2019-2020 Campus Improvement Plan Nacogdoches ......Technology 15 Priority Problem Statements 16...

Nacogdoches Independent School District

Brooks-Quinn-Jones Elementary School

2019-2020 Campus Improvement PlanAccountability Rating: C

Brooks-Quinn-Jones Elementary SchoolGenerated by Plan4Learning.com 1 of 41

Campus #174-904-101October 21, 2019 8:06 am

Mission StatementBrooks-Quinn-Jones family will promote and ensure high levels of learning and achievement for all.

VisionCollectively, as a campus, we hold each individual responsible for high expectations, rigor, excellence in

curriculum and the implementation. Our focus is on meeting the needs of the whole child by including all stakeholders

Value Statement

We are committed to promoting the community our students live in. We believe by reaching out and being involved leaders of educationwe will enrich our students lives, keeping them on a path of lifelong learning.

"WE ARE FAMILY"



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Achievement 5School Culture and Climate 8Staff Quality, Recruitment, and Retention 10Curriculum, Instruction, and Assessment 11Parent and Community Engagement 13School Context and Organization 14Technology 15

Priority Problem Statements 16Comprehensive Needs Assessment Data Documentation 18Goals 21

Goal 1: Provide high-quality curriculum/assessments/resources and effective instruction. (NISD Commitment #1; Levers 4/5) 21Goal 2: Provide a positive school culture for learning, working, and community engagement. (NISD Commitment #2/3; TEA Lever 3) 26Goal 3: Provide effective and efficient operations, including well-supported teachers. (NISD Commitment #4; TEA Lever 2) 28Goal 4: Provide organizational improvement, strong leadership, and effective planning. (NISD Commitment #5; TEA Lever 1) 32Goal 5: Overall results of the fitness gram will improve by 3% over the previous years results. 34

State Compensatory 35Personnel for Brooks-Quinn-Jones Elementary School: 35

Title I Personnel 362019-2020 SBDM B-Q-J 37Campus Instructional Leadership Team 38Campus Leadership Team 39School Improvement and Operational Team 40Campus Funding Summary 41



Comprehensive Needs Assessment

Demographics

Demographics Summary

Based on the 2018-19 Fall Collection Report from Texas' Public Education and Information Management System (PEIMS) Brooks-Quinn-JonesElementary reported we had an increase in enrollment of 25 students from 2017-18 for a total of 778 students of which 51.08% are male and 48.92 female.39.85% are identified as limited English proficient or Bilingual Hispanic – 54.24% ESL-26.74% and Bilingual-13.11% of this our A.A. - 26.99% withWhite at 15.81% and two or more races 2.96%. 90.36% enrolled in grades EE-5 qualified as economically disadvantaged. Our mobility rate was 14% in16-17, with the lowest rate being Hispanic students at .08%. Our attendance was down in 2018 to 95.28% compared the year before at 96.29%. Ourdemographic teacher ratio is as follows: Hispanic-9.6% / A.A.-19.3% / White-71%. We have 2 Bilingual classrooms in each pre-kind, kinder, first gradeand 1 Bilingual classroom in second grade.We have 81 Special Education students which are a total of 11.92% of the student population (Hispanic-5.4%)(A.A.-4.37%(White-3.73%)

Gifted and Talented - (Total-2.96%) -(Hispanic-1.16%) -(A.A.-1.03%) -(White-.51%)Dyslexic-1.54%At-Risk-72.49% -(Hispanic-46.53%) -(A.A.-16.07%) -(White-8.1%) We have 2 PPCD classrooms and 1 Life skills.

Demographics Strengths

When compared to the other ethnicity's our Hispanic population, on average, has the highest attendance rate, percent of academic achievement on theSTAAR test, lower discipline referrals, and the lowest mobility rate. In Domain III, our English Language and Special Education student groups met thestate target for Closing the Gaps in Academic Achievement for both English Language Arts and Math. Our Hispanic and English Language student groupsmet the state target for Closing the Gaps in Student Growth for both English Language Arts and Math. Our English Language students met the state targetfor English Language Proficiency.

Problem Statements Identifying Demographics Needs

Problem Statement 1: African American students are low performing by a significant % compared to Hispanic and White students. Root Cause: Lack ofmonitoring and early intervention to directly target deficient skills.



Student Achievement

Student Achievement Summary

The following information is based on 2019 results for TPRI K-2nd grade

Grade Kinder 1st 2nd

S/D%onGraphophonemic–Knowledge/ spelling

Set 1 Set 2 Set 3 Set 436% 67% 65% 96%

InitialCons

FinalCons

Midvowel

InitialBlend

Blendfinal

5% 7% 9% 16% 23%

Set 1 Set 2 Set 3 Set 435% 67% 65% 76%

Word Reading Set 1 Set 2 Set 3 Set 412% 21% 28% 47%

Set 1 Set 2 Set 3 Set 417% 25% 31% 35%

Set 1 Set 2 Set 3 Set 412% 21% 28% 47%

Fluency EOY Bothstories

N/R (35%-Frustration) (1% 0-19 WPM ) (22%-20-49 WPM) (14%-50-59 WPM) (28%-60+ WPM)

(15% Frustration) (18% 0-49 WPM)(17% 50-69 WPM) (18% 70-89 WPM)(20% 90+ WPM)

The following information is based on 2019 DRA results for 1st to 3rd grade

DRA DATA By Grade level EOYGrade Above level On Level Below Level Total # of students

1st 56 18 50 124

2nd 44 16 48 108

3rd 25 25 50 100



The following information is based on the preliminary results of our 2019 STAAR results

AllStudents

AfAmer Hisp White Amer

Ind Asian PacIsl

2 orMoreRaces

EcoDis EL(+Monitor)

SpEd(Current)

SpEd(Former)

ContEnroll

Non-contEnroll

MiddleSchools

Academic Achievement: % at or above Meets Grade Level

ReadingTarget 44 32 37 60 43 74 45 56 33 29 19 36 46 42Performance 30 28 31 27 27 34 31Met N N N N N Y Y

MathTarget 46 31 40 59 45 82 50 54 36 40 23 44 47 45Performance 42 33 47 39 40 52 38Met N Y Y N Y Y Y

Academic Achievement ScoreAcademic Growth Status

ReadingTarget 66 62 65 69 67 77 67 68 64 64 59 65 66 67Performance 63 56 71 55 63 72Met N N Y N N Y

MathTarget 71 67 69 74 71 86 74 73 68 68 61 70 71 70Performance 71 67 73 67 70 76Met Y Y Y N Y Y

Academic Growth ScoreEL Language ProficiencyTarget 42Performance 37Met NEL Language Proficiency ScoreStudent Success: Student Achievement Domain STAAR Performance Score across All SubjectsTarget 47 36 41 58 46 73 48 55 38 37 23 43 48 45Performance 36 28 40 35 35 41 25Met N N N N N Y YStudent Success Score

Student performance on state assessments compared about the same score passing rates as the performance on local benchmark assessments. However, ourreport card grades did not reflect the scores indicated by the assessments.

Achievement rates of special education students are about 20% below non-special education students. We continually review the progress of students toensure the support we give them is appropriate, goal-driven, and effective. Presently 11% of our students are special ed. A math specialist supports 3rd, 4th,5th-grade math. The math data confirmed for our 5th-grade students the interventions are working with 91% passing. We have a master retired readinginterventionist and several paraprofessionals with training in Neuhaus to support students who have deficiencies in phonological skills.Brooks-Quinn-Jones Elementary SchoolGenerated by Plan4Learning.com 6 of 41


We have an excellent process in which our SSI, ARD, LPAC, 504, and other committee decisions regarding state assessments and interventions aremonitored appropriately and beneficial for students. The data collected supports the effectiveness of the processes put in place.

Students are identified and placed in RTI through a process of working with a master teacher in charge of the RTI process. Consistent data entry ensuresstudents are placed in DMAC and followed up with Tiered instruction based on individual student needs. We have an effective RTI process that has beenimplemented over the past five years. We have a certified teacher in charge of overseeing the process and to help teachers understand and be effective inensuring students receive effective Tiered instruction. The method we have reflects in the numbers of our special education referrals.

Available tools used so that strategies are designed to improve student performance were; Backward Design, PLC planning critical questions, Lead4ward,TEKS resource, Mentoring Minds

For the school year 2018-19 less than 1% of our students were retained in first grade.

2018 to 2019 STAAR-

Category 2018 Met Standard 2019 Met StandardOverall 81 69Student Achievement 69 62School Progress 83 69Closing the Gaps 75 69Distinction Designations Comparative Academic Growth

Student Achievement Strengths

68% of our Economically Disadvantaged students did meet the "Meets Grade Level" passing standard for the 2019 STAAR.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: There was a decrease in growth status for our 4th grade students due to inconsistent implementation of the Backward designplanning to address student academic and behavioral needs. Root Cause: There was a significant loss in quality instruction time.

Problem Statement 2: African American students are low performing by a significant % compared to Hispanic and White students. Root Cause: Lack ofmonitoring and early intervention to directly target deficient skills.



School Culture and Climate

School Culture and Climate Summary

We are heavily invested with Stephen F. Austin State University. We usually have 8 to 10 student teachers in our school. From this group, we hire two tothree to be a part of our full time staff. SFA also has approximately twenty-five interns with us during each semester participating in parent involvement andstudent tutorials.

In general, we have a very congenial campus where students feel safe and are predominantly happy at school. Our campus is 18 years old and thenewest in the district. We are located in a historically African American community with low-income housing directly adjacent to our facility. Asmall number of students walk to school. The rest of the students either ride a bus or a car rider. Our students have access by bus to the Boys andGirls Club, the recreation center and a Faith-based after school care facility located in conjunction with a church. Daycare vans also pick up students.In addition, we partnered with a local business and church who provide support and are members of our Sight Based Decision Making team.We will have two foster grandparents and an Memorandum of Understanding with three paraprofessionals supplied by GETCAP for three Pre-Kindergarten classes.

Overall our parents are very supportive of our school as they trust us to keep their child safe while quality instruction is taking place. A survey was senthome with all 755 students. Of the 775 surveys sent, 104 were returned. This was 18 responses down from the previous year. The following are the resultsof the prior year (2018):

(92%)+95% stated they often receive information from the school regarding activities and events.(47%)+52% stated they often attend activities designated for parents.(77%)+86% stated that the activities they attended at school have been beneficial.(90%)-88% stated they were aware of the school's educational goals and direction for the current year.(83%)+89% stated they had access to all school/district handbooks for students and parents.(90%)+92% stated they are satisfied with the amount of information provided by the school about their child.(90%)+92% stated they are encouraged to meet with the school to discuss their child's progress.46% of parents stated they refer to our Home Access Center for their child’s progress

Of all respondents said they would appreciate it if the school would provide parent involvement in helping with and addressing;

55% Reading48% Writing48% Math30% Social Studies40% homework tips



Students enjoy coming to school. We have a safe, structured environment in which we provide order and structure to their day. This provides them with asense of security that they are being taken care of in a loving, caring, and supportive atmosphere.

We have activities for students to participate in, and this year, we have added an art class to our special rotation. Students in the 3,4,5 grades will be able tochoose between attending music, art, or literature as well as attending the recommended physical education time.

We have working security cameras set up at each entrance that are monitored daily. Each main door has a keypad lock that is set for school hours only.

We have had several safety audits during the past five years. Information gathered states that we are in compliance with our protocols, procedures, andfacilities.

School Culture and Climate Strengths

The faculty and staff at B-Q-J are here to provide a caring and supportive environment in which all students can be happy and grow as learners. Adiverse, understanding climate where a lasting lifestyle of learning can be built is encouraged and fostered. In the end, it's all about our students. Aswe evolve and educate our students, we will seek to perfect this safe, energetic environment where everyone feels accepted and respected.We have a variety of activities for students to participate in throughout the year. Such as a talent show, parent nights, reading nights’, math nights,movie nights, fall festival, patriotic programs as well as holiday programs. We provide translators in a format appropriate for parents.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Parents responded that they need more help at home with our core curriculum and a majority of parents said they needed support inreading. Root Cause: Focus has been on getting parents involved through programs that are during or after school that are more in lines with cultural eventsand not educational events.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Presently we have more vacancies than we have teachers applying. We attend the job fair hosted by the district. We cultivate our SFA students completingtheir student teaching on our campus, as well as our paraprofessional staff. Our average class size for our campus is between 19 and 22. We use our mosteffective teachers as team leaders and mentors to share their knowledge and skills with others. Supports are in place for teachers whose students'performance is below district and state standards. This is achieved by over site of our administrative staff modeling, as well as discussions during our PLCmeetings. Also, we offer multiple P/D opportunities at the campus and promote sessions through the regional service center. Due to the high turnover ofclassroom teachers, we have numerous training's throughout the school year during district calendar days provided for professional development. Each year,over the past five years, we lose 30% of our classroom teachers. With this comes an increase of new, 0-1 years’ experience and an increasing number ofAlternatively-Certified teachers. Our most stable group of employees are our highly-qualified paraprofessionals. We have less than 5% of ourparaprofessionals leave our campus. Some of these paraprofessionals have degrees and are moving into the classroom through Alternative-Certificationprograms.

Demographics of our teaching staff are as follows; 19% A.A., 9.6% Hispanic, 71.1 White. All teachers are H.Q. with 10% - 0 years, 45% - 1-5 years and44% - 6 or more years. 80% hold Bachelors, and 20% hold a Masters. During the summer and before the 2019 school year begins, the district is providingmultiple opportunities for Professional Development. Some of the opportunities include but not limited to (Neuhaus, CHAMPS, TTESS, Gomez Gomez,running records, guided reading, newly adopted ELAR HMH, GT, new teacher academy, Estrellita phonics). During the school year, we plan to havespecific training in backward design and unpacking the TEKS.

Staff Quality, Recruitment, and Retention Strengths

We are rich in training opportunities for our staff members. Surveys are collected at the end of the year from parents for feedback regarding our campus.Mentor teachers are provided for new to the profession teachers. Mentors meet with their mentee after-school to review any questions or concerns they mayhave. Mentors also go in and observe and provide feedback to their mentee. Teacher and staff recognition will be conducted each six weeks. Our hospitalitycommittee also provides numerous opportunities for showers and luncheons for staff members.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: High turnover rate of beginning to two years experienced teachers. Root Cause: Teachers did not have the opportunity to beexposed to the culture and climate of the campus.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

All students progress is measured, and plans are made to appropriately give each student their particular measure of instruction to best benefit them intheir learning.After a complete date review of the 2019 STAAR/TPRI and other data we are determining the best possible schedule to provide quality learning forall students based on the particular needs of the students as well as the specific needs of demographic groups based on trends of each group.Due to our 57% enrollment of Hispanic students with 30% being EL students, we have implemented a 1-way dual language program using the Gomez& Gomez model. We have two classes in Pre-K, two classes in Kindergarten, two classes in 1st grade, and 1 class in 2nd grade. Due to our rate ofteacher turnover, we have difficulty keeping ESL certificated teachers on staff. However, we do have a bilingual and an ESL teacher in the gradeswith the Bilingual programs.We are receiving specific training in nature and needs to support student advocacy and identification for Gifted and Talented. We are reaching out toparents to make them aware of the vast differences of student’s behaviors that may qualify a student to be recommended for G/T testing.This past school year (18-19), each 2nd-grade student was screened for dyslexic tendencies. After the completion of the screening, results for studentswho show possibilities for dyslexia were shared with parents, and further testing was completed.A strong process has been established with our RTI coordinator that allows our staff to identify students who have deficient skills in core contentareas. Students that may need to be referred for further evaluation are also identified through the RTI process. Due to this process, we have a highpercentage of students referred that show a significant need for individualized, specialized instruction. In addition, we are able to screen the needs ofstudents that may not qualify for Special Education but need some other support such as Dyslexia, 504, interventions, G/T.To support our students dealing with issues outside of the academic setting, we are adding a Social Worker position to the staff at BQJ. This is toensure all of the students' needs are met for these students to have positive school experiences.We have an intervention teacher dedicated to our Science and GT programs. We hope to expand this role to reach more students daily.Collaborative planning meetings are set aside for a 60 minute (minimum) block one time every other week. The PLC procedure is implemented withstructured expectations that include the pre-work for intentionally designed and delivery of instruction.We will be conducting a campus-wide book study using the book, Emotional Poverty by Ruby Payne. The expectation for the staff will be thatteachers begin implementing the specific strategies addressed and review at each book study meeting.Team leads are established to ensure that all information to and from teachers is disseminated appropriately.Team Leaders will also provide input and communication that directly makes an impact on our Sight Based Decision Making team.The district is in the process of using classroom teachers to align our curriculum TEKS and English Language Proficiency Standards (ELPS)Through our PLC meetings and teacher walks, we will be able to determine the effectiveness of our curriculum. We will use the information to alignour instruction to the standards with fidelity.

_



Curriculum, Instruction, and Assessment Strengths

Teachers began breaking down their standards into learning targets to analyze verbs of the standard to ensure rigor and alignment before collaborativeplanning sessions last school year. After the semester, teachers began breaking the standards down with the students. This gave students their "masterygoal" by the end of the week or unit. Breaking down the standards has given teachers the straight and narrow to content mastery.

Another strength is our teachers' knowledge in backward design. We provided two training's last year to allow our teachers the time to sit down with PaulaRogers and ensure mastery of the Backward Design process.

Teachers from at least each grade level participated in the essential standards selection and are helping to ensure teachers continue to stay focused on theessential standards.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Students were administered summative assessments at the conclusion of units in the absence of formative assessments. Root Cause:Training on the implementation of formative assessments was not provided.



Parent and Community Engagement

Parent and Community Engagement Summary

We have several partnerships with entities in our town, including an insurance agency and a church. We have several organizations we work withKnights of Pythia’s, Firefighters, Daughters of the American Revolutions.We are adding a Social Worker.Our parent survey provided data that supported the campus's processes and procedures.Our survey was a very positive look at our school to see survey results. We are always striving to have a more effective communications system withour community and parents. We use our web page, call-out system, outdoor sign, Do Jo, remind, twitter, Facebook, and Weekly information sheetssent home by students from the teacher on happenings in the classroom.We have a wealth of talent on our campus that includes procedures for our bilingual and translating procedures. Before notes or event notificationsare sent home, we have our designated staff member translate and double check for errors.Parents and community members participate and are on the site-based planning committee. We ask groups if they would be interested in selectionhowever, efforts for attention and participation needs to increase.

Parent and Community Engagement Strengths

Parents are more than willing to participate when asked to do a specific activity. We have happy parents who enjoy their child going to the B-Q-J school.Some of the events parents setup for and attend are our:

Dragon Den DinnersFall FestivalLiteracy NightMath Nights

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: We do not have a working PTO or some type of effective coordination of parents with the school. Root Cause: Lack of recruitmentand opportunities for parents to be involved with membership.



School Context and Organization

School Context and Organization Summary

We have adopted the CHAMPS program for our structured classroom management plan. We have also implemented Sanford Harmony to be used byclassroom teachers to introduce empathy and mental wellness for our diverse students. We have implemented a structural process to recognize students forgood behavior in the way of a Golden Ticket Reward. We have an App for Bullying and have added the HERO program. WE are in the process of starting abook study from Ruby Payne’s new book, Emotional Poverty. Our assistant principals attending the trainer of trainer 3-day retreat, and we will beimplementing the practices learned.

School Context and Organization Strengths

We are moving into our sixth year of a Memorandum of Understanding with GETCAP/Head Start. This enables us to have a strong transition for our earlychildhood students coming into Pre-K. It also gives us an excellent way to reach out to parents in need of any other ECH services that are available on ourcampus, such as our PPCD classes. We have just added an additional PPCD class this year. Our campus will continually analyze the root cause statementsstated under Curriculum, Instruction, and Assessment through our collaborative planning sessions and team lead Sight Based Decision Making meeting toensure we are addressing and implementing plans as needed. We consider PLC times to make sure that we are providing an additional 45 each week forteachers to engage with others in their curriculum area along with our curriculum AP and other administrators. We will hold regular SBDM meetings wherescheduled agendas are posted at least one week in advance. E-mail is sent to community, parent, and business partners. Our administration team, along withour team leader’s over site, provide the duty rosters and schedules. Administrators supervise the fidelity of duties to ensure that they are correctly completedwith the best possible personnel in the best area of need. The master schedule maximizes the amount of time spent in instruction. Instruction is protectedfrom unnecessary interruptions. We have developed a 5-minute time-lapse to ensure that all duties, movements of students are completed in an efficientlogistical way. We are starting an after-school program designed to give our students who live within walking distance a program to enhance theirindividual strengths and abilities. We hold ourselves accountable to keeping focused on improving student academic achievement. We are building a WeAre Family theme.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Students struggle with social and emotional skills. Root Cause: Attendance rate dropped by 1% last year; lack of fullimplementation of social and emotional development options for students.



Technology

Technology Summary

We have a digital learning specialist assigned to our campus in addition to our lab and science interventionist on campus. Students are trained in the properuse of technology internet safety. We are setting up student portfolios and hope to have a class devoted to coding and video lessons. B-Q-J is a technology-rich campus. We have Wi-Fi throughout campus to support our 160 Chrome-book, and 100 IPads. Each classroom has a min. of two standalone towers anda new interactive board. We have a computer lab with 27 towers, and our library has 12 towers along with a cart that houses six additional Chrome-bookand six iPads. All students have access to technology as needed.

Technology Strengths

We have a computer lab with 27 PC's, a library with 12 and each classroom has a minimum of 2 towers. Over this past year, we added four carts to houseour newly ordered 100 chrome-books. In addition, each classroom has a new 7' interactive height-adjustable touch boards. We have excellent Wi-Fithroughout our building.

Problem Statements Identifying Technology Needs

Problem Statement 1: Student expectations for technology usage do not include performance based assessments that demonstrate transfer of skills. RootCause: We have not horizontally or vertically planned for or provided information of expectations.



Priority Problem Statements

Problem Statement 1: There was a decrease in growth status for our 4th grade students due to inconsistent implementation of the Backward designplanning to address student academic and behavioral needs.Root Cause 1: There was a significant loss in quality instruction time.Problem Statement 1 Areas: Student Achievement

Problem Statement 2: Students were administered summative assessments at the conclusion of units in the absence of formative assessments.Root Cause 2: Training on the implementation of formative assessments was not provided.Problem Statement 2 Areas: Curriculum, Instruction, and Assessment

Problem Statement 3: African American students are low performing by a significant % compared to Hispanic and White students.Root Cause 3: Lack of monitoring and early intervention to directly target deficient skills.Problem Statement 3 Areas: Demographics - Student Achievement

Problem Statement 5: High turnover rate of beginning to two years experienced teachers.Root Cause 5: Teachers did not have the opportunity to be exposed to the culture and climate of the campus.Problem Statement 5 Areas: Staff Quality, Recruitment, and Retention

Problem Statement 6: We do not have a working PTO or some type of effective coordination of parents with the school.Root Cause 6: Lack of recruitment and opportunities for parents to be involved with membership.



Problem Statement 6 Areas: Parent and Community Engagement

Problem Statement 7: Students struggle with social and emotional skills.Root Cause 7: Attendance rate dropped by 1% last year; lack of full implementation of social and emotional development options for students.Problem Statement 7 Areas: School Context and Organization

Problem Statement 8: Student expectations for technology usage do not include performance based assessments that demonstrate transfer of skills.Root Cause 8: We have not horizontally or vertically planned for or provided information of expectations.Problem Statement 8 Areas: Technology



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 yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataAlternative Education Accountability (AEA) dataLocal Accountability Systems (LAS) data

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Student failure and/or retention ratesRunning Records resultsObservation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2Prekindergarten Self-Assessment Tool



Texas approved Prekindergarten and Kindergarten assessment dataOther Prekindergarten and Kindergarten assessment dataState-developed online interim assessmentsGrades that measure student performance based on the TEKS

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline,attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataSTEM/STEAM dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety dataEnrollment trends

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTTESS data



T-PESS dataEquity data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data



Goals

Goal 1: Provide high-quality curriculum/assessments/resources and effective instruction. (NISDCommitment #1; Levers 4/5)

Performance Objective 1: Increase overall Domain 1 Student Achievement score by at least 8% (from 63% to 71% for Approaches Grade Level; from34%-42% for Meets Grade Level; from 12%-20% for Master's Grade Level) from 2019 to 2020.

Evaluation Data Source(s) 1: Campus Benchmark Assessments and STAAR interim assessments.

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Apr July

TEA PrioritiesBuild a foundation of reading and math

1) Purchase Mentoring Minds "Think Up" formath, science, ELAR and utilize the resource tobackward design lessons that align to specificstudent targets.

2.4, 2.6 PrincipalCurriculumAssistantPrincipalAssistantPrincipalsTeam Leads

Teachers will create lessons that are specificallydesigned to the expected learning target. Withthis approach, teachers will monitor whethermastery or non-mastery. Teachers will thenimplement the intervention strategies withinThink Up!

2) Provide reading interventions for Tier Illstudents by a master reading teacher.

2.4 Principal Curriculum RtI Coordinator

Students will be served based on learning targetthat aligns with Essential Standards. By the endof intervention, students will master theEssential Standards.

3) Schedule, monitor and support Bi-Weeklycollaborative planning meetings for each gradelevel.

2.5 Principal AssistantPrincipalsCurriculum

Teachers will have lessons and assessments thatare aligned effectively to both Bloom's and thefour PLC questions.





4) Purchase high interest reading materials forAfrican American and EL students in RtI Tierll and III.

2.6 Principal Curriculum

Students will be able to choose reading materialsthat are of interest and on their level. This willallow the students to make growth toward theirtargeted intervention goals.

Funding Sources: 199 - SCE - 1200.005) Provide opportunities for students to beexposed to real world experiences throughlearning excursions as well as web-basedsimulations that are targeted to IFD.

Team LeadsCurriculumAssistantPrincipal

Students will be given the opportunity to transferskills learned in the classroom to the real-world.

Funding Sources: 199 - SCE - 9000.006) Purchase books for Spanish speakingstudents to check out of the library.

2.6 LibrarianClassroomteachers

Increase academic vocabulary and mastery forbilingual students.

Funding Sources: 199 - SCE - 800.00

= Accomplished = Continue/Modify = No Progress = Discontinue



Goal 1: Provide high-quality curriculum/assessments/resources and effective instruction. (NISD Commitment #1; Levers 4/5)

Performance Objective 2: Increase Domain ll-Academic Growth by at least 13% from 67% 2019 to 80% in 2020.

Evaluation Data Source(s) 2:





1) Schedule weekly activities and interventionsfor gifted and talented students that arespecifically designed for these students thatalign to question number 4 of the backwarddesign process.

2.4 CurriculumGifted andtalentedinterventionist

Students will maintain growth in either theircurrent academic level (Meets or Masters) ormake growth to the next academic level (Meetsto Masters).

Funding Sources: 199 - G/T - 1472.002) Teacher's lessons will be reviewed to ensurehigh level of Bloom's activities are present.

Curriculum AssistantPrincipals

All lesson activities and assessments will beaccurately aligned to the level of Bloom's inwhich the standard is written.

3) Provide an instructional time for extensionactivities within the daily schedule.

Team LeadsCurriculum

Teachers will turn in class schedules with adesignated tutorial time that will also be utilizedfor enrichment for students.

4) Group Gifted and talented students within aclass with a dedicated gifted and talentedcertified teacher for extensions and activitiesthat support their individual needs.

AssistantPrincipalCurriculum Gifted andtalentedinterventionist

Students will maintain growth in either theircurrent academic level (Meets or Masters) ormake growth to the next academic level (Meetsto Masters).




Goal 1: Provide high-quality curriculum/assessments/resources and effective instruction. (NISD Commitment #1; Levers 4/5)

Performance Objective 3: Increase Domain II by 11% in Relative Performance from 69% in 2019 to 80% in 2020.






TEA PrioritiesBuild a foundation of reading and math

1) Purchase system software Dreamboxlicenses for grades K-2 and Imagine LearningMath licenses for grades 3-5 for supportingteachers in classroom instruction.

2.4, 2.5, 2.6 Principal, andCurriculumAssistantPrincipal

Imagine Learning will provide teachers with anadditional math support resulting in an increasein essential standard mastery.

Targeted Support StrategyAdditional Targeted Support Strategy

2) Utilize extra duty personnel to provideinterventions and tutorials for during the dayand or for after school for At-Risk students.

2.4, 2.6 Principal Tutorials will provide extra learning time forstudents to increase Essential Standards mastery.


3) Purchase student recognition items that willsupport and strengthen student growth

AssistantPrincipals

Students will receive incentives for recognitionbased on Hero points earned. This will createmotivation for other students to receive Heropoints and ultimately, obtain recognition.

Funding Sources: 199 - SCE - 1000.004) Purchase ESGI software to monitor studentprogress correlating with IFD's from BOY,MOY and EOY.

Principal Curriculum

ESGI will provide teachers an electronic way tomonitor student progress on all of the standardsincluding essential standards.

Funding Sources: 199 - SCE - 1424.005) Purchase SRI. Reading Counts, and IREAD Principal Students will be able to check out books based

on their lexile level and will also be able tomonitor their growth through the programspurchased.





6) Implement RtI Taking Action modules allNISD staff were trained in during the Back toSchool Conference.

PrincipalRtI coordinatorTeam Leads

Implementing RtI taking action modules willallow teachers to plan and align instruction forstudents to meet mastery of the essentialstandards.

7) Continue to explore and purchase newtechnology or web based designs which willenhance student learning.

Principal andCurriculumAssistantPrincipal

Keeping our students up to date with the mostcurrent technology.

8) Register teachers for TCEA and return tocampus to inform and train other teachers ofinformation learned.

Digital LearningSpecialist andCurriculumAssistantPrincipal

Greater awareness of how to use technology inteaching and an increase in badges for teachers.




Goal 2: Provide a positive school culture for learning, working, and community engagement. (NISDCommitment #2/3; TEA Lever 3)

Performance Objective 1: Parents/families will be given increased assistance by school staff to gain the knowledge and skills in parenting and fosteringconditions to assist and support their child's learning and development at home. Evidence will be provided by the response to the survey sent home eachyear asking to rate the schools effectiveness.

Evaluation Data Source(s) 1: Parent surveys





1) Through social media, Remind 101 andflyers parents will be invited to support theirchildren through attending various schoolevents including student programs,performances, assemblies and studentrecognition celebrations.

Principal AssistantPrincipal

Community and family outreach will provideextensive communication between school andhome.

2) Family Reading Nights will be held monthlyby alternate grade levels in order to equipparents with various reading strategies to helptheir child improve reading performance.

Principal Curriculum AP Team Leads

Implementing Family Reading nights willprovide targeted reading strategies for families atthe appropriate grade level.

Funding Sources: 211 - Title I, Part A (Schoolwide) - 500.003) Hold regular and flexible "Dragon Den"meetings where parents and family willparticipate in developing a family engagementpolicy. Provide parents with pamphlets andbrochures with suggestions for successfulparenting skills.

3.2 Principal Curriculum AP

Dragon Den meetings will provide a tine forparents to meet and communicate their needs tosupport the learning of all students.

Funding Sources: 211 - Title I, Part A (Schoolwide) - 1200.00

4) Pre-K teachers will be required to conducttwo home visits in order to develop arelationship with parents and families.

Principal PK Teachers

Going on home visits will provide a strongerschool and home relationship to supportstudents' overall learning.





5) Beginning of the year movie night event willbe scheduled to include parents and families ofour students. This meeting will include a Title1 meeting to distribute the written familyengagement policy.

3.1 Principal Curriculum AP AssistantPrincipals

Movie night will allow for maximum attendancefor our Title I meeting as well as a fun familyevening.

Funding Sources: 211 - Title I, Part A (Schoolwide) - 500.006) The social worker will set up meetings withparents of students who are not making qualityacademic or behavioral growth

PrincipalSocial WorkerAssistantPrincipal

Meetings with parents will providecommunication between home and school aswell as set up a plan to better serve strugglingstudents.

7) Parents will be given relevant materialduring "Dragon Den" meetings to supportreading at home.

Librarian Increase in reading fluency and comprehension.




Goal 3: Provide effective and efficient operations, including well-supported teachers. (NISD Commitment#4; TEA Lever 2)

Performance Objective 1: 2020 teacher retention will increase by 20% 2019.





TEA PrioritiesRecruit, support, retain teachers and principals1) The administrative team will conductinformational visits with each individualteacher a minimum of 1 time per 9 week periodin order to provide support in any area of need.

Principal Curriculum APAssistantPrincipal

Meeting with teachers will provide a time topersonally build relationships and supportteacher growth.

2) In a partnership with State Farm, teacher ofthe month names will be published in theSunday Sentinel.

Principal AssistantPrincipal

Celebrating teachers of the month will boostteacher morale and work ethic.

3) Celebrate staff accomplishments every threeweeks in grade level assemblies.

AssistantPrincipals

Celebrating teachers will boost staff morale.

4) Thank you notes and birthday cards will goout to staff during the school year.

Principal Cards will provide appreciation to the staffthroughout the year.

5) Assign mentor teachers for 0 experienceteacher and a PAL for teachers new to thecampus.

Principal Mentor teachers will provide support for newteachers. PALS will provide support for newteachers.

6) Provide funds to ensure the repairs andmaintenance of equipment .

Principal This will ensure campus safety and upkeep ofthe building.






7) Provide sufficient funds for curriculumdevelopment for campus.

Principal Curriculum AP

Curriculum development will provide for betteropportunities for lesson development andinstruction.





Goal 3: Provide effective and efficient operations, including well-supported teachers. (NISD Commitment #4; TEA Lever 2)

Performance Objective 2: By January 2020 B-Q-J's professional teaching staff will be certified and Highly Qualified in the teaching field they areassigned.





TEA PrioritiesRecruit, support, retain teachers and principals

1) Trainings will scheduled for Saturdaytutorials for non certified teachers to attendtrainings for teachers needing their ESLcertification

2.4 Principal andAssistantPrincipal

Focused on increase skills for our ESL teachers.

TEA PrioritiesRecruit, support, retain teachers and principals

2) Develop a plan to provide consistentprofessional development for the training ofcurrent staff to implement ELP's and otherinterventions supporting students.

Principal,Director ofBilingual, andCurriculumAssistantPrincipal

Successful increase in TELPAS scores for ourLEP students.

ESF LeversLever 5: Effective Instruction

3) Increase PLC effective planning to increaseEL English language acquisition and progress ineach area of TELPAS; including monitor andvisible implementation in classrooms.

2.4, 2.6 Principal andcurriculumassistantprincipal.

Successful increase in TELPAS scores for ourLEP students.

ESF LeversLever 1: Strong School Leadership and Planning

Lever 2: Effective, Well-Supported TeachersLever 4: High-Quality Curriculum

4) Provide support, training, and guidance forteachers and staff to increase effectiveimplementation and understanding of ELPSaccording to proficiency level descriptors(PLDs) and TELPAS scores.

2.6 Successful increase in TELPAS scores for ourLEP students.



Goal 4: Provide organizational improvement, strong leadership, and effective planning. (NISDCommitment #5; TEA Lever 1)

Performance Objective 1: Implement strategies and programs that will decrease discipline referrals by 10% from the 2019 SY.





1) Assistant Principals will attend Ruby PayneEmotional Poverty training. We will purchase abook for each staff member to begin our bookstudy to improve relations and understandingof students we teach.

Assistantprincipals whoattended theconference.

Principal

There will be an overall improvement inbehavior for the campus as well as theimplementation of new strategies.

2) In an effort to reduce classroom disruptionswe will continue to monitor all teachers andtrain new teachers on the programs SanfordHarmony and CHAMPS. Administrators willprovide feedback on the fidelity ofimplementing these programs.

B-Q-Jadministrationteam

There will be a decrease in behavioraldisruptions and an increase in instruction time.

3) Invite parents to attend cultural celebrationprograms and grade level celebrations thatrecognize students' accomplishments every 3-weeks.

CounselorAssistantPrincipals

Campus morale will be boosted while building acampus culture of excellence.

4) Hire a Social Worker to build and fostersupport for our students, parents and teachers.

PrincipalAssistantPrincipal

Increase student and parent support for our lowsocio-economic both academically andemotionally.




Goal 4: Provide organizational improvement, strong leadership, and effective planning. (NISD Commitment #5; TEA Lever 1)

Performance Objective 2: B-Q-J will partnership with SFA, GETCAP and Empowering Parents to build a community of learners





1) B-Q-J will host the Empowering Parentsprogram implemented by NISD.

Social Worker Improved parent and school communication.

2) B-Q-J will provide an Empoweringgrandparents event.

PrincipalSocial Worker

Grandparents will be provided with tips andideas on parenting the school-aged children thatare in their care.

Funding Sources: 211 - Title I, Part A (Schoolwide) - 800.003) Meet regularly with SFA professors toschedule student interns, CREAT students, andstudent teachers.

Principal andassistantprincipal

Build a bank of new teachers to choose from forfuture teachers at Brooks-Quinn-Jones.

4) Enter into the MOU with GETCAP andwork closely with this agencies director. Wewill have 3 classes. Head Start will supportwith 3 para professionals.

Principal increase in student learning in Pre-Kindergarten




Goal 5: Overall results of the fitness gram will improve by 3% over the previous years results.

Performance Objective 1: B-Q-J programs and activities to improve nutrition and health of students. This will reflect in an overall body mass index of nomore than 15 percent for 5th grade students.





1) Students participating in the Fitness gramwill decrease overall Body Mass Index percent.

PhysicalEducationteacher AssistantPrincipalCurriculumAssistantPrincipal

Students participating in the Fitness Gram willincrease their pacer laps by five percent whichwill in turn, decrease Body Mass Index.

2) B-Q-J will participate in the Fresh Fruitprogram that supplies every student a fruitsnack 2 times a week after the PhysicalEducation class.

Food servicedirectorElective teachers

Students will learn the importance of fuelingtheir body with nutritious snacks especially afterphysical activity.

3) All B-Q-J students will participate in at least150 minutes of physical activity each weekduring physical education, music and recess.

Classroomteachers Elective teachers

Students will build cardiovascular enduranceand increase their overall pacer laps by fivepercent.




State Compensatory

Personnel for Brooks-Quinn-Jones Elementary School:

Name Position Program FTE

Ashley Ballard Dyslexia Teacher TEA Dyslexia .25Karen Pleasant Kindergarten aide SCE 2110 11 101 30 000 6129 1Open Kindergarten Aide 2110 11 101 30 000 6129 1



Title I Personnel

Name Position Program FTE

Emma McBride ELL Specialist LPAC 2110 11 101 30 191 6119 1Mike Armand Interventionist 2110 11 101 30 000 6119 1Milka Gonzalez Interventionist 21110 11 101 30 000 6119 1Open Interventionist 2110 11 101 30 000 6119 1Stacey Koffskey CAP 2110 23 191 30 000 6119 .25Stacey Koffskey CAP 2110 13 101 30 000 6119 .75



2019-2020 SBDM B-Q-J

Committee Role Name PositionBusiness Representative State FarmAdministrator Amber WilsonClassroom Teacher Dru ThomasonClassroom Teacher Joann McCorveyClassroom Teacher Phyllis UpshawClassroom Teacher Lisa AnthonyClassroom Teacher Harmonee JohnstonSpecial Education Charlotte DanielClassroom Teacher Markia HammockBilingual Jana JohnsonDistrict-level Professional Michael MartinClassroom Teacher Lauren CantyParent Angelica RodriguezClassroom Teacher Tracey BryantParent Martha Lee



Campus Instructional Leadership Team

Committee Role Name PositionClassroom Teacher Dru Thomason 1st gradeClassroom Teacher Marissa Matzenauer 4th gradeClassroom Teacher Rebecca LeBoulanger 5th gradeClassroom Teacher Markia Hammock 2nd gradeNon-classroom Professional Kylie Altier RtIClassroom Teacher Candice Smith 4th gradeClassroom Teacher Morgen Hamlin KindergartenClassroom Teacher Harmonee Johnston Pre-KindergartenAdministrator Tom Miller Principal



Campus Leadership Team

Committee Role Name PositionAdministrator Tom Miller PrincipalAdministrator Stacey Koffskey Curriculum A.P.Administrator Gerald Fonzie A.P.Administrator Amber Wilson A.P.Administrator Danielle Bowser CounselorAdministrator Ashley Helmer Social WorkerAdministrator Emma McBride LPAC



School Improvement and Operational Team

Committee Role Name PositionClassroom Teacher Dru ThomasonClassroom Teacher Lauren CantyClassroom Teacher Stephanie StoluskyAdministrator Amber WilsonClassroom Teacher Markia HammockNon-classroom Professional Kylie AltierClassroom Teacher Joann McCorveySpecial Education Charlotte DanielAdministrator Tom MillerAdministrator Gerald FonzieAdministrator Stacey Koffskey



Campus Funding Summary

199 - G/TGoal Objective Strategy Resources Needed Account Code Amount

1 2 1 $1,472.00Sub-Total $1,472.00

199 - SCEGoal Objective Strategy Resources Needed Account Code Amount

1 1 4 High interest readers 1990-11-101-30-000-6291 $1,200.001 1 5 Student Travel 110-11-101-30-000-6412 $9,000.001 1 6 Library books 1990 11 101 30 000 6329 $800.001 3 2 Extra duty Pay 1990-11-101-000-6118 $9,000.001 3 3 Prize boxes 1990-11-101-30-000-6395 $1,000.001 3 4 Testing Materials 1990-11-101-30-000-6399 $1,424.003 1 6 Repairs and maintenance $200.003 1 7 Repairs and maintenance $100.00

Sub-Total $22,724.00

211 - Title I, Part A (Schoolwide)Goal Objective Strategy Resources Needed Account Code Amount

2 1 2 Supplies and materials $500.002 1 3 $1,200.002 1 5 Snacks $500.004 2 2 Supplies $800.00

Sub-Total $3,000.00Grand Total $27,196.00



2019-2020 Campus Improvement Plan Nacogdoches ......Technology 15 Priority Problem Statements 16...

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