of Person (s) Resources Components Initiatives, and Redesign Change to Guide Responsible Required or Systems Decision Making

Targeted

6.2 Increase levels of Parent/Community 1. Make parents aware of available Sign-in Sheets and Sign-in Sheets and parent education and Engagement; community resources workshops Agendas, Complete “I Hardin; Mitchell; Agendas, Complete employment. Governance and training Care” activities Family Services “I Care” activities 2. Establish agency, parent, and Staff; Teaching program partnerships Staff; Teaching 3. Provide educational and Assistants; District employment participation and Partners In enrollment information Education (PIE) 4. Provide crisis intervention and Coordinator; prevention information County Extension 5. Encourage participation in Breakfast Agency; Greater Buddies, Ladies Breeze, and Male Orange Area Buzz activities Literacy (GOALS) 6. Provide “I Care” parent training meetings 7. Provide continued training for parents about school readiness and Head Start school readiness goals. 6.3 Establish Head Start Parent -Community 1. Provide parents with the Complete Family Hardin; Mitchell; Complete Family Family Partnership Engagement; opportunity to engage in and Partnership Agreements; Simon; Family Partnership Agreements. Governance establish family and program Training schedules Services Staff; Agreements; partnerships Teaching Staff; Training schedules 2. Empower parents in meeting Teaching Assistants desired family goals 3. Provide parent education and training 4. Provide Parent/Teacher campus meetings. 6.4 Provide families with Blackboard Call-out School Communication Number of call-outs Hardin; Mitchell; Call Out System important information System quickly Parent-Community Tech-connect Engagement; Management

Section 7 School Context & Organization

Objective Program Research Evidence of Person (s) Resources Components Based Change to Responsible Required or Systems Strategies, Guide Targeted Initiatives, Decision and Making Redesign 7.1 Maintain high All students Effective teaching Increased Hardin; Simon; Mitchell; Campus Funding expectations for academics strategies and assessment scores Allensworth; Instructional and behavior behavior Staff Eduphoria management Increased positive techniques tone scores on Classroom Assessment Positive student Classroom and Scoring System response to Assessment and (CLASS) instrument expectations Scoring System (CLASS) instrument. 7.2 More effective Management; More efficient More Hardin; Managers; Staff Email, PA system communication between Education/ Early use of email; communication Family Service Workers Childhood Google Calendar evident in email, (FSW) and Instructional Staff Development; and other forms sign-in sheets, and  Better use of email of logs  Managers inform communication; staff of news once a Face-to-Face month meetings; Family  Improved Services Manager communication attends between Instructional Staff teacher/paraprofessi Meetings onal 7.3 All teachers will Professional Professional CILT Hardin; Education Agendas and Sign-in participate in campus Learning Learning Professional Coordinator; Instructional Sheets from meetings decision-making process Communities Community (PLC) Learning Staff System Community (PLC) Groups

Section 8 Technology

EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 1304.21  Provide appropriate technology instruction to enable students to develop technology skills that promote their own learning.

Objective Program Research Based Evidence of Person (s) Resources Components Strategies, Change to Responsible Required or Systems Initiatives, and Guide Targeted Redesign Decision Making

8.1 Technology in every Technology 1. Integrate technology Observation of Hardin; Simon; Texas Opening the classroom into the Head Start/Pre- technology in Teaching Staff; Teaching World of  Kindergarten/ Preschool North Early Learning classroom; Assistants; District Learning Center will provide Programs for Children Sign-in Sheets; P Technology Staff with Disabilities (OWL) appropriate Drive Technology technology curriculum for all Curricul Files; Complete opportunities for regular and special um; work orders students to develop programs. Hardwar 2. Provide technical their technology e; Age skills. assistance, maintenance  Utilize Waterford and repair. Appropri  Utilize Zoophonics 3. Provide professional ate development in the Softwar areas of computer e; literacy for staff. 4. Provide SMART board SMART training and implement Board strategies for effective Training use of SMART boards in and the classroom Resourc es; District Technol ogy Staff

Section 9 School Safety MANAGEMENT SYSTEMS ND PROCEDURES 1304.51 MENTAL HEALTH 1304.24 FACILITIES 1304.53 (Safe Environment)  Provide a safe and orderly school climate, conducive to learning.  Develop and/or refine for all students and facilities, strategies to maintain a safe and disciplined environment conducive to student learning and employee effectiveness. Objective Program Research Based Evidence of Person (s) Resources Components Strategies, Initiatives, Change to Responsible Required or Systems and Redesign Guide Targeted Decision Making

9.1 Maintain a record of 0 Management 1. Implement the district’s Crisis Sign-in Sheets; Hardin; Copies of District Crisis incidents of violence and 0 Mental Health Management Plan for a. Violence Agendas; Log of Allensworth; Management Plan; incidents of drugs, alcohol, Facilities Prevention, b. Conflict Counseling Sessions; Simon; Mitchell; Raising Your Spirited and tobacco during the 2014- Resolution, and c. Suicide Completion of Teachers; Teaching Child Training; 2015 school year. Prevention Communication Assistants; G. Willis Communication Folders; 2. Ensure staff team is trained in Folders Mental Health Crisis Prevention Intervention Curriculum and (CPI) Materials; Head Start 3. Inform parents of students’ Funds behavior daily 4. Provide group and individual instruction through the use of the district’s counseling curriculum 5. Require visitors to sign in and wear visitor’s badges, and to check in through Raptor – present drivers’ license or Texas identification card 6. Provide counseling in crisis situations 7. Provide instruction in prevention of school violence Objective Program Research Based Evidence of Person (s) Resources Components Strategies, Initiatives, Change to Responsible Required or Systems and Redesign Guide Targeted Decision Making

9.2 North ELC will ensure the Management; Emergency call button in each Continue to have a Hardin; District Collaboration of funding safety of our students and Governance; classroom safe environment for Administrators; between Head Start and staff when they are on our Safe and Drug Red Ribbon Week our students and Campus Staff; WOCCISD. campus and provide a Free Schools Encourage friendship and caring with staff Policy Council productive environment Right Choice Words and Mental conducive to learning Health components

2014 - 2015 27