2019-2020 Campus Improvement Plan Dr. Joseph A. Fowler ......In primary grades, vocabulary and word...

Killeen Independent School District

Dr. Joseph A. Fowler Elementary School

2019-2020 Campus Improvement Plan

Dr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 1 of 50

Campus #139October 23, 2019 11:27 am

Mission StatementThe community of

Fowler Elementary School

will provide a quality education

in a safe, positive and nurturing

environment for all students.

VisionThe school with the BIG heart will teach the

right things, the right way, all day long

so that students value themselves and the contributions

they will make as confident and successful individuals.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 6School Processes & Programs 12Perceptions 15

Priority Problem Statements 17Comprehensive Needs Assessment Data Documentation 20Goals 21

Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting infuture ready students. 21Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize student achievement. 26Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships andmeaningful communication. 28Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social, emotional, and behavioral distractors;thereby improving student achievement. 32Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students andstaff. 37

State Compensatory 44Personnel for Dr. Joseph A. Fowler Elementary School: 44

Title I Schoolwide Elements 45ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 45ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 45ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 453.2: Offer flexible number of parent involvement meetings 45

Title I Personnel 462019-2020 Site Based Decision Making Committee 47Campus Funding Summary 48



Comprehensive Needs Assessment

Demographics

Demographics Summary

Dr. Joseph A. Fowler Elementary will begin its 6th year of service in our community supporting students in PK to 5th grade. Because the neighborhoodcontinues to expand, our current enrollment of 1282 exceeds our projected enrollment by almost 50 students. Therefore, additional teachers (one pre-kindergarten, two first-grade, two fifth-grade, one 3rd grade) have joined our Fowler family for the 2019-2020 school year. Our average class size meets the1:22 state standard.

Due to our growth, the district funds .5 of a second curriculum instructional specialist and Fowler funds the other .5. We will utilize the second curriculuminstructional specialist (CIS) to continue to support improvement in reading, classroom instruction, and RtI to build quality goals to close gaps on studentachievement. The second CIS will also meet with our instructional aides for a PLC to build skills to support our at-risk students because of the following:Reading MAP data revealed 59% of our 1st grade students scored at the norm or higher; 59% of our kindergarten students are at average or above; 60% ofour second grade students are reading at the average or above level on MAP.

Our discipline referrals were reduced last year with the implementation of CHAMPS. However, we still had 1,129 referrals. At the beginning of the schoolyear as student integrate into the school setting, our primary learners lack experiences with appropriate interactions with other children.

Our average attendance is 94%. Primary grades are typically absent more often than intermediate grades. The average attendance for intermediate grade was96%. When compared to schools with similar demographics, we are in the lowest quartile.

Due to the change of discipline and attendance, our primary teachers will be working on strategies from Dan St. Romain. Our primary learners need morepractice with adhering to learning and social expectations in a school setting with 21 other students.

Demographics Strengths

Our professional staff (7 PK teachers, 9 kindergarten teachers, 10 first grade teachers, 9 second grade teachers, 9 third grade teachers, 9 fourth gradeteachers, 9 fifth grade teachers, 2 SPED teachers, 1 RICA teacher, 1 ARI teacher, and 1.5 ELL teachers) meets all Texas Education Agency certificationrequirements.

-The district provides 1.5 instructional specialists to support our staff, 3 assistant principals, and 3 counselors.



We have highly qualified aides who have a minimum of 2 years of college to work with our students. We have an ARI aide who is working alongside of ourARI teacher to build reading success with our children who are below the 30th percentile on MAP.

-The MAP lexiles are used to predict performance on STAAR. New students to Fowler in the ‘all students’ student group scored 73% compared tocontinuously enrolled students who scored 83% both at the approaches and above. Continuously enrolled students in reading is the exact same score justmentioned. Math is 93% for those continuously enrolled compared to those non-continuously enrolled at 82%. Our writing is 69% continuously enrolledcompared to 62%. In science, 68% passed in the continuously enrolled to our 54% non-continuously enrolled. Our ELL students (supported with one full-time teacher and one half-time teacher as well as a full-time aide) scored well in approaches, but scored lower in the meets and masters categories.

-Parents checked out iPads to support reading and math for ELL students and families at home.

-Technology is integrated into classrooms with 2:1 ratio of students to devices.

-STAAR reading scores were 79% at approaches and above. Their math is 84% at approaches and above, writing 63%, and science at 50%.

Problem Statements Identifying Demographics Needs

Problem Statement 1: We struggle to keep newly hired staff members as abreast of highly effective instructional strategies as existing staff members. RootCause: 16% of the staff members are novice teachers or new to campus.

Problem Statement 3: Keeping all staff trained in instructional strategies that grow all students with high turn over. Root Cause: Growing campus has 15new teachers a year. (16% of staff)

Problem Statement 4: There were 1100 office referral. Root Cause: Staff struggle to implement effective classroom management..



Student Academic Achievement

Student Academic Achievement Summary

Students improved on MAP assessments, but the growth in reading is lower than math, which is also reflected in our STAAR scores. When looking atschool norms for projected growth, the observed growth for 1st and 2nd grades was lower in the spring than in the fall. In reading, kindergarten was theonly grade level that met the observed growth goal (observed growth goal or projected growth goal?).

Students in kindergarten are growing in reading and math and exceeded their expected growth in reading. The MAP data for math showed every grade levelexceeded the school norms for projected growth. (You jumped from MAP to STAAR – group all STAAR data together and all MAP data together) OurLEP students are scoring lower than other populations in writing, science, and reading.

STAAR scores demonstrated that closing the gap in achievement is a strength. Scores for the "all students" group in reading has grown and scores as awhole school have grown. Students in the two or more races student group have grown in meets and masters, but will be a targeted support group for2019-20. Students in the white student group have also grown, but did not meet the target of 60, so we will provide them with targeted support. Our specialeducation population is achieving growth in the approaches level, but did not meet the meets or mastery levels or the target of 19%. This will be are thirdtarget supported group for STAAR. \

Student growth is higher in math than in reading, science, and writing. Our targeted support groups for math are predicted at this time to be none. However,the number of student at the meets and masters level on STAAR reading, writing and science is low. We will work towards the meets and mastery levels forall students. Our GT students are scoring well in reading and math, but we will work on them improving in writing and science

In primary grades, vocabulary and word attack skills are areas of concern and vocabulary, literary concepts, and informational concepts are areas of concernin intermediate grades. In 2018-2019, we began focusing on Marzano's vocabulary lists to develop vocabulary rich classrooms, and students improved.Limited vocabulary negatively affects comprehension and a student’s ability to read higher level material.

The STAAR test and MAP are correlated by the lexile measures. In 2018-2019, the lexile measure for passing STAAR reading for 3rd grade is 505L-710L(MAP 195-206 RIT) for approaches, 4th grade 670L- 835L (MAP 204-213 RIT), and 5th grade 735L-895L (MAP 207-216). For students to score in themeets category in 2020, lexile measure levels for 3rd will be 730L-825L (MAP 207-213RiT), 4th 880L-980L MAP (215-221), 5th 940L-1065L (MAP219-226), and the 6th grade lexile measure is 730L. Beginning of the year MAP data indicated that 10% of our students are ready to meet the approacheslevel; therefore, teachers must implement high-yield strategies to close instructional gaps.

Highly qualified instructional aides, retired teachers, and an ARI (Accelerated Reading Instruction) aide work with struggling learners in small groupsduring intervention. The purchase of MyOn provides students access to books in hand with electronic devices. iPads are also used to help ELL students.ELL students are higher in the approaches category, but we need to help them increase percentages in the meets and masters categories.

Eighty-two percent of 3rd grade ELL students scored approaches compared to 78% for the all students student group. Of that group, 35.5% were at meets



and 16% at masters (Why include this information and not compare to all 3rd

for ELL students is 53% approaches for writing and 45% approaches in science. The non-fiction text and transfer of knowledge to writing needs to beworked on through building vocabulary. The all students student group scored 46% at meets and 20% at masters in reading. In 4th grade, 80% of the ESLstudents were approaches with 78% of all students. The gap widened as me move to meets and mastered. 20% of ESL students passed the STAAR readingat the meets level with the all students at 45%. When looking at mastery level 6% of ESL students scored at that level and 18% of all students meet thatcategory. When we move to meets which will be the requirement in 2020, we see them scoring lower than the "All Student" population unless we intervenenow.

(Use ELL or ESL or LEP – you use all three in this section/graph – pick one and use it throughout)

The meets and masters levels on math are a strength for Fowler and we will continue to useimagine learning, ST Math, and rigorous instruction aligned toTEKS. Science and writing scores continue to be a struggle for our campus. Students are improving on the revising and editing portion of the writing test,but struggle with compositions because of sentence structure punctuation. Again, working on vocabulary and phonics will help our students attack theexam. In science, students struggle with vocabulary and the readability of the test.

To meet the needs of our students, our Title I aides, ARI teacher, ARI aide, ELL teachers, and ELL aide push in to classrooms for intense small groupinstruction for all other grades. Title I aides assist first, second, third, fourth and fifth grades. These highly qualified aides will serve students during ourintervention time, which are built into the schedule. Teachers are given planning days to prepare well-designed lessons for interventions and acceleration.Our CISs design professional development opportunities for our aides and instruct them weekly on effective ways to "push-in" to classes for readinginstruction for all areas. We also use Title I funds for an ARI teacher to work with our at-risk students according to MAP, teacher recommendations, F&Pdata, classroom grades, and STAAR data. Our scores in reading were at Due to the large number of at-risk students, we will use a highly qualified aide tosupport this intervention as well. She works under the guidance of our reading specialist (ARI teacher).Repeat

We have a HARP tutor for our HARP students to work on areas of need.

STAAR Reading Percent Approaches Grade Level Standard 18-19

Reading All LEP Sped GT Hispanic Afr Amer White 2+ RacesGrade 3 74 82 35 100 80.9 64 86 75Grade 4 77 80 36 100 88.5 69 86 57.4Grade 5 90 89 50 100 81 81 89 88ALL 3-5 81 86 40 * 89 73 88 68KISD 70 *State 74 *

Data from STAAR Cumulative Summary Report May, 2018 and STAAR Combined Summary Report June, 2018 *Data not available.



STAAR Math Percent Approaches Grade Level Standard 18-19

Math All LEP Sped GT Hispanic Afr Amer White 2+ RacesGrade 3 80.7 82.4 52.94 100 80.9 75 90 83.3Grade 4 83.9 80 50 100 90.16 79 84 76.19Grade 5 93 100 71 100 95 89 95 90ALL 3-5 *KISD 80 *State *

Data from STAAR Cumulative Summary Report May, 2018 and STAAR Combined Summary Report June, 2018 *Data not available.

STAAR Percent Approaches Grade Level Standard 18-19

Writing All LEP Sped GT Hispanic Afr Amer White 2+ RacesGrade 4 68 67 15 100 74 64 66 64KISD 62 53 18 * 58 51 62 63State 66 *

Science All LEP Sped GT Hispanic Afr Amer White 2+ RacesGrade 5 63 50 27 100 66 53 63 88KISD 69 64 38 * 73 59 80 71State 80 *

Data from STAAR Summary Report June, 2018

STAAR Percent at Approaches, Meets and Masters by Grade Level 18-19

3rd Grade Reading MathApp. Meets Masters App. Meets Masters

All Stds. 74 42 26 81 51 25Hispanic 81 34 21 81 47 17Am Ind.Asian 100 33 33 100 50 33



3rd Grade Reading MathBlack 64 33 13 75 40 13HawaiianWhite 86 66 52 90 79 552+ Races 75 67 50 83 75 50Eco Dis 67 33 19 79 48 21LEP 82 35 24 82 53 24SPEd 40 20 13 60 33 20GT 100 93 80 100 100 87At Risk 47 17 8 69 25 10

4th Grade Reading Math WritingApp. Meets Masters App. Meets Masters App. Meets Masters

All Stds. 77 43 18 84 61 33 63 30 7Hispanic 89 48 25 90 69 36 74 33 8Am Ind.AsianBlack 69 35 9 78 51 22 54 25 4HawaiianWhite 83 53 17 83 63 40 58 29 132+ Races 57 29 14 76 57 33 59 18 5Eco Dis 69 32 9 82 54 24 56 19 4LEP 80 20 7 80 60 27 53 20 0SPEd 35 15 10 50 40 15 35 10 0GT 100 100 75 100 100 100 100 100 38At Risk 56 16 6 71 37 18 35 12 0

5th Grade Reading Math ScienceApp. Meets Masters App. Meets Masters App. Meets Masters

All Stds. 90 48 27 93 51 28 66 31 12Hispanic 92 42 23 95 55 31 67 36 14



5th Grade Reading Math ScienceAm Ind.AsianBlack 85 48 22 89 38 15 60 22 8HawaiianWhite 95 42 21 95 53 32 74 26 52+ Races 90 60 50 90 70 30 60 30 20Eco Dis 88 42 52 88 46 22 58 24 9LEP 91 36 0 100 18 9 45 9 0SPEd 50 14 7 71 7 0 21 7 0GT 100 86 86 100 93 86 100 86 64At Risk 82 24 3 86 27 8 45 14 0

All AfricanHispanicWhite

AmericanAsian

Pacific Twoor SpecialEcon ELL Special Cont. Non-

StudentsAmerican Indian IslanderMore Ed Disadv(And Ed EnrolledCont.Races Monitored)(Former) Enrolled

Reading Percent of Tests% at Approaches Grade LevelStandard 81% 73% 89% 88% 50% 100% 88% 68% 40% 74% 86% 78% 82% 79%

% at Meets Grade LevelStandard 45% 40% 43% 59% 0% 71% 62% 45% 17% 37% 41% 33% 45% 47%

% at Masters Grade LevelStandard 24% 15% 24% 32% 0% 64% 50% 32% 11% 16% 18% 0% 23% 26%

Math Percent of Tests% at Approaches Grade LevelStandard 88% 83% 91% 94% 50% 100% 100% 82% 57% 84% 90% 89% 89% 86%

% at Meets Grade LevelStandard 57% 45% 61% 71% 50% 79% 75% 65% 30% 52% 57% 67% 59% 54%

% at Masters Grade LevelStandard 30% 17% 31% 46% 50% 71% 62% 38% 13% 23% 31% 11% 31% 29%

Student Academic Achievement Strengths



As our school grows in the number of students, our teachers are able to keep growing students.

-Math achievement: 93% of 5th grade, 83% of 4th grade and 82% of 3rds are at approaches or higher.

–Fowler exceeded KISD and the state

-We have increased scores in the white student group in math removing targeted support in math.

-We also have strengths with our ELL students and will continue to grow them working toward mastery level and writing (You said they were struggling inthe narrative section, so how is this a strength?)

-Our campus has a strength in meeting 11 targets out of the 15 on the accountability reports.

-Our special education student group increased in approaches for this last year

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause: Academicvocabulary has not been consistently supported and applied across all content areas.

Problem Statement 2: Our ELL students data on STAAR math, reading, science, and writing scores are low compared to our other population groups inthe meets and mastered category. Root Cause: Academic vocabulary in math, reading, science and social studies has not been consistently supportedthrough the use of sheltered English instructional strategies.

Problem Statement 3: Our GT students are not meeting the mastery levels on STAAR science and writing. Root Cause: We struggle to extend learningopportunities and challenge our GT students.

Problem Statement 4: The percentage of students reaching the approaches level on STAAR math is 88% with only 30% at mastery level and 57% at meetslevel. Root Cause: Teachers need to build mathematical understandings beyond basic skill level so students can apply skills in multiple step problemsrequired for mastery.

Problem Statement 5: Majority of writing scores on STAAR are in the approaches level. Root Cause: Writing instruction is not consistent in all gradelevels.

Problem Statement 6: Our non-continuously enrolled students, ELL students, and economically disadvantaged students are scoring lower at theapproaches category than students in the "all student" category data on STAAR. Root Cause: Teachers need to build academic vocabulary, literacyconcepts and informational concepts in ELA and across the content areas.



School Processes & Programs

School Processes & Programs Summary

All professionals at Fowler meet Texas Education Agency certification requirements. Para-professional staff members meet the highly qualifiedrequirements of the Every Student Succeeds Act. We maintain this qualified staff by hiring the best-qualified teachers and staff through an interviewcommittee process. New teachers are supported at the campus level by an assigned mentor and experienced teachers are assigned a buddy. All Fowlerteachers and staff have opportunities to build capacity and leadership by becoming a chair or co-chair of a campus academic committee, membership in SiteBased Decision Making team, Campus Conduct Committee, Campus Employee Advocacy Committee, or grade level leader with the expectation to closethe gap between the achievement of our student groups in the areas of math, reading, science, and writing. Meetings are held after school or duringProfessional Learning Communities during the day. Staff development funds are set aside for training other than district provided training to include P.E.teacher, Music teacher, and Librarian. Teachers and staff are expected to bring back information from any training to present to their grade level or to thewhole staff on professional development days. District level experts are also available upon request for any campus needing extra support with curriculumand to support the new teacher or professional. We support teachers with their growth by having them set goals and working with them to achieve theirgoals. We also send teachers to conferences.

We are surveying our staff to see what needs should be addressed. We work hard to honor staff members on the campus and meet their needs by providingsupport in the classroom with discipline, curriculum, and administrative support. The culture of the campus is built around team and we work to supporteach other like a family to keep the best of the best. We provide the curriculum materials and support team building. We will do team building activitiesthroughout the year. We are working on maintaining staff by recognizing their talents and strengths.

To provide the best resources for teachers to use with students and to teach at the level of RIGOR necessary for staff, technology support along with F/Papps and iPads are provided. Campus book study materials, technology training, and planning time are provided for teachers. During planning times,exchange of times for teachers to observe each other and grow during the school day. This will provide opportunities for vertical team instruction.

Within our instructional rounds data, we have targets posted and aligned to the IFD above 90%. However, the DOK (depth of knowledge) of the tasks are ata level 2. We are working on PLC's and planning to impliment lessons with the rigor necessary to improve student growth.

We also funding an ARI teacher to work with our at-risk students on the campus in small groups. These students are identified by MAP, teacherrecommendations, F%P data, classroom grades, and STAAR data. Due to reading being a lower area on the campus, we also have added a highly qualifiedaide to work with our children in reading.

Tutoring is offered after school for children who are in need as identified by MAP, teacher data, and RtI.

Intervention time was designed for students needing additional instruction. Teachers provided tutorials and/or enrichment for all students during the dayaccording to the campus master schedule. The highly qualified instructional aides assist during intervention time as well. After-school tutoring was an



option for struggling students. To intervene early, we also recruit early childhood students in the spring during the prekindergarten round-up. This helpsensure that early childhood students attend school on the first day of the fall semester. We offer several library activities for early literacy to build a love forreading and support our children.

We provide our ELL students with an opportunity to check our iPads to build language and reading.

The goals for the campus and district are linked by our common, guaranteed, and viable curriculum and the LEARN Model: Lead with the Curriculum,Expert Instructional Delivery, Assessments Ongoing, and Respond to Needs. The delivery of instruction using our gradual release model helps withbuilding students who use academic knowledge and build independent learners who are able to show their knowledge and explain it.

Professional Learning Communities (PLC) are used to maintain high standards for all students while growing staff to meet student needs. It it also a timewhere teachers can share with each other their best practices.

School Processes & Programs Strengths

- Mentor programs at the district and campus level provide good support for experienced and inexperienced teachers. Both CISs support new teachers toconsistently implement the curriculum in all classrooms.

-Match professionals with district provided training

-Our district and campus also provide many free professional development opportunities for the teachers which will count toward their continuing educationhours

-We provide peer observations for growing staff in all areas and to try new things with support in their rooms.

-Using the Gallop Poll interview process helped us hire quality teachers and professional staff. The district has added the HireVue process of on-lineinterviews to help will interview process.

-We encourage our para-professionals to work on degrees and offer support internally for them to become teachers. Our teachers are encouraged to go backto school to obtain their masters or doctorate degrees.

-We provide planning days to build peer interaction, observe others and plan with depth and complexity.

-We provide ipads and F/P app to assess reading, access data quickly, and determine intervention groups to save time for teachers and give the students thebest of our time.

- A second CIS was hired to build teacher capacity.



Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Implementation of high quality, engaging, first-time TEKS-based instruction using the gradual release model, visible thinkingstrategies, and building vocabulary within all curricular areas is lacking. Root Cause: Planning lacks clarity of standards and aligned success criteria toprovide the best instruction the first time.

Problem Statement 2: Teachers using technology seamlessly with alignment of TEKS. Root Cause: The number of units per child ratio and teacherknowledge of integration.



Perceptions

Perceptions Summary

The administrative staff and teachers of this campus were able to establish and maintain high expectations for the students and teachers so that all could seethe growth of our students. Our mission is to provide a quality education in a safe, positive, and nurturing environment for students. The daily schedules forstudents and staff were planned. The office staff recorded all student tardies and automated calls were made to let parents know their child was not inattendance at 9:30. The assistant principals called families whose students were tardy at incremental times to ensure that all students continually learn andhave access to an education. The Fowler Student Handbook was given to families and is on-line for reference as needed to our community.

Community meetings are held to elicit feedback on the campus plan, Title I elements, the Home-School compact, and academic meetings that help withbridging communication. Connect-Ed phone calls, emails, and texts are set to help with communication as well. The SBDM is used to review the campusplan, set goals for our campus and look for effective ways to impact student learning and growing. The SBDM meetings are announced and the dates are allset consistently for the year to be the fourth Monday of every month.

Involving our community in our school is important. Our counselors have taken the initiative to provide support for our families in need. We work towardsopening our school to the families and community to build our culture.

Our parent evenings are attend by one third of our parents. (465 parents attended reading night, 342 attended math and science night. 100% of parents attendparent conferences in October last year)

Our music performances are attended by about one third of the parents who have students at the grade level performing. Kindergarten was an exception withall parents except two attending. PtO meeting held by themselves without a performance for that same evening had 11-12 parents attend.

We are reaching out to families to check out the technology, join us with MyOn, and provide feedback. A survey sent home had less than a 50% return rate.Parent conferences are still our best time to get information to parents to review, see data and check out our technology. Monthly newsletters go home withinformation about activities completed and upcoming. We send home how to login into technology on campus from home as well as how to reach us.Connect phone calls have a 75% anwsering rate, emails are at 95% and text messages 90% for getting out quick information.

Each afterschool performance for a grade level will also have a component of academic expectations that we are working on for their children. The thirdthursday of each month will have a program.

Perceptions Strengths

Our strengths have been team work, flexibility, and building a positive culture for all to learn. Our Vision is to teach the right things, the right way all dayDr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 15 of 50


long so that students value themselves and the contributions they will make as confident and successful individual.

The campus administration team, composed of the principal, three assistant principals, campus instructional specialists, campus technologist, and two andhalf counselors helped with decision making when problems occur or when there was a need to establish a new revised plan for success. The staff, SBDMand community input are used to develop the school context and organization. Our team work is our enduring strength. In this fifth year, due to thecontinued teamwork of our staff from custodians to administration, we will provide the best instruction for all students at all times. The school employees,community, children and parents provide feedback to make changes as we continually strive to create a safe and rigorous learning environment for allchildren we serve each day.

Advance notification with a newsletter is given for opportunities for families to join us in all activities. Teacher communicate via email, Do Jo, and remindone-one.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: With the exception of parent-teacher conferences, our highest level of parent participation is at celebratory events as opposed toevents focused on academic concerns. Root Cause: Current communication methods to explain expectations and provide help in working on the schoolacademics have inconsistent and varied success rates in reaching parents.



Priority Problem Statements

Problem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing.Root Cause 1: Academic vocabulary has not been consistently supported and applied across all content areas.Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: Our ELL students data on STAAR math, reading, science, and writing scores are low compared to our other population groups inthe meets and mastered category.Root Cause 2: Academic vocabulary in math, reading, science and social studies has not been consistently supported through the use of sheltered Englishinstructional strategies.Problem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: Our GT students are not meeting the mastery levels on STAAR science and writing.Root Cause 3: We struggle to extend learning opportunities and challenge our GT students.Problem Statement 3 Areas: Student Academic Achievement

Problem Statement 4: The percentage of students reaching the approaches level on STAAR math is 88% with only 30% at mastery level and 57% at meetslevel.Root Cause 4: Teachers need to build mathematical understandings beyond basic skill level so students can apply skills in multiple step problems requiredfor mastery.Problem Statement 4 Areas: Student Academic Achievement



Problem Statement 5: Implementation of high quality, engaging, first-time TEKS-based instruction using the gradual release model, visible thinkingstrategies, and building vocabulary within all curricular areas is lacking.Root Cause 5: Planning lacks clarity of standards and aligned success criteria to provide the best instruction the first time.Problem Statement 5 Areas: School Processes & Programs

Problem Statement 6: With the exception of parent-teacher conferences, our highest level of parent participation is at celebratory events as opposed toevents focused on academic concerns.Root Cause 6: Current communication methods to explain expectations and provide help in working on the school academics have inconsistent and variedsuccess rates in reaching parents.Problem Statement 6 Areas: Perceptions

Problem Statement 7: Majority of writing scores on STAAR are in the approaches level.Root Cause 7: Writing instruction is not consistent in all grade levels.Problem Statement 7 Areas: Student Academic Achievement

Problem Statement 8: Our non-continuously enrolled students, ELL students, and economically disadvantaged students are scoring lower at theapproaches category than students in the "all student" category data on STAAR.Root Cause 8: Teachers need to build academic vocabulary, literacy concepts and informational concepts in ELA and across the content areas.Problem Statement 8 Areas: Student Academic Achievement

Problem Statement 9: We struggle to keep newly hired staff members as abreast of highly effective instructional strategies as existing staff members.Root Cause 9: 16% of the staff members are novice teachers or new to campus.Problem Statement 9 Areas: Demographics

Problem Statement 10: Keeping all staff trained in instructional strategies that grow all students with high turn over.Root Cause 10: Growing campus has 15 new teachers a year. (16% of staff)



Problem Statement 10 Areas: Demographics

Problem Statement 11: Teachers using technology seamlessly with alignment of TEKS.Root Cause 11: The number of units per child ratio and teacher knowledge of integration.Problem Statement 11 Areas: School Processes & Programs

Problem Statement 12: There were 1100 office referral.Root Cause 12: Staff struggle to implement effective classroom management..Problem Statement 12 Areas: Demographics



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

Campus Performance Objectives Summative Review from previous year

Accountability Data

Accountability Distinction Designations

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataSSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Running Records results

Student Data: Behavior and Other Indicators

Attendance data

Employee Data

Professional learning communities (PLC) dataTeacher/Student Ratio

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Study of best practices



GoalsRevised/Approved: October 15, 2019

Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provideresearch-based best practices, resulting in future ready students.

Performance Objective 1: By the end of the school year there will be a 5% increase in scores in reading, math, writing, science and students will meettheir MAP progress goal.

Evaluation Data Source(s) 1: STAAR Reading, Math, Science, and Writing; MAP data using the conversion chart of RIT to Lexile.

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June





TEA PrioritiesBuild a foundation of reading and math

1) ELL students will build English languagevocabulary while increasing their reading andwriting abilities. Teachers will use balancedliteracy strategies Burkins and Yaris materialsthatprovide support to differentiate and buildbackground knowledge connected to grade-specific curriculum. Teachers will help studentsto connect learning with a deeper understandingof content and will provide language-richopportunities for vocabulary building. Thisvocabulary will be used in written work asdemonstrated in their electronic journals. Theywill write about experiences in electronicjournals in order to build both writing, readingand technical skills as they build theirvocabulary and apply it. To listen to the booksand journal on line they will need earbuds,ipads, and cases.

2.4, 2.5, 2.6 Principal,technologist andELL teacher

Students vocabulary will improve and their F/Plevel and MAP RIT will show growth. Studentsscience and writing scores will improve by 5%on STAAR.

Problem Statements: Student Academic Achievement 2Funding Sources: 263 - ESEA, Title III Part A - 1669.80, 165/ES0 - ELL - 4851.00

Additional Targeted Support Strategy2) Students will improve mastery of readingskills and in turn, improve math, science, andwriting by engaging in challenging Lexileleveled materials.

2.4, 2.4, 2.5, 2.6 PrincipalAssistantPrincipalCampusInstructionalSpecialistTeachers

Students will grow in their ability to read moredifficult material with success and buildstrategies to interact with more difficult text.Teachers will build vocabulary to build higherlevel readers.Students will show growth in their understandingof problem solving in build reading skills,writing, science through practice.

Problem Statements: Student Academic Achievement 1Funding Sources: 166 - State Comp Ed - 1000.00

3) Provide instruction to gifted students both intheir area of giftedness and in areas for whichthey are not identified as gifted. CIS will holdweekly meetings with GT students to provideinstruction and support for projected-basedlearning. Students need to print their projects forTSTP. Primary students will have their needs metthrough a special TAG project in ART throughart school.

2.5 CIS Principal Verify field trip request and documentationwhich supports gifted curriculum extension andPurchase Order number for the TPSP supplies.

Problem Statements: Student Academic Achievement 3





4) Provide field based learning experiences forstudents that incorporate hands-on experiencesthat meet our TEKS. Primary students will go toWaco Children's Museum at the MaybornCenterStudents will visit different rooms and share outnew learning using content specific vocabularyand write about it when they come back.

2.5 Principal,classroomteachers, campustechnologist

Student work samples after a field basedexperience; lesson plans.

Problem Statements: School Processes & Programs 1Funding Sources: 166 - State Comp Ed - 2427.50

Additional Targeted Support Strategy5) Students will be provided instruction inImagine learning, Peeble Go, Reading Eggs, andMyOn. Teachers will integrate these tools intothe lessons and knowledge gained into theclassroom lessons. To maintain the ability for allstudents to have access, we are purchasing iPadsfor the growing population to continue meetingour math growth.

2.4, 2.4, 2.5, 2.5 Technologist,classroomteachers,instructionalaides andprincipal

Students scores on MAPS and STAAR willincrease. Walkthroughs will watch for evidenceof integration into the classroom instruction.

Problem Statements: Student Academic Achievement 1, 5Funding Sources: 211 - ESEA, Title I Part A - 27374.00, 166 - State Comp Ed - 8140.00

Additional Targeted Support StrategyTEA Priorities

Build a foundation of reading and math6) Students use different online programs tobuild vocabulary and knowledge guided by theinstruction in class. These online programs canalso be accessed at home so parents can be partof their child's learning and build anunderstanding of the expectation for their childto be successful in reading, science, math andwriting.

2.4, 2.4, 2.5, 2.5 Principal,Teachers, CIT

That students will continue to be successful inmath. The Brain Pop , Peeble Go, EduSmart, andReading Eggs will build our younger learners toimprove vocabulary and reading levels asdemonstrated in MAP data.

Problem Statements: Student Academic Achievement 4Funding Sources: 166 - State Comp Ed - 4560.00, 211 - ESEA, Title I Part A - 4000.00





Additional Targeted Support Strategy7) Students will improve mastery of readingskills and in turn, improve math, science, andwriting by engaging in challenging Lexileleveled materials. Motivational MentoringMinds Reading, Motivational Science,Motivational Math, and Motivational Writingare used to support mastery of reading andreading within the content areas. Students willuse these materials that are rigorous to practiceand apply content vocabulary that is learned.The teachers and tutors will scaffold throughthese materials to grow students.

2.4, 2.4, 2.5, 2.6 CIS, ClassroomTeacher Principal

This strategy will give students materials to applylearned vocabulary with rigorous reading that canbe scaffolded by teachers, peers, and tutors.

Problem Statements: Student Academic Achievement 4Funding Sources: 211 - ESEA, Title I Part A - 47000.00

Additional Targeted Support Strategy8) Students will improve mastery of readingskills and in turn, improve math, science, andwriting by engaging in previously purchasedchallenging Lexile leveled materials. Studentswill be supported in this process by teacherswho implement the components of balancedliteracy. The F/P APP and online license will beused to gather data on how students arepreforming. It will be used to collect data andquickly reevaluate groupings of students to pullstudents forward. It will also be used to trackstudents progress.

2.4, 2.5, 2.6 Technologist,principal,teachers, CISs

The grouping of students across grade levelsections will happen quickly. Students data willbe monitored routinely. Students show growthand be able to explain their growth and knowwhat they need to do to grow.


9) Retired teachers will be hired to provideinterventions and help with reading groups inbalanced literacy during the school day forstudents. Specialized intervention will beprovided for special education students andother students below the 40th percentile onMAP. The retired teachers will provide readingmaterials for science, writing and reading toinclude motivational reading, writing andscience.

PrincipalAssistantPrincipalCampusInstructionalSpecialistTeachers


Problem Statements: Student Academic Achievement 1Funding Sources: 211 - ESEA, Title I Part A - 12000.00, 166 - State Comp Ed - 2000.00





10) Think Through Math will be used fortutoring and to reach students at home who arenot able to stay for tutoring. The staff willmonitor the students progress and providefeedback to parents and students will track theirprogress. Imagine Learning will be used to supportstudents in math. This strategy showed successas seen in last year's math data. The correlationof data to STAAR shows success in math andwill be continued to support our students mathsuccess.

2.4, 2.5, 2.6 PrincipalAssistantPrincipalCampusInstructionalSpecialistTeachers


Problem Statements: Student Academic Achievement 2, 4Funding Sources: 166 - State Comp Ed - 5000.00

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause 1: Academic vocabulary has not been consistentlysupported and applied across all content areas.Problem Statement 2: Our ELL students data on STAAR math, reading, science, and writing scores are low compared to our other population groups in the meets and mastered category.Root Cause 2: Academic vocabulary in math, reading, science and social studies has not been consistently supported through the use of sheltered English instructional strategies.

Problem Statement 3: Our GT students are not meeting the mastery levels on STAAR science and writing. Root Cause 3: We struggle to extend learning opportunities and challenge ourGT students.

Problem Statement 4: The percentage of students reaching the approaches level on STAAR math is 88% with only 30% at mastery level and 57% at meets level. Root Cause 4:Teachers need to build mathematical understandings beyond basic skill level so students can apply skills in multiple step problems required for mastery.

Problem Statement 5: Majority of writing scores on STAAR are in the approaches level. Root Cause 5: Writing instruction is not consistent in all grade levels.

School Processes & ProgramsProblem Statement 1: Implementation of high quality, engaging, first-time TEKS-based instruction using the gradual release model, visible thinking strategies, and building vocabularywithin all curricular areas is lacking. Root Cause 1: Planning lacks clarity of standards and aligned success criteria to provide the best instruction the first time.



Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize studentachievement.

Performance Objective 1: By June 2020, 100% of teachers will participate in professional learning to increase rigor and alignment in instruction for allstudents grades PK-5th.

Evaluation Data Source(s) 1: The number of students commended on the STAAR will increase by 10% in the areas of math and reading in3rd-5th grade. First grade and 2nd grade will increase in overall comprehension on MAP/MPG.





1) Teachers will attend professionaldevelopment on campus or at the district/statelevel to develop highly effective instructionalstrategies to impact student achievement inreading, math, science, and writing. ST. Romaintraining will be used to keep students in class tocontinue their learning when they havediscipline concerns. From the St. Romaintraining, materials to support keeping studentsin class will be purchased for students andteachers to keep students in class. Teachers willshare back their learning with all staff membersto build capacity for all teachers to growstudents. Teachers will discuss strategies andlearn collaboratively to increase ourinstructional core. Due to the number ofdiscipline referrals in the primary grades,training and implementation of Dan St. Romainwill be used.

2.5, 2.6 CampusInstructionalSpecialistPrincipalAssistantPrincipalteachers

Student scores at district and state level willincrease.Documentation of Instructional Rounds DataWe will see an increase in science scores for ourAfrican Americans students by 14%.

Problem Statements: Demographics 4 - Student Academic Achievement 1Funding Sources: 211 - ESEA, Title I Part A - 3000.00





2) The Instructional rounds team will monitor andgive feedback on the implementation of themomentum plan.100% of staff will implement a CampusMomentum Plan to address rigor of task alignedto target. Alignment of the instruction to thetask and scores will be reviewed.

2.6 IR Team andPrincipal

100% of targets will be posted in the classroomswith the targets align to the tasks above the recalllevel 90% of the time as obtained inwalkthroughs.Two times a year the IR team will gatherinformation as a team to report out progress onthe campus momentum plan and the POP.

Problem Statements: School Processes & Programs 1



DemographicsProblem Statement 4: There were 1100 office referral. Root Cause 4: Staff struggle to implement effective classroom management..

Student Academic AchievementProblem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause 1: Academic vocabulary has not been consistentlysupported and applied across all content areas.




Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners throughpositive, collaborative relationships and meaningful communication.

Performance Objective 1: Parent involvement in project based learning evening, Conferences, parent awareness meetings, and science night for gradesPK-5 will increase the parents understanding of school content and expectations to work as a community that grows all learners.

Evaluation Data Source(s) 1: Parent surveys to record information on expectations and content. Attendance will be recorded to show howmany families we reached.




1) Provide evening events for parents: Projectbased learning presentation in December,October Title I compact at conference, parentawareness of TEKS and reading expectations,technology awareness as in using MyOn, andscience night. Science Night will giveparents/children a chance to conductexperiments and strengthen their academicskills. We will continue to use MonthlyNewsletters, Connect Ed calls, SBDM, PublicForum, Home School Compact, and ParentConferences in October to keep parentsinformed and connected to the school. We will have pre-k session for parents to workon skills. Each month a different grade level willpreform a concert preceded by a get to know theexpectations event.

3.1, 3.1, 3.2 Language ArtsCommitteeMath andScienceCommittees

1 Parents will attend one or more events and a100% participation in fall conferences. This willbe determined by sign-in sheets for parentevening events and surveys.2.Classroom teachers will turn in the math andscience activities they will use with parents andstudents the evening of the math and sciencenight. The impact will be parents, students, and teachershave a shared vision for the learning.

Problem Statements: Perceptions 1Funding Sources: 211/PAR - ESEA, Title I Parent Involvement - 3817.00





2) Parents and family members will be invitedto review/revise the Parent and FamilyEngagement Policy and the Home-SchoolCompact. These meetings will be held annuallyin the early spring. The Parent and FamilyEngagement Policy will be included in theParent Handbook, posted on the campus web-site, and hard copies will be available uponrequest. The Home-School Compact will bediscussed and signed at a parent-teacherconference held each fall.

3.1 Admin team Parents and family members will have a role indeveloping, reviewing/revising PAFE & Home-School Compact.

Problem Statements: Perceptions 1

3) The annual Title I meeting will be held eachfall and will be offered at various times anddates. Parents will be notified in advance of themeetings so that they are able to attend at thetime that is most convenient for them. Theagenda for the meetings will include ainformation about Title I programs, adescription/explanation of the curriculum, andan opportunity for parents to providesuggestions relating to the education of theirchildren.

3.2 Admin team More parents and family members will be able toattend meetings.




PerceptionsProblem Statement 1: With the exception of parent-teacher conferences, our highest level of parent participation is at celebratory events as opposed to events focused on academicconcerns. Root Cause 1: Current communication methods to explain expectations and provide help in working on the school academics have inconsistent and varied success rates inreaching parents.



Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships and meaningfulcommunication.

Performance Objective 2: Teachers will hold conference with parents.

Evaluation Data Source(s) 2: 100 % of our parents will attend a conference in person or by phone. 90% of the parents surveyed will have apositive experience as reported on the survey and understand the expectation for academics at Fowler.





1) Parent conferences in October to buildcommunity, review Title 1 programs, parentcompact and student progress with parents inperson.

3.1 Teachers,administrativestaff

100% of parents will participate in parentconferences.Survey from parents show that they receivedfeedback on their child's progress and understandone strategy they can use at home with theirchild.







Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships and meaningfulcommunication.

Performance Objective 3: Early childhood students will be recruited during the PK round-up each spring.

Evaluation Data Source(s) 3: We will enroll students for pre-kindergarten in the early spring to encourage involvement of young learners inthe education process.




1) Potential students at the age of 4 will berecruited to attend school if they meet theguidelines of qualification. Siblings of current students in our school areencouraged to attend our school events andparent nights for ELL students, and militaryfamilies. Teachers will hold an evening event with allfamily members to encourage reading at home

2.6, 3.1 Principal, ELLteacher, andoffice staff

Students are enrolled in the spring to attend thenext fall. Students will develop a love for readingearly.







Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social,emotional, and behavioral distractors; thereby improving student achievement.

Performance Objective 1: During the 2019-20 school year, 100% of staff will monitor efficient and effective management of resources and operations toprovide a safe, healthy, secure , and orderly environment for students, staff, and visitors at all times by all staff.

Evaluation Data Source(s) 1: Front security doors locked, 100% visitor ID check, staff badges worn at all times, Buddy System for studenttravel on campus, building procedures posted, clinic passes for students going to the clinic, and signage on campus noting building proceduresfor playground, cafeteria, and hallway, and no pets allowed signage on the outside of the building. The campus will train on violenceprevention to include suicide prevention.





1) For safety, any adult entering the school willbe required to show a valid ID for entrance anduse the school check-in system. Students whotravel on campus will utilize the Buddy Systemin grades PK - 2nd. Require all staff to send anystudent to the clinic with a completed clinic passupon student request or student evidence ofneed (when in doubt, staff will send student tothe clinic). Follow procedures for playground,cafeteria, and hallway. Expect staff to wear IDbadges at all times. All staff will work toward asafe environment for students and staff whileproviding a positive environment for growth.

All Fowler staff Locking security door schedule, ID check,signage, clinic passes, and observing buddysystem.Decrease in discipline referrals.Decrease in suicide protocols completed.






Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social, emotional, and behavioral distractors; therebyimproving student achievement.

Performance Objective 2: During the 2019-20 school year, student classes as well as parent classes will be provided on violence prevention andintervention to include suicide prevention and internet safety .

Evaluation Data Source(s) 2: All of the students and staff will attend training and be able to articulate a safety practice during the counselor'sfollow-up class after the performance




1) School counselor will have presentations forthe students to promote safety during the schoolyear to increase the awareness of school safetyin areas of anti-bullying, violence prevention,and character education. CHAMPS Create a safe environment with auniversal discipline plan.

Counselors, Staff Counselors will survey students during theirclassroom classes. Student referral will drop andachievement rise.

Problem Statements: Demographics 4







Performance Objective 3: By June 2020, physical education teachers will increase healthy options [according to the School Health Advisory Council(SHAC)] provided to students by 5%.

Evaluation Data Source(s) 3: Increased time for physical exercise and Fitness Gram results for students in grades 3-5.




1) Provide a variety of enjoyable fitnessactivities with many choices for all students toinclude Fitness Gram for students in grades 3-5.

PE CoachCafeteria Staff Principal

Fitness Gram ReportPE Schedule and Lesson Plans





Performance Objective 4: By June 2018, 100% of bullying incidents will be reported using the Bully Reporter.

Evaluation Data Source(s) 4: 17-18 Student Discipline Reports, Bully Reporter reports for 2017-18




1) Monitor all bully incidents via StudentReferrals. We will implement positive disciplinestructures implementing a morningannouncement for building a continualunderstanding of expectations and ways to talkto each other in a positive manner. Localfunding used.Student incentives used for not having a referral

PrincipalAssistantPrincipal

Student ReferralsDiscipline referral monitoring

Problem Statements: Demographics 4 - Perceptions 1







Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximizelearning opportunities for all students and staff.

Performance Objective 1: By June 2019-20, student achievement of ELL students will increase by 10% in meets and above. Our white population andspecial education students will grow by 5% and all other at-risk students by 15% on campus, district and state assessments.

Evaluation Data Source(s) 1: MAP/MPG, STAAR, and CIRCLE




1) Students will use MyOn at home and atschool to build reading. The books will bemonitored and a parent information form willbe given at conference to explain andencourage at home reading. Students will readeducational magazines to take home to practicewith family. These magazines will offer adifferent form of reading materials inexpository text.

2.4 Librarian,Teachers

Students reading levels will increase due to thatamount of practice of reading.

Problem Statements: Student Academic Achievement 1 - Perceptions 1Funding Sources: 166 - State Comp Ed - 5212.50, 211 - ESEA, Title I Part A - 2007.73







Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students and staff.

Performance Objective 2: Increase technology integration by 20% to ensure best possible teaching and learning according to the standards set by theSchool Technology and Readiness standards.

Evaluation Data Source(s) 2: Bright Bytes Survey results compared to the end of the year Bright Bytes Survey results.




1) Teachers will implement technology into theclassrooms allowing students to use technologyto create projects, implement technology TEKS,use appropriate APPS for science, math, writingand reading.

Technologist and administrative team

Problem Statements: School Processes & Programs 2



School Processes & ProgramsProblem Statement 2: Teachers using technology seamlessly with alignment of TEKS. Root Cause 2: The number of units per child ratio and teacher knowledge of integration.




Performance Objective 3: During the 19-20 school year, students who are at-risk for reading will show growth on the MAP/MPG to close the gaps.

Evaluation Data Source(s) 3: Achievement will be recorded using results of MAP and STAAR. A log will be kept of the students served inARI reading tutoring during the school day to show F/P results. A comparison of MAP, STAAR where applicable, and F/P will be used to measure success.




1) Provide instructional aides to support smallgroup reading instruction for students belowgrade level in 1st-5th grades. These highlyqualified aides are trained during the year withF/P phonics, guided reading strategies, and mathstrategies to support students in closing thegaps.Teachers and aides will provide tutoring afterschool to close gaps. We will also purpose atemporary employee to build early literacy skillsin the primary grades to improve reading.

2.4, 2.5 Principal,classroomteachersARI teacher

MAP/MPGData of students served by the ARI teacher. (F/Plevels showing growth for all that were served.

Problem Statements: Student Academic Achievement 1, 5Funding Sources: 211 - ESEA, Title I Part A - 195836.19

Additional Targeted Support Strategy2) An ARI teacher and aide will serve studentsduring intervention time to close the gap inreading for our most at-risk students on thecampus.

2.4, 2.5 Principal/ ARITeacher.

Students seen by the ARI teacher will increase 2reading levels each semester as measured byF&P. Students will show measurable growth onSTAAR if applicable and MAPS testing.







Performance Objective 4: Students in 5th grade will meet standard on STAAR Science at 75% for the school year. The students will have interventionwith highly qualified aides

Evaluation Data Source(s) 4: STAAR Science assessment data for all 5th grade students The 5th grade students across demographics will increase their scores on STAAR.






Build a foundation of reading and math1) A class size teacher for pre-k will improvestudent performance early on to build a strongfoundation.A .5 CIS will work with teachers to buildinstructional strength in reading, writing, andscience. She will work with aides to planintervention lessons.

2.5, 2.6 Principal,assistantprincipals, CIS,

Increase success for 5th graders as theydemonstrate mastery of curriculum as measure bySTAAR.


Additional Targeted Support Strategy2) Qualified tutors will conduct small groupinstruction for the 1st -5th grade students toimprove achievement in reading and math. Afterschool, teachers and our SPED aide III will tutorafter school starting the second nine weeks towork with at-risk students to close gaps inreading, math, science and writing.

Principal, CIS Growth in MAP and STAAR scores for studentsserved by hired tutor.







Performance Objective 5: Teachers will develop an increased understanding of strategies to increase the RIGOR of learning

Evaluation Data Source(s) 5: An increase of 10 % of the students in grades 3-5 will reach the advance performance on STAAR and in k-2ndgrade students will show more students met standard on MAP.





Build a foundation of reading and math1) Teachers will participate in weekly PLCs tobuild our capacity to meet the students needs.To review data and monitor redline TEKS. Wewill also plan extended PLC times to focusedinstruction and interventions. These practiceswill be measured in IR.

2.4 Principal, CIS,assistantprincipals,technologist

Students will grow in academics due to planningwell the first time.

Problem Statements: Student Academic Achievement 4, 5 - School Processes & Programs 1Funding Sources: 211 - ESEA, Title I Part A - 10000.00



Student Academic AchievementProblem Statement 4: The percentage of students reaching the approaches level on STAAR math is 88% with only 30% at mastery level and 57% at meets level. Root Cause 4:Teachers need to build mathematical understandings beyond basic skill level so students can apply skills in multiple step problems required for mastery.





State Compensatory

Personnel for Dr. Joseph A. Fowler Elementary School:

Name Position Program FTE

Jeffers, Aubrianna Aide PCN 19602 1.0Rodrigue, Janet Teacher PCN 19277 1.0



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.2: Offer flexible number of parent involvement meetingsTo encourage as many parent and family members as possible to attend parent involvement meetings, we offer activities at a variety of times and days. Wehold events in the early afternoon, evenings, and mornings. Events are publicized well in advance and, when possible, sessions of the same event are offeredat two different times and/or dates.



Title I Personnel

Name Position Program FTE

Amir, Shameka Aide PCN 19197 211 1.0Arocho Traverzo, Abigail Aide PCN 19604 211 1.0Brickman, Jeremy Aide PCN 19427 B: 10-03-19 1.0Cajigas, Denise Aide PCN 19982 211, B: 8-20-19 1.0Gallagher, Chanelle Aide PCN 20195 211 1.0Martin, Blair Aide PCN 19428 B: 8-20-19 1.0McCoy, Namone Aide PCN 19428 211, E: 8-12-19 1.0Mendoza, Claudia CIS PCN 22133 211 .5Tillman, Megan Aide PCN 19427 211, E: 9-15-19 1.0Vacant Teacher PCN 19976 1.0Wooten, Niki Aide PCN 22818 211 1.0Zalk, Cheryl Teacher PCN 19976 211 E: 09-08-19 1.0



2019-2020 Site Based Decision Making Committee

Committee Role Name PositionAdministrator Joyce Lauer PrincipalAdministrator Donna Hardy Assistant PrincipalAdministrator Tobi Hamilton technology memberBusiness Representative Heidi Cortez business partnerClassroom Teacher Maria Robledo 1st grade elected 2019-2020Non-classroom Professional Laura Davis non-classroom teacher elected 2018-2019Classroom Teacher Chrystal Chaco 3rd grade elected 2019-2020Classroom Teacher Marian Kush 2nd grade classroom teacher elected 2019-2020Classroom Teacher Shannon Gormley pre-K elected 2019-2020Classroom Teacher Jennifer Randall kinder elected 2018-2019Paraprofessional Aubrianna Jeffers para elected 2019-2020Classroom Teacher Melanie Jones 5th grade elected 2019-2020District-level Professional Holly Landez District professionalAdmin in training Nelson Schulze Admin in trainingParent Patrick Wood Parent 2019-2020



Campus Funding Summary

166 - State Comp EdGoal Objective Strategy Resources Needed Account Code Amount

1 1 2 Challenging Lexile leveled materials 166.11.6329.00.139.30.AR0 $1,000.00

1 1 4 Travel funds for field trips for at-risk students - Waco Children'sMuseum 166.11.6494.00.139.30.AR0 $2,427.50

1 1 4 Field Trip Museum Admission 166.11.6412.00.139.30.AR0 $0.001 1 5 Ipad Covers to protect ipads. 166.11.6399.00.139.30.AR0 $883.191 1 5 Ipads 166.11.6398.00.139.30.AR0 $7,256.811 1 6 Reading Eggs; Pebble Go 166.11.6299.OL.139.30.AR0 $4,560.001 1 9 Instructional resources for intervention 166.11.6399.00.139.30.AR0 $2,000.001 1 10 Imagine Math 166.11.6299.OL.139.30.AR0 $5,000.005 1 1 MyOn 166.11.6299.OL.139.30.AR0 $5,212.505 3 2 ARI Teacher 166.11.6119.00.139.30.AR0 $78,540.005 3 2 ARI Aide 166.11.6129.00.139.30.AR0 $23,005.005 4 2 After school teachers will tutor to close gaps during the day 166.11.6118.CA.139.30.AR0 $2,064.81

Sub-Total $131,949.81Budgeted Fund Source Amount $129,885.00

+/- Difference $-2,064.81

165/ES0 - ELLGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 iPads for ELL students 165.11.6398.00.139.25.ES0 $4,551.001 1 1 iPads Lock and charge sink station ELL students 165.11.6394.00.139.25.ES0 $300.00




165/ES0 - ELLGoal Objective Strategy Resources Needed Account Code Amount

+/- Difference $0

211 - ESEA, Title I Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 5 ipads, laptops 211.11.6398.00.139.30.000 $27,374.001 1 6 Brain Pop; Edusmart 211.11.6299.OL.139.30.000 $4,000.001 1 7 Mentoring Minds for reading, math and science. 211.11.6399.00.139.30.000 $47,000.001 1 8 F/P APP 211.11.6299.OL.139.30.000 $100.001 1 8 F/P Online Services for Teacher 211.31.6299.OL.139.30.000 $0.001 1 9 Temp Employees Pay for retired teachers to tutor students 211.11.6125.CA.139.30.000 $12,000.002 1 1 Pay for Dan St. Romain Student materials 211.11.6399.00.139.30.000 $3,000.003 3 1 Books for children 211.11.6329.00.139.30.000 $0.005 1 1 Educational Magazines 211.11.6329.00.139.30.000 $2,007.735 3 1 Highly qualified aide 211.11.6129.00.139.30.000 $22,400.005 3 1 Highly qualifies aide 1st, 2nd, 3rd, 4th, 5th 211.11.6129.00.139.30.000 $24,800.005 3 1 Highly Qualified aide 211.11.6129.00.139.30.000 $21,500.005 3 1 Highly Qualifies Aide 211.11.6129.00.139.30.000 $24,435.005 3 1 Highly Qualified aide 1st, 2nd, 3rd, 4th, 5th grade 211.11.6129.00.139.30.000 $24,500.005 3 1 Highly qualified aide1st, 2nd ,3rd, 4th, 5th grade 211.11.6129.00.139.30.000 $21,000.005 3 1 Highly Qualified aide 211.11.6129.00.139.30.000 $23,055.005 3 1 Temporary employee Retired teacher 211.11.6125.CA.139.30.000 $20,000.005 3 1 after school tutoring 211.11.6118.CA.139.30.000 $10,146.195 3 1 Afterschool tutoring aides 211.11.6121.CA.139.30.000 $4,000.005 4 1 Teacher Reduction for Pre-K 211.11.6119.00.139.30.000 $7,357.035 4 1 .05 CIS 211.13.6119.00.139.30.000 $37,803.005 5 1 substitute teachers for extended PLC times 211.11.6116.00.139.30.000 $10,000.00



211 - ESEA, Title I Part AGoal Objective Strategy Resources Needed Account Code Amount


+/- Difference $0

211/PAR - ESEA, Title I Parent InvolvementGoal Objective Strategy Resources Needed Account Code Amount

3 1 1 Light snacks for family Math and Science Night & Reading Night (3different events) 211.61.6499.00.139.24.PAR $1,500.00

3 1 1 Instructional Supplies for Math and Science Parent EngagementActivities 211.61.6399.00.139.24.PAR $1,500.00

3 1 1 Pre-K session for parents to model pre-reading and math skills withtheir child. 211.61.6499.00.139.24.PAR $817.00


+/- Difference $0

263 - ESEA, Title III Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 RAZ, Reading A-Z and Vocabulary bundle for ELL students 263.11.6299.LE.139.25.000 $1,669.80Sub-Total $1,669.80

Budgeted Fund Source Amount $1,669.80+/- Difference $0Grand Total $488,765.56



2019-2020 Campus Improvement Plan Dr. Joseph A. Fowler ......In primary grades, vocabulary and word...

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