Mission of Texas Public Education s1

Georgetown Independent School District Strategic Plan

PICKETT ELEMENTARY Campus Improvement Plan 2012 - 2013

Pickett Elementary empowers students to become responsible citizens who think critically and collaboratively in order to become globally aware and provide meaningful contributions in our 21st century society.

CHERYL HESTER Principal Campus Adopted: September, 2012 PICKETT ELEMENTARY 2012 - 2013 Campus Improvement Team

Teachers Other campus-level professional staff Parent Representatives Business Representatives Community Representatives and district-level professional staff JIMA DUNGAN CHERYL HESTER MELANIE HEWLETT APPLEBEES RESTAURANT MIKE HEWLETT SHANNON MOSELEY SUSAN LONG TOM WIDLOWSKI CAROLYN STOTT JACK BARBER GAIL MCKENZIE DENISSE BALDWIN NICOLE ABBOTT SHANNON STOCKTON LESLIE VAZQUEZ

*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

5/7/18 2 PICKETT ELEMENTARY NARRATIVE 2012 – 2013

Dell Pickett Elementary is nestled in a diverse zone with primarily middle income neighborhoods. We are directly adjacent to Tippit Middle School. Pickett Elementary is temporarily a Texas Education Agency Academically Acceptable rated campus and serves approximately 400 students in grades 3rd-5th. As a school-wide Title I campus, a variety of programs and services are provided by 54 staff members comprised of 96% females, 4% males, 24% Hispanic ethnicity and 76% White ethnicity. In addition to a general education program of twenty classrooms, the campus includes one bilingual 3rd grade classroom, ESL classes, special education inclusion services, Title I intervention services, dyslexia services, gifted and talented services, Integrated Learning Center life skills classes (special education), Art, Music, Physical Education and two computer labs. Morning tutoring and homework help is available in the school’s science lab as well as math fact practice in one of our computer rooms. The Title I interventionists provide morning tutoring help and many teachers provide afterschool and Saturday school tutorials for students in need.

Pickett Elementary also participates in Response to Intervention with a tier system and an intervention/enrichment team consisting of classroom teachers, Administration, Counselor, Title Teachers and the Diagnostician. The team addresses individual students in core academic and discipline areas. Classroom teachers utilize flexible grouping among the grade levels to address specific needs for students. Common and Formative Assessments are used to determine these needs.

Pickett also addresses student interests on campus by providing multiple extracurricular opportunities for students including UIL competition, Art Club, Science Club, Math Club, Choir and Pickett Players instrumental group as well as Student Council.

Pickett Elementary is approximately 65% free and reduced lunch with a wide range of socio-economic gamily status and parent/guardian education levels which presents a particular challenge for balancing representation and involvement in all groups.

This year Pickett Elementary will host parenting nights in an effort to support our students and their families. We will provide refreshments as well as child care for families interested. We have created a Parent Education Committee separate from other committees to help with this effort. Pickett is also working on creating positive PR for the school.

5/7/18 3 Pickett 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.

5/7/18 4 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 The community of Dell Pickett Elementary is overall diverse, socio-economically as well as ethnically and culturally. Over the years, Pickett’s demographics have changed significantly. Currently Pickett’s student breakdown is 56% Hispanics, 32% White, 6% African American, 5% 2 or more races and 1% other. Of these students, 8% are identified as Gifted and Talented, 52% are identified as At Risk, 67% are identified as Economically Disadvantaged, 30% are Limited English Proficient and 12 % (including our 3 ILC units) are identified as Special Education students.( ILC = 4% & Non ILC = 8%) Pickett valued student diversity shows the increased need to offer creative ways and activities to involve all parent groups equally in school. As enrollment numbers have remained consistent, the mobility rate continues to be somewhat low. Student Achievement This past school year TEA implemented the new STAAR test for our students. Given that it was the first year, our current status of Academically Acceptable still stands as these scores will not be used for rating purposes. TEA did provide raw scores for each grade level, subject, and individual students. As of now, we still don’t know what the Satisfactory score is yet. When looking at Pickett’s average raw scores, we were in line with the district. When looking at various groups, it is rather noticeable how our White Population outscored the Hispanic, LEP and Eco. Dis. Population. There is a discrepancy between LEP Reading, Writing and Science more than Math. Another group struggling is our Special Education group. This year, we are providing an intense inclusion setting for our special education students so they receive on level instruction with the added special education support. TELPAS scores this past year indicated LEP students reached increased standard levels. Given this information, Pickett Elementary requires Best Practices from teachers when implementing TIER 1, RTI Interventions and Enrichment and above instruction. Reading and writing need priority as our writing scores have dropped due to the change in the structure of the writing assessment. School Culture and Climate Last school year, Pickett went through many changes such as new school wide schedule change, staff expectations, and new administration. Given these changes, our staff culture and climate has had its ups and downs. Our staff is professional and gives 100% committed to our students and families. This past year, all staff members read Raving Fans, and were/are expected to provide “Top-Notch” customer service to all stakeholders. This year, our staff is reading The Difference Maker, a book about having a positive attitude. Our staff is also continuing to move to a school wide discipline plan this year. CHAMPS was a summer read and teachers are expected to follow implement these guidelines outlined in Randy Spricks’ book, CHAMPS. Staff Quality, Recruitment, and Retention All staff at Pickett Elementary are highly qualified and serve students in their certified areas. The Professional Development and appraisal System is utilized to give feedback to staff as well as walkthroughs. Consistent walkthroughs are given by administration to ensure Best Practices are being utilized during instruction. Teachers routinely receive feedback on their progress. Grade level teams meet and discuss training and development needs and then these are addressed through the Campus Leadership Team. Staff is encouraged to seek opportunities for training and certifications. Teacher retention is high here at Pickett. We had eleven staff members leave this past year due to retirement or relocation. Curriculum, Instruction, and Assessment Pickett Elementary is working towards becoming a Professional Learning Community. Within this community, teachers will meet with their teams to plan and follow the grade level TEKS and district guidelines. Pickett Elementary students must learn the essential skills for success in today’s world and will focus on 21 st Century Learning and Innovation Skills: Critical Thinking, Communication, Collaboration & Creativity. Staff will utilize common and formative assessments to 5/7/18 5 help drive instruction. Flexible groups will be used in all three grade levels during the RTI block. Staff is expected to conduct two peer observations during the school year to help with instructional development. Since our special education program is changing this year to a more inclusive model, our inclusions teachers and special ed. teacher will need to collaborate with one another to ensure their students’ needs are being met. Family and Community Involvement Pickett Elementary has developed yearly events to help increase family and community involvement. In the fall we will promote our annual STEM Night as well as host a grandparent luncheon for the grandparents of our students. We have a Literacy Night as well as a Music Program for each grade level during the year. In the Spring we have our Career Day with many community members involved as well as a Talent Show towards the end of the year. This year we will have grade level academic nights explaining the expectations for the specific grade level as well as the upcoming STAAR tests. Watch D.O.G.S. will also be part of Pickett gain his year. We are working on increasing this program and will kick it off with a DOGS (Hotdogs) for Dads night in September. This year we will also offer a parenting night for our families. This night will offer homework help strategies, addressing behavior needs, and setting goals with their children. During session we will offer food and childcare to help promote the evening.

School Organization Pickett Elementary is comprised of approximately 400 3rd-5th grade students. We have 3 ILC (Integrated Learning Centers) classes. Our school will continue to follow the schedule of 3 PE classes a week with one art and one music class. RTI blocks are scheduled daily for students that need the extra intervention to help close gaps as well as enrichment lessons to help students reach the Advanced Level on the STAAR tests. Title and Classroom teachers will meet on Thursdays for RTI discussions. The principal will hold monthly monitoring meetings with all classroom teachers reviewing student data and ensuring each student’s needs are met.

Technology A focus on Informational, Media, and Technology skills will occur through implementation of integrated 3rd-5th Technology and Content instruction and processes. Students will work collaboratively together to analyze, problem solve and become effective members of the community. Pickett Elementary has two whole class computer labs available. Each teacher has a document camera as well as a teacher computer. We have a nine laptops for students to use. We currently have 6 Mimios utilized by teachers. With the help of the District Title fund, we will receive 13 ipads and 3 more mimios to use on our campus. Teachers and students will use the computers through online educational programs. (i.e. Think Math, istation, STEMscopes, Discovery Science, Math fact process, Webquests, publishing, Reading Street, etc.) Through the use of teacher staff development several teachers will offer support to the colleagues with this new technology. (i.e. mimio use and ipad use)

5/7/18 6 2012 - 2013 Campus CNA Committee Members

Demographics Student Achievement Team Members: Team Members: Cheryl Hester Denisse Baldwin Susan Long Nicole Abbott Debbie Sibert Cheryl Hester Jack Barber Susan Long Grade Level Teachers

School Culture and Climate Staff Quality, Recruitment, and Retention Team Members: Team Members: **Meridith Phelps Carol Hawkins Cheryl Hester Maria Fritts Angeles Montoya Susan Long Sherrie Byers April Garza Jack Barber Beverly Dillard Erika Gonzalez Christy Foster Karen Barr Christy Foster Curriculum, Instruction, and Assessment Family and Community Involvement Team Members: Team Members: Denise Baldwin Cheryl Hester Nicole Abbott Leslie Vazquez Cheryl Hester Christine Davis Susan Long Karen Fagan Grade Level Teachers Savanah Truelove Denisse Baldwin Sue Long **We will have break out subject level committees. I.e. Math, Science, Karen Barr Reading, Writing, Behavior School Organization Technology Team Members: Team Members:

Pickett Staff *This year our technology is incorporated in all academic committees. **We will have break out subject level committees. I.e. Math, Science, Reading, Writing, Behavior

5/7/18 7 Campus Performance Goals Campus: PICKETT ELEMENTARY

CAMPUS GOALS CAMPUS PERFORMANCE OBJECTIVES

Performance Goal #1 1. Grade level teachers will analyze grade level TEK scores within the grade level as well as vertically. Carver Elementary teachers will meet with Pickett teachers and look for strengths and challenges in the RAW scores Decrease the academic performance gap of on STAAR data provided by TEA. economically disadvantaged, special ed., and 2. All special education students will receive their primary direct instruction in their general ed. classroom with LEP students to less than 10% of other student inclusion support provided by a special ed. teacher. groups. 3. Grade level teachers will meet with Title teachers to review data and instruction to determine RTI flexible groups on a weekly basis. Teachers will utilize common/formative assessments to drive instruction. 4. Ensure teachers are following the district’s scope and sequence and utilizing the primary resources (Think Math and Reading Street) provided by GISD in their instruction. Performance Goal #2 1. Provide on-going professional development for teachers on meeting the needs of their varied students; including differentiation, common/formative assessments/ Ensure 93% of all student groups PLCs. will meet the Satisfactory Academic 2. Provide an extended planning time with the Title teachers and Special ed. teachers Performance level on the once a week. Reading, Writing, Math and Science STAAR 3. Meet with teachers monthly for monitoring meetings to determine if students are Test. receiving and responding to the appropriate TIER support in the subject(s) area needed. 4. Provide intervention materials for TIER 2 and TIER 3 support. All teachers will progress monitor their TIER 2 students on a weekly basis and keep a log on student progress. TIER 2 Reading = Reading Street RTI-Customized TIER 3 = Voyager, Step Up to STAAR TIER 2 Math = Mentoring Minds Resources, Think Math RTI TIER 3 = Texas Coach Performance Goal #3 1. Provide inclusion/partial inclusion for 100% of the special ed. students on campus. Decrease the number of special 2. The special education teacher and para will plan weekly with general education teachers to ensure they are Education students taking the adequately prepared for inclusion instruction. STAAR M by 2% and increase the 3. Provide additional support before and during RTI time for special education students needing additional the academic performance of this assistance in all subjects. student group in all content areas to 93%.

5/7/18 8 Performance Goal #4 1. Increase vocabulary instruction in all subjects. Pickett will have a school wide math and science vocabulary word a week with a specific activity each day. Increase the performance level of all ELL 2. Ensure all ESL certified teachers are scaffolding and using the ELPS provided. learners on TELPAS at least one level. 3. Provide parenting nights for all parents on ways to assist their students in their academics including homework help, behavior strategies, and goal setting 4. Provide opportunities for ELLs to collaborate with their English dominate peers in academic and social occasions. 5. Provide ESL training for staff to best serve ELL students.

5/7/18 9 Campus Action Goals Campus: P ICKETT ELEMENTARY

CAMPUS GOALS CAMPUS ACTION OBJECTIVES

Action Goal #1 1. A parenting committee will be established to generate ideas to gain more parent involvement in school. All parents will be actively involved 2. Pickett Elementary will host parenting nights and provide valuable educational information, food, and in their child’s education. child care. 3. Newsletters and notices will be sent throughout the school year to encourage community involvement. 4. The first Friday of every month is designated “Coffee and Tea with the Principal.”

Action Goal #2 1. Project wisdom will be used daily during announcements to help with character development. All students will be educated in 2. Pickett Elementary will continue to follow the No Place For Hate curriculum this school year. learning environments that are safe, 3. All grade levels will use the Second Step Program this year. drug free, and conducive to learning. 4. Students will participate in an Anti-Bullying curriculum supported by the PE coaches and counselor.

Action Goal #3 The level of technology integration 1. 100% of homeroom teachers will maintain working websites with integrated information from instruction will be increased to ensure the best and class procedures as an active, current resource for parents and students. possible teaching and learning for all 2. Teachers will integrate technology in their lessons. There are currently 6 mimos being used on campus students. with at least 3 more to be added this year as well as 13 ipads provided by the district. Technology strong teachers will demonstrate for others how to utilize this technology through PD and Peer Observations. 3. All classes will use the computer lab for Reading Street, Think Math, Discovery Science, and STEMscopes. 4. 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 1. This year the Pickett staff will read The Difference Maker by John Maxwell. Each Friday a staff member Processes/systems will be developed will be recognized for being THE Difference Maker of the week. This book focuses on attitude and how to enhance and build positive it shapes your professional as well as your personal life. relationships and collaboration 2. The Pickett grade level teachers will have an extra planning session every Thursday to plan for RTI among community and staff. flexible groups and reviewing common/formative assessment data. 3. Monitoring meetings will take place the last Friday of every month to discuss student progress and determine needs. 4. Pickett will host events throughout the year to actively involve our community. (ie. Grandparents day, Career Day, Dogs with Dads night, academic nights, parenting nights, etc….)

5/7/18 10 Performance Goal #1 Decrease the academic performance gap of economically disadvantaged, special ed., and LEP students.

Performance Objective(s): 1.1 Grade level teachers will analyze grade level TEK scores within the grade level as well as vertically. Carver Elementary teachers will meet with Pickett teachers and look for strengths and challenges in the RAW scores on STAAR provided by TEA. 1.2 All special education students will receive their primary direct instruction in their general ed. classroom with inclusion support provided by a special ed. teacher. 1.3 Grade level teachers will meet with Title teachers to review data and instruction to determine RTI flexible groups on a weekly basis. Teachers will utilize common/formative assessments to drive instruction. 1.4 Ensure teachers are following the district’s scope and sequence and utilizing the primary resources (Think Math and Reading Street)provided by GISD in their instruction.

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? 1. Pickett –Carver Collaboration Meetings: Teachers, Admin. Checkpoints, Aug. for STAAR Raw data, Grade Level Teachers and Carver Grade Level benchmarks, teachers to District benchmarks, Teachers met to review STAAR data. Groups common collaborate and checkpoints, Grade discussed low SEs on the test as well as high SEs. assessments, ongoing for level common Teachers will collaborate and share their instructional Student data measurement assessments and practices with one another. binders and January student binders 2. ARDS were held at the beginning of the school year Diagnostician Sped. Checkpoints, Aug. for ARDS Lesson plans, to revise Special Ed. students’ schedules to reflect Teacher, General benchmarks, and ongoing all assessments, teacher increased minutes of inclusion and decreased minutes .Ed. Teacher, Admin. common year for anecdotal notes, of pullout/reteach. Sped. Teachers and inclusion & Parent assessments, planning and student data binders teachers will meet weekly for planning purposes. Student data assessing binders student progress

5/7/18 11 3. Every Thursday, grade level teachers will utilize the Title teachers, grade Monthly On-going all Region 4 materials, extra planning period to plan with the Title teachers level teachers, monitoring school year grade level materials, for RTI and to analyze data. Admin. meeting with Mentoring Minds Title T. and materials Admin., Common Assessments, Benchmarks 4. Conduct weekly walkthroughs, check lesson plans Teachers and Admin. Checkpoints, On-going all Think Math materials, weekly, implement weekly grade level planning times benchmarks, school year Reading Street to ensure implementation of GISD scope and sequence lesson plans Materials, for each subject taught. STEMscopes, lesson plans

5/7/18 12 Program Evaluation Component: Student assessment data will be utilized by administrators and teachers in developing SMART goals for Pickett Elementary. Teachers will meet with Title teachers and Administrators to discuss students and their progress. Monitoring meetings will be held monthly to review the progress of students specifically on TIER II and TIER III. If a student is not responding to the intervention, we will adjust and make necessary changes. This past year we received STAAR Average RAW scores for each subject tested. Although we had a couple of cases where LEP students outperformed their counterparts, our Economic Disadvantaged and Special Ed. continue to struggle to close those gaps. The breakdown is as follows:

rd H= 74%, AA = 67%, White = 76%, ED= 3 Math 72%, LEP= 78%, Sped = 59% rd H= 65%, AA= 65%, White= 78%, ED= 3 Reading 64%, LEP= 66%, Sped. = 58% th H= 63%, AA = 65%, White = 71%, ED = 4 Math 65%, LEP =63%, Sped = 40% th H= 61%, AA= 64%, White 70%, LEP = 4 Reading 50%, Sped.= No Scores th H= 52%, AA = 50%, White = 61%, ED. = 4 Writing 52%, LEP = 45%, Sped.= No Scores th H= 68%, AA = 60%, White = 74%, ED. = 5 Math 66%, LEP =54%, Sped. = No scores th H= 63%, AA = 63%, White = 76%, ED. = 5 Reading 63%, LEP = 50%, Sped. = 48% th H= 73%, AA = 68%, White = 84%, ED. = 5 Science 75%, LEP= 59%, Sped. = No Scores

5/7/18 13 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:  Universal Screeners  District Checkpoint and Benchmark Assessments  Student Data for attendance and Discipline  Observation tools and teacher anecdotal notes  Meeting notes and agendas  Lesson Plans  Walkthroughs and PDAS Evaluations

Summative Evaluation Measures:  STAAR DATA  AYP DATA  AEIS DATA  TELPAS DATA  Discipline DATA  Attendance DATA

5/7/18 14 Performance Goal #2 Ensure 90% of all student groups will meet the Satisfactory Academic Performance level on the Reading, Writing, and Science STAAR test.

Performance 1.1 Provide on-going professional development for teachers on meeting the needs of their varied students; including Objective(s): differentiation, utilizing common/formative assessments and using Student Data Binders to help provide feedback to students. 1.2 Provide an extended planning time with the Title teachers and special ed. teachers once a week. 1.3 Meet with teachers monthly for monitoring meetings to determine if students are receiving and responding to the appropriate TIER support in the subject(s) area needed. 1.4 Provide intervention materials for TIER 2 and TIER 3 support. All teachers will progress monitor their TIER 2 students on a weekly basis and keep a log on student progress.

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? 1. Every 4th Wednesday, our Faculty meeting will Admin., Teachers, Benchmarks, Aug. 2012-May Title teachers, GT provide on-going Professional Development. and Students checkpoints, 2013 teacher, instructional Teachers will create grade level common assessments subject resources for PD, in their PLCs. This year each student will have a assessments, Students graphs for student data binder to keep up with their progress in AIMSweb data binder each subject. 2.Each grade level will meet in PLCs weekly with the Teachers, Title TIER 2 and Sept. 2012-May AIMSweb probes, Special Ed. teachers and Title Teachers. They will Teachers, Admin. , TIER 3 2013 various educational plan for RTI and review data. Sped. Teachers progress resources monitoring data 3. The last Thursday of every month, Teachers and Admin, and Teachers Progress Sept. 2012- May Progress Monitoring administration will meet to review student data and Monitoring 2013 Probes, Assessment determine the appropriate TIER students should be on. Data, Data, Teacher Notes Teachers will discuss the RTI data and how students Benchmarks, are responding. checkpoints

5/7/18 15 4.Teachers will use istation, Reading Street RTI, and Teachers and Title Progress Sept. 2012-May Progress Monitoring Region IV Material for TIER 2 RTI intervention. Title Teachers Monitoring 2013 Probes, Assessment 3 Teachers will utilize Voyager and STEP Up to Data, Data, Teacher Notes STAAR for TIER 3 Reading and Texas Coach for Benchmarks, TIER 3 Math. Weekly Assessments

Program Evaluation Component

5/7/18 16 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:  Progress Monitoring Data reviewed weekly by teachers, Admin., Sped. teachers, Title Teachers  Monthly Monitoring Meetings with teachers to review progress of TIER 2 and TIER 3 students  Walkthroughs weekly provide by Principal and Asst. Principal specifically checking for PD provided  Principal will join PLC planning every Thursday with every grade level  Monthly PLC meeting with Special Ed. teacher, paras, and inclusion teachers Summative Evaluation Measures:  STAAR Data  District Benchmark Data  AEIS Data  AYP Data  Report Cards  Progress Monitoring Data

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

5/7/18 17 Performance Goal #3 Decrease the number of Special Education Students taking the STAAR M by 2%.

Performance 1.1 The special education teacher and special education para will provide inclusion for all special education students on Objective(s): campus. Students attend the majority of their instruction in the general education setting and a small amount of time in the special education setting. 1.2 The special education teacher and para will plan weekly with general education teachers to ensure they are adequately prepared for inclusion instruction. 1.3 Provide additional support before and during RTI time for special education students needing additional assistance in all subjects.

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? Special Education students will be strategically Sped. Teacher, Benchmark Aug. 2012- May IEPs, District Scope clustered together for the purpose of inclusion. Each inclusion teachers scores, 2013 and Sequence, various grade level has one cluster on each team. The Sped. Checkpoint, educational materials, Teacher and Sped. Paraprofessional will provide Common Sped. Ed. Teacher instructional support in the classroom with teacher for Assessment knowledge of students. scores, modifications and STAAR accommodations The Special Ed. teacher will utilize the inclusion Sped. Teacher, and Benchmark Aug. 2012- May IEPs, District Scope teacher’s lesson plans as well as meet during planning inclusion teachers scores, 2013 and Sequence, various when able in order to ensure students received grade Checkpoint, educational materials, level instruction. Common Sped. Ed. Teacher Assessment knowledge of scores, modifications and STAAR accommodations

5/7/18 18 Special Education students will attend RTI with the Sped. Teacher, Progress Aug. 2012- May IEPs, District Scope rest of the students. Teachers will plan for these RTI Inclusion Teachers, monitoring 2013 and Sequence, various Interventions with Title Teachers and the Sped. Title Teachers data, educational materials, Teacher. These students will be progress monitored Benchmark Sped. Ed. Teacher on a weekly basis. scores, knowledge of Common modifications and Assessment accommodations Data, STAAR AIMSweb probes Test

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:  Progress Monitoring Data  Common Assessment Data  Lesson plans  Walkthroughs during RTI block  Admin. attend extended planning time for each grade level on Thursdays Summative Evaluation Measures:  Benchmarks  Unit Tests  STAAR Test  AEIS Data  AYP Data

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

5/7/18 19 Performance Goal #4 Increase the performance of all ELL learners on TELPAS at least by one level.

Performance 1.1 Increase vocabulary instruction in all subjects. Pickett will have a math and science vocabulary word introduced weekly Objective(s): to concentrate on. 1.2 Ensure all ESL certified teachers are scaffolding instruction and using the ELPS provided. 1.3 Provide parenting nights for all parents on ways to assist their students in their academics. 1.4 Provide opportunities for ELLs to collaborate with their English dominate peers in academic and social occasions.

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? 1. Each Friday, we will introduce one science Admin. Title Vocabulary Sept. 2012- May Math and Science vocabulary word and one math vocabulary word. Teachers, Classroom use in writing, 2013 Vocabulary words, Each day we will use these words in a variety of ways. Teachers, Cafeteria common Dictionary.com, i.e. Friday= word meaning, Monday= use in a monitors assessment computer program to sentence, Tuesday = synonyms of vocabulary words, scores, scroll in cafeteria Wednesday= students demonstrate in class, Thursday= progress use both words in one sentence. Also these words monitoring along with a picture will scroll on the screen in the data cafeteria for students to watch during lunch. 2. Walkthroughs are scheduled and each teacher will Admin. All Sept. 2012- May Walkthrough data, have walkthroughs every other week if not more. assessment 2013 lesson plans, ELPS Administration will look for evidence of ELPS being data book for teachers in used and also check lesson plans for evidence. throughout the need year

5/7/18 20 3. In addition to our annual STEM and Teachers, Parenting Parent Oct. 2012- and Homework help ideas, Reading/Literacy Night, Pickett Elementary will host Committee, Admin. , surveys, Feb. 2013 Behavior strategies at least two additional parenting nights to specifically PTA, Georgetown feedback from provided by an provide resources for parents. For example, one Project, Dawn teachers and individual from parenting night will offer 1. Math and Reading Jennings students Georgetown Project, Homework Help for Parents, 2. Behavior and educational resources, Parenting, 3. Setting Goals with their child. These food nights we will offer food and childcare for students and siblings. We will also have Educational Resources for Parents. Teachers will also provide incentives for students to get their parents here such as calling home to personally invite them and providing the student with a free homework pass. 4. Pickett Elementary only has one 3rd grade bilingual Teachers, Admin. The increased Aug. 2012-May The use of ELPS in the class this year. All previous students that are now in use of English 2013 classroom as well as 4th and 5th grade, have been excited from bilingual and vocabulary as various educational are in ESL. Our ELL students are mixed with their well as resources Non-ELL peers. Teachers utilize cooperative learning TELPAS & in their classrooms to provide these experiences for all STAAR Data ELL students. 5. Provide additional training for ESL staff in order to ESL/Bilingual Title III Funds Nov. 15, 2012 Professional increase the academic performance of ELL students- 7 Instructional Coach, Development Steps to a Language Rich Interactive Classroom Principal documentation, POs Professional Development for Title III funds, Walkthroughs, ELL Data

5/7/18 21 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:  Progress Monitoring Data  Student Data Binders  Common Assessment Data  AIMSweb Data  Walkthroughs and PDAS Data  Parent Surveys  Lesson Plans Summative Evaluation Measures:  STAAR Data  AEIS Data  AYP Data  Unit Tests  Benchmarks

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

5/7/18 22 Action Goal #1 All parents will be actively involved in their child’s education.

Performance 1.1 A parenting committee will be established to generate ideas to gain more parental involvement in school. Objective(s): 1.2 Pickett Elementary will host parenting nights and provide valuable educational information, food, and childcare. 1.3 Newsletters and notices will be sent throughout the school year to encourage community involvement. 1.4 The first Friday of every month is designated “Coffee and Tea with the Principal.”

What STRATEGIES must be initiated to reach Who will be What MEASURE What is a realistic What this process? RESPONSIBLE for will we use to assess TIMELINE for RESOURCES will implementing these the effectiveness of implementing these be utilized to strategies? these strategies? strategies? implement these strategies? 1. A committee consisting of at least but not limited Parenting Committee The number in Sept. 2012-May Various educational to one grade level representative as well as non- attendance and 2013 resources as well as grade level teachers will meet to plan and determine parental involvement contacts through the needs of our parents. The Title I Parental Georgetown Project Involvement Questionnaire will provide us with the and resources from needs of our families when it comes to educating the teachers their children. 2. In addition to our STEM and Reading/Literacy All Pickett Elementary Parent Surveys, Sept. 2012- March Various educational Nights, Pickett will offer two Parenting Nights. Staff number of families 2013 resources as well as These nights will provide parent with homework in attendance contacts through tools, behavior tools, and setting goals with their Georgetown Project children. We will also offer food, childcare and educational materials to entice attendance for our families. 3. A school wide monthly newsletter will go out to Admin., Secretary, Feedback from Aug. 2012-May Newsletters and all families of our students. Grade levels and Classroom Teachers parents and 2013 school information teachers will submit weekly newsletters to their community families. Occasionally we send enews blasts to communicate to our families vital school information

5/7/18 23 4. Again this year, we will have Coffee and Tea with Secretary and Principal Number of attendees Sept. 2012-May Food, enews blasts, the Principal the first Friday of every month starting and parent survey 2013 newsletters at 8:15 AM. Parents and/or community members provided at the end will have the opportunity to discuss school business of the year in relation to Pickett Elementary with the school Principal 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:  Number of parent attendees at various events  Teacher feedback and planning Summative Evaluation Measures:  Parent Survey provided at the end of the school year  Data on Parental Involvement

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

5/7/18 24 Action Goal #2 All students will be educated in learning environments that are safe, drug free, and conducive to learning.

Performance 1.1 Project wisdom will be used during announcements to help with character development Objective(s): 1.2 Pickett Elementary will continue to follow the No Place For Hate Curriculum this school year. 1.3 All grade levels will use the Second Step Program this year. 1.4 Students will participate in an on-going support for anti-bullying by the counselor

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? 1. Each morning during announcements, the principal Principal Teacher, Aug. 2012- May Project Wisdom will provide a message provided by Project Wisdom. student, & 2013 Curriculum These messages will provide students with appropriate Parent age level Character Ed. Development. feedback, discipline referrals 2. Pickett Elementary will continue to implement the Principal, Counselor, Teacher Aug. 2012-May Counselor input, No Place For Hate Curriculum and provide students P.E. Coaches feedback, 2013 Coaches input, No with various activities to demonstrate No Place For discipline Place For Hate Hate referrals resources 3. All three grade levels will implement the Second Classroom teachers Discipline Oct. 2012- Second Step Kits Step kits to utilize in their classrooms. This is a six and Admin. referrals, March 2013 week program that will be taught once a week during counselor S.S. Second Step promotes school success, school referrals and connectedness, a safe and respectful school climate. teacher This program teaches students the skills that feedback strengthen their ability to: learn, have empathy, manage emotions, and solve problems.

5/7/18 25 4. The counselor and PE Coaches will partner with Counselor, PE Discipline Aug. 2012-May Counselor resources staff and students by providing lessons on anti- Coaches, classroom Referrals, 2013 bullying throughout the year. teachers, Admin. counselor referrals

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:  Staff informal observation of student behavior  Discipline Referrals  Lesson plans providing evidence of Second Step Lesson  Walkthroughs Summative Evaluation Measures:  End of the year discipline referral data  Teacher and parent feedback on the effectiveness of Second Step

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

5/7/18 26 Action Goal #3 The level of technology integration will be increased to ensure the best possible teaching and learning for all students.

Performance 1.1 100% of homeroom teachers will maintain working websites with integrated information from instruction and class Objective(s): procedures as an active, current resource for parents and students. 1.2 There are currently 6 mimios being used on campus with at least 4 more being added. Also through Title funds, Pickett Elementary will receive 13 new ipads for student use. 1.3 All teachers are scheduled and will utilize the computer lab for istation ,Think Math and STEMscopes. 1.4 The computer lab is opening every morning for students to practice their (+), (-), (x) and (division) facts.

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? 1. Teachers will use their websites as a Grade Level Parent Aug. 2012- May Campus websites and communication tool for their students’ families. They Teachers, and Feedback 2013 district technology will have a grade level website with individual Admin. websites attached. 2. More and more mimios and ipads are becoming a Teachers and Admin. Student Aug. 2012- May Mimos, ipads, district part of the educational experience here at Pickett. engagement 2013 technology Teachers will utilize this interactive equipment to help and daily engage students and provide a meaningful and fun work education. 3. All classes have access and will use the computer Teachers, Admin. Unit tests, Aug. 2012-May Istation, Think Math, lab to access istation for TIER 2 students, Think Math Benchmarks, 2013 STEMscopes, & online resources etc. Discovery Science and Common Discovery Science STEMscopes are used for Science. Classroom teachers Assessments, online programs are integrating technology TEKS throughout subjects. STAAR Data 4. Beginning at 7:30 AM, the Pickett Computer Lab is Teachers, Admin. Math comp Sept. 2012-May Online math fact open for students to come and practice their math facts scores, 2013 practice/programs with the help of a staff member on duty. Common Assessments

5/7/18 27 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:  Walkthroughs and PDAS  Lesson plans  Student Data Binders  Teacher Feedback  Fluency Rates for Math and Reading Summative Evaluation Measures:  STAAR Data  Common Assessment Data  AEIS Data  AYP Data  District Benchmarks

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

5/7/18 28 Action Goal #4 Processes/systems will be developed to enhance and build positive relationships and collaboration among community and staff.

Performance 1.1 This year the Pickett staff will read The Difference Maker by John Maxwell. Each Friday a staff member will be Objective(s): recognized for being THE Difference Maker of the week. This book focuses on attitude and how it shapes your professional as well as your personal life. 1.2 The Pickett grade level teachers will have an extra planning session every Thursday to plan for RTI flexible groups and reviewing common/formative assessments. 1.3 Monitoring meetings will take place the last Friday of every month to discuss student progress and determine needs. 1.4 Pickett will host events throughout the year to actively involve our community. (ie. Grandparents day, Career Day, Dogs with Dads night, academic nights, parenting nights, etc….)

5/7/18 29 3. Each month, teams of teachers will meet with Title Classroom teachers, Benchmark Sept. 2012-May Data binders and RTI teachers and Administrators to monitor progress of Admin., Title data, 2013 TIER paperwork, RTI students. Students are given a number such as 1= Teachers checkpoints, flexible grouping data doing great and will pass the tests no questions, 2 = a unit tests, bubble student, need that extra push and 3= need AIMsweb, intensive intervention to pass the tests. STAAR Data 4. Pickett Elementary will offer a variety of events and All Pickett EOY Parent Sept. 2012- May Various parenting times for the community to attend. This year we will Elementary Staff Survey, 2013 resources and focus on parenting the school age child and offer teacher materials plus contact resources for our parents. feedback with The Georgetown Project

5/7/18 30 Program Evaluation Component

: 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:  Parent Sign In Sheets from meetings and events  Fall Conference Sign In Sheets  Qualitative Results based on the book, The Difference Maker by John Maxwell  Lesson Plans from teams  RTI Data Summative Evaluation Measures:  Conference Forms  EOY Parent Survey  District Benchmarks  STAAR Data

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

5/7/18 31 Action Goal #5 Processes/systems will be developed to increase student attendance and wellness.

Performance 1. Nine week and semester awards will be given to students with perfect attendance. Objective(s): 2. Extra-curricular activities will be offered for student after school such as U.I.L., Science club, Math Club, etc.) 3. All teachers will provide highly motivating rigorous instruction each day so students DON’T want to miss school. 4. Local businesses will donate certificates and awards for students as motivators.

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? 1. Perfect attendance awards and special recognitions Admin., PEIMS Attendance Dec. 2012 & Certificates and will be given out at the end of the semesters’ Secretary Sheets May 2013 Campus Budget ceremonies. 2. Pickett Elementary will offer U.I.L., Mad Science, UIL Teacher Attendance of Sept. 2012-May Teacher and District Girl Start Science Club, Math Club, Student Council, Sponsors, Girl Start students in 2013 Resources Art Club, Pickett Players and Choir. Rep. Science and clubs Math teacher, Student Council Sponsors, Art Teacher, Music Teacher 3. Ongoing walkthroughs will be conducted to ensure Administrators Attendance Aug. 2012-May GISD Walkthrough students are engaged and best practice instruction is Sheets and 2013 forms, ipads, being utilized by the classroom teachers. Walkthrough Attendance Data forms Staff at Pickett Elementary will partner with local All Pickett Staff Attendance Aug. 2012-May Business certificates businesses and obtain business certificates for the Sheets and 2013 and various resources school to use as incentives and motivators. Teacher Feedback

5/7/18 32 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:  Student Engagement  Number of Business Partners  Lesson Plans  Sign In Sheets for Clubs Summative Evaluation Measures:  Attendance Rates  EOY Surveys

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

5/7/18 33 Appendix

GEORGETOWN ISD’S MISSION STATEMENT 5/7/18 34 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.

5/7/18 35 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.

5/7/18 36 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 instructional program modification.

5/7/18 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.

5/7/18 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.)

__X_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.

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

__X_TS-2a. a. provide opportunities for all children to meet the state’s proficient and advanced levels of student performance; __X_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. __X_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 __X_TS-2d. d. are consistent with, and are designed to implement, the state and local improvement plans, if any.

__X_TS-3. Instruction by highly qualified teachers.

__X_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.

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

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

_ X_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.

5/7/18 39 __X_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.

_X__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.

__X_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.

5/7/18 40