Beaumont Independent School District Charlton Pollard Elementary 2019-2020

Board Approval Date: October 17, 2019

Charlton Pollard Elementary Campus #130 1 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Mission Statement The mission of Charlton - Pollard Elementary School is to create and establish a learning environment whereby students can reach their maximum potential.

Vision One Team, One Dream, Excellence for All!

Value Statement DREAM, PLAN, ACHIEVE

The Campus Improvement Plan is a living, working document based upon the needs of Charlton-Pollard Elementary, this document can/will be modified as needed, throughout the school year.

Charlton Pollard Elementary Campus #130 2 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Table of Contents

Comprehensive Needs Assessment 4 Needs Assessment Overview 4 Student Academic Achievement 6 School Processes & Programs 11 Priority Problem Statements 13 Comprehensive Needs Assessment Data Documentation 14 Goals 17 Goal 1: To increase student achievement so that the campus meets TEA's accountability standards by the end of 2019-2020. 17 Goal 2: To attract and retain an outstanding workforce 22 Goal 3: To ensure safe and secure schools 23 Goal 4: To ensure student attendance and engagement. 25 Goal 5: To increase parent and family engagement and community collaboration. 27 Comprehensive Support Strategies 29 Title I Schoolwide Elements 31 ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 31 1.1: Comprehensive Needs Assessment 31 ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 31 2.1: Campus Improvement Plan developed with appropriate stakeholders 31 ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 33 2019-2020 Needs Assessment Team 34 Campus Funding Summary 35 Addendums 36

Charlton Pollard Elementary Campus #130 3 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Comprehensive Needs Assessment

Needs Assessment Overview

Demographics

*****Problem Statement 1: Charlton-Pollard Elementary’s attendance rate is below the district’s rate.

Problem Statement 2: There is not an adequate system to hold parents accountable for excessive amounts of absences.

Student Achievement

*****Problem Statement 1: There is an academic performance gapbetween student groups

*****Problem Statement 2: There scores in reading for both 3rd and 4th grade based upon 2018 STAAR performance is significantly lower than the district average.

Problem Statement 3: There are largeclass sizes in 5th grade.

Problem Statement 4: There is a lack of effectiveImplementation of effective interventions for both behavior & academics.

Problem Statement 5: There is a lack ofproject-based learning at all grade levels.

*****Problem Statement 6: The special population of students is performing significantly lower than the remaining student population.

Processes and Programs

Problem Statement 1: There is a limited about of training on recognizing and supporting students with emotional disturbances.

Problem Statement 2: There is a limited amount of faculty and staff input into selection of professional development opportunities.

Problem Statement 3: Teachers do not feel connected to campus-based decision making.

*****Problem Statement 4: There is a limited amount of extended planning time.

*****Problem Statement 5: There is a lack of fidelity with the implementation of reading programs for K-1st grade levels.

Charlton Pollard Elementary Campus #130 4 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Problem Statement 6: Average passing percent and number of test taken through the online reading program is not satisfactory.

Problem Statement 7: Student usage of the virtual online program is not satisfactory.

Perceptions

*****Problem Statement 1: Chronic absenteeism is a problem for some students.

Problem Statement 2: The behavior of some students impacts instructional flow.

Problem Statement 3: There is a lack of campus volunteers.

Problem Statement 4: Parents feel the district’s climate needs work.

*****Problem Statement 5: Communication is not always timely and frequent enough regarding campus events.

Problem Statement 6: There is not a parent facilitator housed on campus daily.

Problem Statement 7: There is a language barrier with our Hispanic community.

Problem Statement 8: There is no translator in the front office.

Charlton Pollard Elementary Campus #130 5 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Student Academic Achievement

Student Academic Achievement Summary

Charlton-Pollard will continue exploring new and inventive ways to utilize resources that will foster student success. The requirements for accelerated instruction at Charlton-Pollard are being addressed with fidelity. All students in third, fourth, and fifth grade receive DynaNotes for each tested subject area which in turn speeds up students’ understanding, retention, and ability to recall. In addition to DynaNotes, C-P also has STAAR tutors, Neuhaus Tier 2 and 3 Intervention Program, Saxon-Phonics, In-School tutorials, and many technology programs such as Istation, Imagine Math, and Head Sprout. With the effective use of technology, students experienced a deeper understanding of specific content areas.

Also, Professional Learning Communities, student learning reports, and manipulatives are among the many tools Charlton-Pollard has available to ensure the strategies are designed to improve student performance. Charlton-Pollard’s PLCs have successfully proven that collaboration among teachers has greatly impacted student success.

Charlton-Pollard’s revised Professional Learning Communities agendas prove that collaboration among teachers will great impact student success. Charlton-Pollard conducts Professional Learning Communities to draw upon the knowledge and best practices of veteran and new teachers. The goal is to share classroom techniques and teaching strategies that promote student engagement and achievement, providing students access to instructional tools that foster a deeper understanding of specific content areas.

For the past three years, science has been Charlton-Pollard’s lowest area of performance. According to the the currently utilized data management system, Eduphoria, and district curriculum assessments for the past three years, the school has been between thirty-three and fifty-nine percent.

Below is a STAAR three year comparison for 2016 - 2018 results:

3rd Grade STAAR Reading

2016 2017 2018 Charlton-Pollard 51% 43% 46% Economic Disadvantage 54% 42% 44% Asian - * * African American 51% 33% 37% Hispanic 68% 65% 63% Two or More Races - - - White * - - ELL 69% 65% 70% Special Ed * * *

Charlton Pollard Elementary Campus #130 6 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm 3rd Grade STAAR Math

2016 2017 2018 Charlton-Pollard 40% 62% 47% Economic Disadvantage 44% 59% 45% Asian - * * African American 44% 56% 41% Hispanic 47% 70% 58% Two or More Races - - - White * - - ELL 46% 71% 70% Special Ed * * *

4th Grade STAAR Reading

2016 2017 2018 Charlton-Pollard 48% 48% 45% Economic Disadvantage 47% 50% 46% Asian - - * African American 40% 48% 35% Hispanic 64% 67% 64% Two or More Races - - - White * * - ELL 43% 71% 81% Special Ed * * 0%

4th Grade STAAR Math

2016 2017 2018 Charlton-Pollard 43% 51% 66% Economic Disadvantage 42% 51% 65% Asian - - * African American 33% 47% 50% Hispanic 68% 76% 100% Two or More Races - - - Charlton Pollard Elementary Campus #130 7 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm 2016 2017 2018 White * * - ELL 57% 79% 100% Special Ed * * 29%

4th Grade STAAR Writing

2016 2017 2018 Charlton-Pollard 54% 55% 50% Economic Disadvantage 55% 57% 49% Asian - - * African American 49% 52% 42% Hispanic 68% 77% 64% Two or More Races - - - White * * - ELL 50% 80% 83% Special Ed * * 0%

5th Grade STAAR Reading

2016 2017 2018 Charlton-Pollard 62% 58% 73% Economic Disadvantage 62% 59% 72% Asian - - - African American 49% 53% 68% Hispanic 56% 72% 91% Two or More Races - * - White * * * ELL 60% 50% 86% Special Ed * * 50%

American Indian * -

Charlton Pollard Elementary Campus #130 8 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm 5th

2016 2017 2018 Charlton-Pollard 54% 64% 81% Economic Disadvantage 53% 66% 81% Asian - * - African American 52% 63% 76% Hispanic 56% 83% 95% Two or More Races - * - White * * * ELL * 64% 92% Special Ed * 75% 67%

American Indian - * -

5th Grade STAAR Science

2016 2017 2018 Charlton-Pollard 33% 33% 59% Economic Disadvantage 32% 33% 60% Asian - * - African American 33% 26% 53% Hispanic 31% 56% 77% Two or More Races - * - White * * * ELL * * 69% Special Ed * * 29%

American Indian - * -

'*' Indicates results are masked due to small numbers to protect student confidentiality.

Student Academic Achievement Strengths

Charlton Pollard Elementary Campus #130 9 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Charlton-Pollard Elementary Met Standard on Index 2 (2017) and Student Progress with a score of 42 and Index 4 Post Secondary Readiness with a score of 24 All targeted students are identified and offered in-school tutorials and/or additional support from STAAR Tutors Reading/Math Instructional Coaches Lamar’s Academy of Leadership and Humanities Group Extra Curricular Participation such as UIL Incentive Programs (i.e. P.A.W.S. for Excellence, Honor Roll, Star Students, etc)

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: The third grade reading performance is 13% lower than the district based upon the 2nd nine - week reading assessment scores. Root Cause: There is a lack of fidelity with the implementation of reading programs in the primary grades.

Problem Statement 2: The fourth grade reading performance is 38% based upon the 2nd nine - week reading assessment scores. Root Cause: There is insufficient explicit vocabulary instruction and reading intervention support.

Problem Statement 3: There is a 17% academic performance gap between 4th grade African - American and Hispanic student groups based upon 2018 -2019 2nd nine - week math assessment scores. Root Cause: There is insufficient math intervention support for all students.

Charlton Pollard Elementary Campus #130 10 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm School Processes & Programs

School Processes & Programs Summary

School Processes & Programs Strengths

Charlton-Pollard has a high staff retention rate. Retirement and relocation are the main reasons for leaving. The level of teaching experience ranges from 0 years to 28 years. Highly qualified paraprofessionals Low-class size; average 20:1 Charlton - Pollard maintains an enrollment between 495 – 500. Full time certified technology teacher with ESL supplemental certification. Reading and Math coaches provide support to classroom teachers on best practices and interventions for struggling students. Schedules are reviewed to maximize learning opportunities. Certified ESL teachers at each grade level. Instructional Specialist Grade level PLC Meetings held each week Strategic lesson planning sessions held at the district level “Data Talks” held with Principal, campus administration team Extracurricular programs that motivate students to succeed Schedules are aligned to provide the maximum instructional opportunities. School-Business partners support learning Strong Volunteer programs; ROAR, Experience Corps., TALH – Texas Academy of Leadership and Humanities, S.O. A.R. Extra-Curricular Opportunities for students; Cheerleading, Dance Team, , Student Council, Coding Club PBIS Behavior Management System PTA Content supervisors support teachers through campus visits and feedback EM2 after school tutorials for struggling students Two functioning computer labs with state of the art equipment Certified Technology Teacher District support for troubleshooting and problem-solving on the spot Online programs are used for math skills, helping to drill foundational math skills into students. N.E.S.T. New teachers at Charlton-Pollard are beginning to receive more support in various formats. More campus-based Staff Development and a Charlton Pollard Elementary Campus #130 11 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm mentor/buddy support system that allows new teachers to observe a veteran teacher while in action is now in place. All teachers are provided ongoing specific feedback via TTESS through walkthroughs, observations, and summative conferences. Several teachers have been selected to be coached using instructional coaches There is additional personnel on campus (i.e. Instructional Assistants) in classrooms to assist with instruction. Experience Corps., Junior Achievement, Texas Academy for Leadership and Humanities, Exxon - Mobil, First United Methodist Church, ROAR Volunteers, Lamar S.O.A.R. , and Foster Grandparents work with small groups. Addition of 5 new Pre-K classes

Charlton Pollard Elementary Campus #130 12 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Priority Problem Statements

Charlton Pollard Elementary Campus #130 13 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus Performance Objectives Summative Review from previous year Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Student Achievement Domain Student Progress Domain Closing the Gaps Domain Federal Report Card Data PBMAS data Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR Released Test Questions Texas English Language Proficiency Assessment System (TELPAS) results Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data Student Success Initiative (SSI) data for Grades 5 and 8 SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license) Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Observation Survey results Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2 Other Prekindergarten and Kindergarten assessment data State-developed online interim assessments Student Data: Student Groups

Charlton Pollard Elementary Campus #130 14 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Economically disadvantaged / Non-economically disadvantaged performance and participation data Male / Female performance, progress, and participation data Special education/non-special education population including discipline, progress and participation data Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender data Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Mobility rate, including longitudinal data Discipline records Student surveys and/or other feedback Class size averages by grade and subject School safety data Enrollment trends Employee Data Professional learning communities (PLC) data Staff surveys and/or other feedback Teacher/Student Ratio State certified and high quality staff data Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Evaluation(s) of professional development implementation and impact TTESS data T-PESS data Parent/Community Data Parent surveys and/or other feedback

Charlton Pollard Elementary Campus #130 15 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Parent engagement rate Support Systems and Other Data Organizational structure data Processes and procedures for teaching and learning, including program implementation Communications data Capacity and resources data Budgets/entitlements and expenditures data Other additional data

Charlton Pollard Elementary Campus #130 16 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Goals

Goal 1: To increase student achievement so that the campus meets TEA's accountability standards by the end of 2019-2020.

Performance Objective 1: By May 2020, Charlton - Pollard's 3rd - 5th-grade students will increase the level of performance in Domain 1 by10% from 53% to 63%.

Evaluation Data Source(s) 1: All students in the targeted subgroups will show progress toward mastery on: district nine - week assessments district unit assessments STAR 360 Progress Monitoring state assessments Xtra Math Reports Computer Assisted Program Reports

Summative Evaluation 1:

Charlton Pollard Elementary Campus #130 17 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.5, Instructional 100% of students will demonstrate improvement Additional Targeted Support Strategy 2.6, 2.6 Specialist according to disaggregated nine weeks test and STAAR data. TEA Priorities Build a foundation of reading and math T-TESS Walkthroughs Improve low-performing schools 1) Implement effective differentiated State Assessments instructional strategies to meet the needs of all learners, providing guidelines for instruction and implementing activities through school improvement teams. Funding Sources: Title I, Part A - 0.00

Comprehensive Support Strategy 2.4, 2.5, 2.5, 2.6 Technology 100% of students will demonstrate improvement Additional Targeted Support Strategy Teacher according to disaggregated nine weeks assessment Instructional and STAAR data. TEA Priorities Specialist Build a foundation of reading and math Improve low-performing schools 2) Provide access to digital resources such as laptops, iPads, chromebooks or tablets for Funding Sources: Title I, Part A - 0.00 student use with innovative instruction. Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.5, Instructional 90% of student groups will attend tutorials and Additional Targeted Support Strategy 2.6, 2.6 Coaches, enrichment sessions with regular attendance. Sign Instructional in sheets will be monitored. We will also monitor TEA Priorities Specialist nine week interim and nine week failure reports. Build a foundation of reading and math 100% of 3rd - 5th grade students will participate Improve low-performing schools in in-school intervention. 3) Monitor targeted student intervention groups through the use of intensive data analysis. Students participating in intervention groups

Data room will be maintained reflecting intensive data analysis Funding Sources: SCE - 0.00 Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.6, Instructional Students will take ownership of their learning TEA Priorities 2.6 Coaches Improve low-performing schools 4) Train students in personal data tracking and personal goal setting. Funding Sources: Title I, Part A - 0.00

Charlton Pollard Elementary Campus #130 18 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.4, 2.6, 2.6, Counselor, 100% of time-lines are met regarding referrals, Additional Targeted Support Strategy 3.1, 3.2 Diagnostician, meetings, and testing. Students receive the RTI Coordinator, interventions, accommodations, and modifications TEA Priorities ESL needed to reach their maximum potential. Build a foundation of reading and math Interventionist, Improve low-performing schools Dyslexia 5) Monitor students referred for 504, SPED, RTI Interventionist, and ESL throughout the referral process to and SPED teacher ensure time-lines are followed and academic needs are immediately addressed. Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.6, Reading Coach Expanded vocabulary; increased comprehension TEA Priorities 2.6 Instructional Build a foundation of reading and math Specialist Improve low-performing schools 6) Train teachers to utilize explicit vocabulary instructional strategies, including multiple - meaning words and how to use appropriate reference resources such as a dictionary and thesaurus. Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.5, Instructional increase student performance in the area of Additional Targeted Support Strategy 2.6, 2.6 Specialist reading comprehension TEA Priorities Build a foundation of reading and math Improve low-performing schools 7) Utilize STAAR tutors to provide reading intervention for Tier 2 and Tier 3 students. Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.6, Instructional increase student performance Additional Targeted Support Strategy 2.6 Specialist TEA Priorities Build a foundation of reading and math Improve low-performing schools 8) Provide manipulatives for all students to address various learning styles.

Charlton Pollard Elementary Campus #130 19 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.5, 2.5, 2.6, Instructional Improved student performance TEA Priorities 2.6 Specialist Improve low-performing schools 9) Maintain a partnership with the Austin Innovative Center and the district science supervisor to work with 3-5 elementary science teachers to develop meaningful, rigorous and hands-on science experiences for students.

= Accomplished = Continue/Modify = No Progress = Discontinue

Charlton Pollard Elementary Campus #130 20 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Goal 1: To increase student achievement so that the campus meets TEA's accountability standards by the end of 2019-2020.

Performance Objective 2: For the 2019 - 2020 school year, Charlton - Pollard will have a less than 5% performance gap between Economically Disadvantaged and African-American students on STAAR in all content areas.

Evaluation Data Source(s) 2: All students in targeted student groups will show progress toward mastery on: district nine - week assessments district unit assessments STAR 360 Progress Monitoring state assessments Xtra Math Reports Computer Assisted Programs

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.5, Instructional Increase in academic performance on CBAs, unit Additional Targeted Support Strategy 2.6, 2.6 Coaches assessments, district nine-week assessments, Instructional district benchmarks, 2020 STAAR, and Star 360 TEA Priorities Specialist EOY Assessments Recruit, support, retain teachers and principals Build a foundation of reading and math Lesson plans will incorporate differentiated Improve low-performing schools strategies, questions, tiered student interventions 1) Implementation of effective instructional and expectations strategies for children of poverty:

Incorporate mini-professional development within the PLCs focused on researched-based instructional strategies for students of poverty, such as: the use of learning stations, small group instruction and using learning stations for targeted instruction, building positive student relationships.

= Accomplished = Continue/Modify = No Progress = Discontinue

Charlton Pollard Elementary Campus #130 21 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Goal 2: To attract and retain an outstanding workforce

Performance Objective 1: By May 2020, we will retain 90% of certified teachers, and 100% of teachers will participate in diverse and appropriate professional development opportunities.

Evaluation Data Source(s) 1: Staff roster; maintain employment certification requirements through BISD Human Resources and campus personnel files

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.6, Instructional PLCs will meet weekly. Minutes will be recorded Additional Targeted Support Strategy 2.6 Specialist and for reference purposes. The meetings will be data- Coaches, and driven, focusing on targeted instruction and best TEA Priorities Reading practices, resulting in improved student Recruit, support, retain teachers and principals Excellence Team performance. Build a foundation of reading and math Representative Improve low-performing schools 1) We will utilize Professional Learning Communities to draw upon best practices in order to make data-driven decisions to equip teachers with the necessary tools to be successful. Comprehensive Support Strategy 2.4, 2.5, 2.6 Principal and Walkthroughs, completion of mentor/mentee TEA Priorities assistant principal activities Recruit, support, retain teachers and principals 2) Provide new teachers and newly assigned grade level teachers a high quality mentor.

= Accomplished = Continue/Modify = No Progress = Discontinue

Charlton Pollard Elementary Campus #130 22 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Goal 3: To ensure safe and secure schools

Performance Objective 1: By May 2020, there will be a decrease of 10% in the number of discipline referrals.

Evaluation Data Source(s) 1: PEIMS and PBIS Observation Reports

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.5, 2.5, 2.6, Assistant 95% of students will exhibit appropriate TEA Priorities 2.6 Principal classroom behavior and follow the Student Code Recruit, support, retain teachers and principals of Conduct according to TEAMS Discipline Improve low-performing schools Reports. Audit of teacher referrals to the office every nine week reporting period 1) Implementation of the district - wide discipline management plan to reduce teachers reporting disruption in the classroom that interferes with reaching desired results of academic achievement Funding Sources: SCE - 0.00

Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.5, Counselor and 90% of students participating in these sessions TEA Priorities 2.6, 2.6 Assistant will improve in academics and behavior according Recruit, support, retain teachers and principals Principal to TEAMS Discipline Reports, ISS data, Improve low-performing schools disaggregated nine weeks assessment, and STAAR data. 2) Implement programs which improve behavior, such as CHAMPS, one on one behavioral support for students, and positive reinforcements. Additional Targeted Support Strategy 2.5, 2.6, 2.6 Counselor and 90% of targeted students will demonstrate TEA Priorities Assistant improved behavior and academic performance Improve low-performing schools Principal according to TEAMS Discipline Reports, 3) Establish campus - based mentoring programs improved quality of class work, increase in operated by local non-profit organizations as positive student perceptions, and a smaller well as volunteers on and off campus. achievement gap in all content areas.

Charlton Pollard Elementary Campus #130 23 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.5, 2.5, 2.6, 2.6 Assistant There will be 50% reduction in teacher referrals to TEA Priorities Principal and the office, and 80% of students will display skills Improve low-performing schools Counselor, that enable them to respond appropriately to events that lead to anti-social behavior. 4) Coordinate prevention projects, awareness campaigns, reporting systems, and assemblies to The campus will develop a climate and culture of address problem behaviors such as: bullying, zero - tolerance for bullying. harassment, violence, and drug abuse that causes a decline in educational achievement on campus. A "Bully Box" will continue to be maintained in the library and nurse's office to allow students to anonymously report bullying when it is witnessed or experienced. The Assistant Principal, Counselor, and In School Suspension Aide will speak with students on a continual basis regarding anti-bullying measures.

= Accomplished = Continue/Modify = No Progress = Discontinue

Charlton Pollard Elementary Campus #130 24 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Goal 4: To ensure student attendance and engagement.

Performance Objective 1: By May 2020, 80% of students will have 97% attendance rate, which will result in increased learning time and an increase in overall student performance.

Evaluation Data Source(s) 1: Evidence from Safe and Civil Schools Surveys and district - wide initiative, PBIS Program

PEIMS Attendance Data

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.5, 2.5 Assistant Upsurge in improvement on unit and nine week Additional Targeted Support Strategy Principal and assessments evidenced by student feedback, Instructional freedom to explore, grasping the concept, debate, TEA Priorities Specialist problem solving, completing work on their own, Build a foundation of reading and math and ownership in the learning process observed 1) Professional Development will be provided to through administrative walk-throughs improve student engagement to address the needs of students with high academic potential. Funding Sources: Title I, Part A - 0.00 Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.5, Instructional Star 360 reports will be used to boost literacy in Additional Targeted Support Strategy 2.6, 2.6 Coaches and Grades K-2. Through the tracking report, Reading Accelerated Reader will be utilized to increase TEA Priorities Excellence Team student usage. Build a foundation of reading and math Specialist Improve low-performing schools 2) Advocate Star 360, Accelerated Reader (AR), Sustained Silent Reading (SSR), Literacy Read- a-thons, and increased primary literacy and numeracy stations to give the gift of literacy and Funding Sources: SCE - 0.00 numeracy while strengthening reading abilities.

Charlton Pollard Elementary Campus #130 25 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.4, 2.5, 2.5, Instructional 90% of students will be able to complete their Additional Targeted Support Strategy 2.6, 2.6 Specialist work on time. Students will have relevant technology experiences which will increase student TEA Priorities teacher engagement, resulting in improved student Build a foundation of reading and math performance and decreased numbers of undesired Improve low-performing schools behaviors. 3) Teachers will utilize their skills to create concrete, hands-on learning experiences for students. This will have a beneficial impact on student performance. Students will be able to utilize devices, submit work online, see digital messages, work together to share ideas, and Funding Sources: SCE - 0.00 expand learning with immediate, useful feedback. Comprehensive Support Strategy 2.6, 2.6 Assistant Increased attendance rates, resulting in improved TEA Priorities Principal student performance Improve low-performing schools 4) Teachers will immediately notify the PEIMS Clerk with attendance concerns or absences.

= Accomplished = Continue/Modify = No Progress = Discontinue

Charlton Pollard Elementary Campus #130 26 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Goal 5: To increase parent and family engagement and community collaboration.

Performance Objective 1: There will be a 95% increase in parent and family engagement and on-campus community collaboration.

Evaluation Data Source(s) 1: Volunteer data provided by Parent Center Coordinator and Counselor

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.4, 2.6, 3.1, 3.2, Parent Center Signed Progress Reports; Parent Attendance sign TEA Priorities 3.2 Coordinator and in sheets Improve low-performing schools Counselor 1) Provide multiple opportunities for parents to understand the academic requirements of their children through Progress Reports, Report Cards, Parent Self Serve System, Interim Reports (BOY, MOY, EOY), Blackboard Connect Notification System, STAAR Family Night and Science Nights There will be training with Funding Sources: Title I, Part A - 0.00 parents on how to use the email system and how to read reports for their children. Comprehensive Support Strategy 2.4, 2.6, 3.1, 3.1, Parent Center Revelations regarding ways to improve Parent TEA Priorities 3.2 Coordinator and Involvement Improve low-performing schools principal There will be a smooth transition from Pre-k to 2) Improve communication with parents, family elementary school. members and community stakeholders including parents who speak languages other than English. Funding Sources: Title I, Part A - 0.00 TEA Priorities 2.6, 3.1 Counselor and There will be high parent participation at parent - Improve low-performing schools Principal focused events, as well as events where student 3) Establish internal controls for facilitating and activities are taking place. Our business and communicating our campus needs in and out of community partners will be aware of when and the classroom to our partners. how to provide assistance to the students of Charlton - Pollard Elementary School.

Charlton Pollard Elementary Campus #130 27 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Comprehensive Support Strategy 2.6, 3.1, 3.2 Principal and By September of 2019, 100% of all parents will TEA Priorities Technology know what the school's vision entails. Improve low-performing schools Teacher 4) Communicate our campus vision using the marquee, newsletters, Blackboard Connect, school website and social networks beyond the Funding Sources: SCE - 0.00 classroom. Comprehensive Support Strategy 2.6, 3.1, 3.2, 3.2 Principal Membership forms and sign in sheets TEA Priorities Improve low-performing schools 5) Promote the need to maintain an active Parent Teacher Association membership (P.T.A.). Comprehensive Support Strategy 2.4, 2.5, 2.5, 3.1, Principal, 95% involvement in classroom projects, heritage TEA Priorities 3.2, 3.2 Counselor, and displays, trophy case photos, writing samples, oral Improve low-performing schools Parent Center reports, visiting authors, power point Coordinator presentations, bulletin boards, newsletters, 6) Promote a multicultural/diverse learning costumes, morning announcements, mini-lessons, community by exposing students and parents to visitor sign-in sheets, volunteer logs, and walk - activities involving different languages, cultures, throughs role-playing, group discussions, and parades. Events to include poetry competitions, local election practices, College-Career Day, Martin Luther King, Jr. (MLK) Day, Black History Month, Hispanic Heritage Month, Cinco de Mayo, and Veterans' Day and various parent Funding Sources: SCE - 0.00 meetings and training.

= Accomplished = Continue/Modify = No Progress = Discontinue

Charlton Pollard Elementary Campus #130 28 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Comprehensive Support Strategies

Goal Objective Strategy Description Implement effective differentiated instructional strategies to meet the needs of all learners, providing guidelines for instruction 1 1 1 and implementing activities through school improvement teams. 1 1 2 Provide access to digital resources such as laptops, iPads, chromebooks or tablets for student use with innovative instruction. 1 1 3 Monitor targeted student intervention groups through the use of intensive data analysis. 1 1 4 Train students in personal data tracking and personal goal setting. Monitor students referred for 504, SPED, RTI and ESL throughout the referral process to ensure time-lines are followed and 1 1 5 academic needs are immediately addressed. Train teachers to utilize explicit vocabulary instructional strategies, including multiple - meaning words and how to use 1 1 6 appropriate reference resources such as a dictionary and thesaurus. 1 1 7 Utilize STAAR tutors to provide reading intervention for Tier 2 and Tier 3 students. 1 1 8 Provide manipulatives for all students to address various learning styles. Maintain a partnership with the Austin Innovative Center and the district science supervisor to work with 3-5 elementary 1 1 9 science teachers to develop meaningful, rigorous and hands-on science experiences for students. Implementation of effective instructional strategies for children of poverty: Incorporate mini-professional development within 1 2 1 the PLCs focused on researched-based instructional strategies for students of poverty, such as: the use of learning stations, small group instruction and using learning stations for targeted instruction, building positive student relationships. We will utilize Professional Learning Communities to draw upon best practices in order to make data-driven decisions to equip 2 1 1 teachers with the necessary tools to be successful. 2 1 2 Provide new teachers and newly assigned grade level teachers a high quality mentor. Implementation of the district - wide discipline management plan to reduce teachers reporting disruption in the classroom that 3 1 1 interferes with reaching desired results of academic achievement Implement programs which improve behavior, such as CHAMPS, one on one behavioral support for students, and positive 3 1 2 reinforcements.

Charlton Pollard Elementary Campus #130 29 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Goal Objective Strategy Description Coordinate prevention projects, awareness campaigns, reporting systems, and assemblies to address problem behaviors such as: bullying, harassment, violence, and drug abuse that causes a decline in educational achievement on campus. A "Bully Box" 3 1 4 will continue to be maintained in the library and nurse's office to allow students to anonymously report bullying when it is witnessed or experienced. The Assistant Principal, Counselor, and In School Suspension Aide will speak with students on a continual basis regarding anti-bullying measures. Professional Development will be provided to improve student engagement to address the needs of students with high 4 1 1 academic potential. Advocate Star 360, Accelerated Reader (AR), Sustained Silent Reading (SSR), Literacy Read-a-thons, and increased primary 4 1 2 literacy and numeracy stations to give the gift of literacy and numeracy while strengthening reading abilities. Teachers will utilize their skills to create concrete, hands-on learning experiences for students. This will have a beneficial 4 1 3 impact on student performance. Students will be able to utilize devices, submit work online, see digital messages, work together to share ideas, and expand learning with immediate, useful feedback. 4 1 4 Teachers will immediately notify the PEIMS Clerk with attendance concerns or absences. Provide multiple opportunities for parents to understand the academic requirements of their children through Progress Reports, Report Cards, Parent Self Serve System, Interim Reports (BOY, MOY, EOY), Blackboard Connect Notification System, 5 1 1 STAAR Family Night and Science Nights There will be training with parents on how to use the email system and how to read reports for their children. Improve communication with parents, family members and community stakeholders including parents who speak languages 5 1 2 other than English. Communicate our campus vision using the marquee, newsletters, Blackboard Connect, school website and social networks 5 1 4 beyond the classroom. 5 1 5 Promote the need to maintain an active Parent Teacher Association membership (P.T.A.). Promote a multicultural/diverse learning community by exposing students and parents to activities involving different languages, cultures, role-playing, group discussions, and parades. Events to include poetry competitions, local election 5 1 6 practices, College-Career Day, Martin Luther King, Jr. (MLK) Day, Black History Month, Hispanic Heritage Month, Cinco de Mayo, and Veterans' Day and various parent meetings and training.

Charlton Pollard Elementary Campus #130 30 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 1.1: Comprehensive Needs Assessment

As Charlton-Pollard Elementary began our Comprehensive Needs Assessment process we met with the campus planning team to assign specific areas for each member and/or member team to address. Collaboratively we collected, organized, and analyzed data from our campus including:

- Attendance Records

- CHAMPS/Foundations

- Class Schedules

- Discipline Records

- State Assessment/District Assessment Data

- TAPR

- T-TESS GOALS

- Root Cause Analysis

- Surveys

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

Charlton - Pollard Elementary

CEIC 2019 - 2020

Campus Educational Improvement Committee

Charlton Pollard Elementary Campus #130 31 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Valencia Greenwood - Administrator

Classroom Teachers:

Alice Patterson

Teresita Lewis

Delphine Comeaux

Tyna Williams

Heather DeBesse

Lisa Patterson

Parents:

Chiquita Coleman

Shala Rawls

District Representative:

Rodney Saveat

Community Member:

Ron Goodman

Business Partners:

AARP Foundation Experience Corps

Exxon – Mobil

First United Methodist Church

Lamar University

Charlton Pollard Elementary Campus #130 32 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Lamar Institute of Technology

Legacy Community Health

McCabe Roberts Avenue United Methodist Church

Port of Beaumont

Ubi Caritas

Gift of Life

Rasing Canes

Pilgrim Rest MBC

DEIC 2019 - 2020

District Educational Improvement Committee Representative

Karenton Nelson

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

Charlton Pollard Elementary Campus #130 33 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm 2019-2020 Needs Assessment Team

Committee Role Name Position Administrator Valencia Greenwood Principal Administrator Stephanie Ling Assistant Principal Administration Ava Hamilton Curriculum Coordinator Non-classroom Professional Judy Pham Reading Coach Non-classroom Professional Pamela Young Math Coach

Charlton Pollard Elementary Campus #130 34 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Campus Funding Summary

SCE Goal Objective Strategy Resources Needed Account Code Amount 1 1 3 Teachers, Curriculum Coordinator and Teacher Resources $0.00 3 1 1 Training (Staff) and Incentives $0.00 4 1 2 Materials to build the literacy and numeracy stations $0.00 4 1 3 General Supplies $0.00 5 1 4 Home & School Connections Newsletter $0.00 5 1 6 $0.00 Sub-Total $0.00 Title I, Part A Goal Objective Strategy Resources Needed Account Code Amount 1 1 1 Supplemental instructional materials and programs $0.00 1 1 2 Laptops, iPADS, or tablets $0.00 1 1 4 Teachers, Curriculum Coordinator, Teacher Resources and Snacks $0.00 4 1 1 Posters, Charts, and DVD's $0.00 5 1 1 Materials to conduct STAAR Family and Science Nights $0.00 5 1 2 Translation Devices $0.00 Sub-Total $0.00 Grand Total $0.00

Charlton Pollard Elementary Campus #130 35 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Addendums

Charlton Pollard Elementary Campus #130 36 of 37 Generated by Plan4Learning.com April 22, 2020 3:29 pm Charlton-Pollard Elementary Title I Part A Budget Account Number Account Name Amended Budget 211.11.6129.00.130.30.000 Salaries - Support Personnel 41,076 211.11.6137.00.130.30.000 $200 - Special Pay 1,000 211.11.6141.00.130.30.000 Social Security/Medicare 596 Group Health & Life 211.11.6142.00.130.30.000 Insurance 5,520 211.11.6143.00.130.30.000 Workers Compensation 150 Teacher Retirement/TRS 211.11.6146.00.130.30.000 Care 4,519 211.11.6269.00.130.30.863 Rentals - Operating Leases 9,150 211.11.6399.00.130.30.000 General Supplies 5,356 211.11.6399.00.130.30.SUP General Supplies 38,285 Salaries - Teachers & Oth 211.21.6119.00.130.30.000 Prof 56,636 211.21.6137.00.130.30.000 $200 - Special Pay 500 211.21.6141.00.130.30.000 Social Security/Medicare 822 Group Health & Life 211.21.6142.00.130.30.000 Insurance 5,520 211.21.6143.00.130.30.000 Workers Compensation 207 Teacher Retirement/TRS 211.21.6146.00.130.30.000 Care 5,381 211.61.6129.00.130.30.290 Salaries - Support Personnel 4,618 211.61.6137.00.130.30.290 125 211.61.6141.00.130.30.290 Social Security/Medicare 67 211.61.6143.00.130.30.290 Workers Compensation 17 Teacher Retirement/TRS 211.61.6146.00.130.30.000 Care 508 $ 180,053.00