Generated by Plan4Learning · Grand Prairie Independent School District Moseley Elementary...

Grand Prairie Independent School District

Moseley Elementary

2019-2020

Moseley ElementaryGenerated by Plan4Learning.com 1 of 42 January 30, 2020 7:46 pm

Mission StatementOur mission is to provide our students with a positive learning environment, rigorous curriculum, real-life experiences, and maintain high expectations

where students will transition from thinking locally to leading globally.


Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 5School Processes & Programs 7Perceptions 8

Priority Problem Statements 9Comprehensive Needs Assessment Data Documentation 11Goals 13

Goal 1: Student Achievement: Students will demonstrate exemplary performance in comparison to state, national and international standards in theareas of reading and writing of the English language and in the understanding of mathematics, science and social studies. Measurements: Districtbenchmark/assessment data, STAAR/EOC data, graduation/completion rates, attendance rate. (TEA Strategic Priorities: 2, 3, 4) 13Goal 2: Unlocking Leadership, Recruitment, Support and Retention of Personnel: Teachers and administrators will be recruited, developed andretained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using thosetechniques to improve student learning. Measurements: Recruitment data, retention rates, campus/district training records, evidence of leadershippipeline implementation, classroom walk-through, teacher/staff evaluations. (TEA Strategic Priority 1) 26Goal 3: Parent and Community Engagement: Parents and community members will be full partners with educators in the education of GPISDstudents. Measurements: Parent/community engagement meetings, community partnerships/organizations, EIC and CIC meetings, parentworkshops/training, parent-school compacts (Title 1), parent involvement/family engagement policy, and volunteer documentation. (Local StrategicPriority 3) 29Goal 4: Instructional Technology: Instructional Technology will be incorporated to increase the effectiveness of teaching and learning, instructionalmanagement, staff development and student progress assessments. Measurements: Technology inventory, campus Needs Assessment, purchase orderswith CIP references, usage logs. (Local Strategic Priority 4) 34Goal 5: Safe and Orderly Environment: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching andlearning, promoting physical and mental health in all students, their families and employees. Measurements: Safety audit reports, safety drill reports,discipline records, PEIMS data, staff training documentation, community/school events. (Local Strategic Priority 5) 37

Title I Personnel 412019-2020 Campus Site-Based Committee 42


Comprehensive Needs Assessment

Demographics

Demographics Summary

Mike Moseley is a Title 1 elementary campus serving Pre-Kindergarten through 5th grade. Current enrollment is 626 students with 71% EconomicallyDisadvantaged, 31% English Language Learners, 48% At-Risk, and 9% Special Education. Moseley Elementary has a mobility rate of 12%. Ethnicdistribution is 53% Hispanics, 25% African Americans. 9% Caucasion, 8% Asian, .3% Native American, and 4% reporting two or more races.

Demographics Strengths

Mike Moseley is a Dual Language campus, and demographics have remained consistent for the past 4 years. 191 of the 629 students (30%) attend Moseleyon a transfer. Teachers are all 100% highly qualified

Problem Statements Identifying Demographics Needs

Problem Statement 1: Increase attendance rate from 96.6% to 97%. Root Cause: Student mobility rate of 12% and awareness of the value of instructionaltime being lost and how each minute counts is limited in parents' perspectives


Student Academic Achievement

Student Academic Achievement Summary

Mike Moseley Elementary Met Standard for the sixth year in a row on 3rd-5th grade STAAR assessments. Our Domain 1 score was 77, Domain 2 was 83and Domain 3 was 88. Overall our campus has a rating of a 85 = B by the Texas Education Agency. Additionally, we earned Distinctions in 2 of the 6categories: Postsecondary Readiness and Comparative Closing the Gaps.

STAAR:

Reading- 3rd Grade 83% approaches, 51% meets, 29% masters; 4th Grade 77% approaches, 47% meets, 20% masters; 5th Grade 82% approaches, 51%meets, 22% masters

Math- 3rd Grade 89% approaches, 68% meets, 28% masters; 4th Grade 75% approaches, 48% meets, 26% masters; 5th Grade 85% approaches, 54% meets,32% masters

Science- 5th Grade 66% approaches, 42% meets, 19% masters

DRA/EDL:

K-70% of students are on or above grade level according to EOY DRA/EDL data; 1st-58% of students are on or above grade level according to EOYDRA/EDL data; 2nd-67% of students are on or above grade level according to EOY DRA/EDL data.

Student Academic Achievement Strengths

Mike Moseley has met standard six years in a row, as well as earning Distinctions from the State of Texas over the course of six years. The campus masterschedule has built in RtI time to close academic gaps students have as well as provide enrichment for those students who have mastered grade level skills.Campus RtI Core Team monitors the progress of all students and consults with specialists such as Speech Pathologist, Diagnostician, Dyslexia Teacher, andLSSP to gather ideas and interventions to better help individual students. All students have a data tracking folder where they track their own data and setgoals for assessments. Additionally, students earn incentives based on their levels of achievement DRA/EDL as well as district summative assessments.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: 26% of our students in grades 3rd-5th scored meets on reading STAAR. Root Cause: Students are reading 2 or more grade levels


below grade level expectations.

Problem Statement 2: 27% of our students in grades 3-5 scored meets on math STAAR. Root Cause: Students are performing two or more grade levelsbelow grade level expectations.

Problem Statement 3: 28% of our African Americans scored meets on reading STAAR. Root Cause: Students are coming from single family homes orraised by grandparents. Mobility plays a role in this.


School Processes & Programs

School Processes & Programs Summary

Mike Moseley has numerous instructional resources for teachers to support our students. Teachers will utilize the following programs that we purchase inorder to enhance student achievement as well as improve the student's ability to use technology in the world: StemScopes, iStation, Achieve3000, REALSchool Gardens, and STAR 360. Teachers are highly encouraged to attend district training over the summer and throughout the school year to help themdevelop instructionally, which will ensure success in the classroom. During weekly PLC's, effective lesson planning and instructional strategies arediscussed. Data meetings are held after Quarter Summative Assessments as well as after DRA/EDL testing. Administrators, RtI Core Team, and grade levelteachers review student data and develop an action plan to ensure student success. Wednesday staff meetings are held each Wednesday after school tofacilitate learning in areas of deficit determined by administrators during walk-throughs and classroom observations.

The campus interview team conducts interviews with potential candidates. 8 out of 37 ( 22%) of the classroom teachers are new to Mike Moseley for theschool year 2019-2020.

The Campus Improvement Committee (CIC) reviews effective implementation of the required Decision-Making Processes and proper documentation ofthese efforts. Improvement efforts will focus on increased parent involvement in PTA, volunteer programs, and campus academic nights.

School Processes & Programs Strengths

All grade levels meet with our Instructional Coach at least 1 time a week during their conference period for PLC. At PLC, data, alignment, and instructionaldelivery/strategies are discussed. All teachers are unpacking SE's in order to ensure all activities are 100% aligned to the SE's. Our Instructional MediaSpecialist and Special Education Inclusion Teachers participate in grade level PLC's weekly. Lesson plan feedback is given to teachers by administratorsand Instructional Coach on a weekly basis. Additionally, we continue to focus on effective, targeted supplemental instructional materials to increase studentachievement.

Potential candidates go through a 2 step interview process with the campus interview team.

We have a campus based Instructional Media Specialist and an Instructional Media Aide to assist teachers and students with technology milestones.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: 30-50% of the grade level lesson plans and activities are aligned to the TEK Root Cause: Teachers do not have a thoroughunderstanding of the verbs and alignment process.Moseley ElementaryGenerated by Plan4Learning.com 7 of 42 January 30, 2020 7:46 pm

Perceptions

Perceptions Summary

Mike Moseley Elementary provides Parent Workshop classes, as well as family academic nights throughout the school year. There is an orientation forvolunteers to go through as well as a handbook that is given out. Additionally, a parent volunteer area has been designated for parents to work/volunteerduring the day, when they aren't working directly with teachers. Students, parents, and teachers participate in community events such as MLK parade, Cincode Mayo parade, student performances, and other academic nights during the school year.

Mike Moseley participates in Rachel's Challenge, Handprints on Hearts, Capturing Kids Hearts, Thunderstore, Start with Hello, Meet up with Buddy,ThunderRallies, and All Pro Dads program.

Perceptions Strengths

Mike Moseley has a teacher who is a representative for F.E.A.T (Family Engagement Action Team) who works with volunteers and PTA. Parentsparticipate in our campus parent workshops and attend volunteer orientation. All campus communication, including our monthly campus newsletter, is sentout monthly to parents in English and Spanish.

Students and staff members are recognized for achievements. Students and teachers provide kindness shout-outs on announcements. A variety of studentclubs are offered to motivate students in their area(s) of interest.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Volunteer programs have limited volunteers to support campus. Root Cause: Most families have members who work during theday, therefore, cannot volunteer for school functions during the day.


Priority Problem Statements

Problem Statement 1: 26% of our students in grades 3rd-5th scored meets on reading STAAR.Root Cause 1: Students are reading 2 or more grade levels below grade level expectations.Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: 27% of our students in grades 3-5 scored meets on math STAAR.Root Cause 2: Students are performing two or more grade levels below grade level expectations.Problem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: Increase attendance rate from 96.6% to 97%.Root Cause 3: Student mobility rate of 12% and awareness of the value of instructional time being lost and how each minute counts is limited in parents'perspectivesProblem Statement 3 Areas: Demographics

Problem Statement 4: Volunteer programs have limited volunteers to support campus.Root Cause 4: Most families have members who work during the day, therefore, cannot volunteer for school functions during the day.Problem Statement 4 Areas: Perceptions

Problem Statement 5: 28% of our African Americans scored meets on reading STAAR.Root Cause 5: Students are coming from single family homes or raised by grandparents. Mobility plays a role in this.


Problem Statement 5 Areas: Student Academic Achievement

Problem Statement 6: 30-50% of the grade level lesson plans and activities are aligned to the TEKRoot Cause 6: Teachers do not have a thorough understanding of the verbs and alignment process.Problem Statement 6 Areas: School Processes & Programs


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

Improvement Planning Data

District goalsCampus 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 dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)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)Local diagnostic math assessment dataSSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Student failure and/or retention ratesRunning Records resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2


Student Data: Student Groups

Dyslexia Data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline records

Employee Data

Professional learning communities (PLC) dataProfessional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rate

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices


Goals

Goal 1: Student Achievement: Students will demonstrate exemplary performance in comparison to state,national and international standards in the areas of reading and writing of the English language and in theunderstanding of mathematics, science and social studies. Measurements: District benchmark/assessmentdata, STAAR/EOC data, graduation/completion rates, attendance rate. (TEA Strategic Priorities: 2, 3, 4)

Performance Objective 1: Implement Needs Assessment processes and Professional Learning Communities (PLC) at each campus for data analysis ofstudent achievement and behaviors for timely and effective instructional planning and delivery and interventions for all students in all subject areas, toproduce student academic growth.

Evaluation Data Source(s) 1: PLC rosters, training agendas, intervention documentation, tutoring records

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

ESF LeversLever 1: Strong School Leadership and Planning

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

Lever 5: Effective Instruction1) Math PLC's will be held for 3rd-5th everyMonday and PK-2nd/ 3rd-5th ELAR everyWednesday during conference time. The focuswill be on lesson planning, instructional deliveryand data

2.4, 2.5, 2.6 Administrators,InstructionalCoach

Lesson plans will be 100% aligned to SE's andTTESS observations will show evidence ofquality Tier 1 instruction.

Problem Statements: Student Academic Achievement 1, 2, 3 - School Processes & Programs 1




TEA PrioritiesRecruit, support, retain teachers and principals

Build a foundation of reading and mathESF Levers

Lever 1: Strong School Leadership and PlanningLever 2: Effective, Well-Supported Teachers

Lever 5: Effective Instruction2) Each Quarter there will be data meetings toassess student achievement. Teacher reflection,review and identifying student performance andinterventions will be addressed to target thefocus to students' needs.


Grade level results will be posted in conferenceroom and in hallways.

Student data binders will have student's growthand progress.



Build a foundation of reading and mathESF Levers

Lever 1: Strong School Leadership and PlanningLever 2: Effective, Well-Supported Teachers

Lever 5: Effective Instruction3) Provide instructional support to classroominstruction with training, hands on learning, andaccelerated instructional strategies.

2.4, 2.5, 2.6 Administrators,Instructionalcoach

Improvement on instructional delivery in lessonsand increased teacher effectiveness campus wide


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: 26% of our students in grades 3rd-5th scored meets on reading STAAR. Root Cause 1: Students are reading 2 or more grade levels below grade levelexpectations.

Problem Statement 2: 27% of our students in grades 3-5 scored meets on math STAAR. Root Cause 2: Students are performing two or more grade levels below grade levelexpectations.

Problem Statement 3: 28% of our African Americans scored meets on reading STAAR. Root Cause 3: Students are coming from single family homes or raised by grandparents.Mobility plays a role in this.


School Processes & ProgramsProblem Statement 1: 30-50% of the grade level lesson plans and activities are aligned to the TEK Root Cause 1: Teachers do not have a thorough understanding of the verbs andalignment process.


Goal 1: Student Achievement: Students will demonstrate exemplary performance in comparison to state, national and international standards in the areas ofreading and writing of the English language and in the understanding of mathematics, science and social studies. Measurements: Districtbenchmark/assessment data, STAAR/EOC data, graduation/completion rates, attendance rate. (TEA Strategic Priorities: 2, 3, 4)

Performance Objective 2: Provide high quality preschool programs to improve educational objectives for eligible children that include activities to engagefamilies and to improve the transition from PreK-Kindergarten into elementary programs. (ESSA requirement)

Evaluation Data Source(s) 2: Enrollment data, GPISD assessment data




1) Continue to advertise Pre-K in GPISD oncampus site, Facebook, Experience attendanceand through communication sent home toparents.

3.1, 3.2 Districtpersonnel,Administrators

Increased Pre-K enrollment




Performance Objective 3: Implement College/Career Ready Initiatives, through Programs and Schools of Choice, with annual increases in successfulcompletion rates and STAAR post-secondary rates, college coursework, college acceptance rates and career and technical learning opportunities that lead toskill attainment for in-demand occupations or industries. (ESSA requirement)

Evaluation Data Source(s) 3: College acceptance, AP course data, completion rates, Programs of Study completion, Licenses andcertifications received by students.




1) Staff will create developmental appropriateactivities to foster College and Career Readiness(Gen-TX Week)

2.5 Administrators,Counselor

Students will be exposed to different career paths.

TEA PrioritiesConnect high school to career and college

2) Career Cruising Program (Xello) will be usedby all students.


Students will be exposed to different career paths.

Problem Statements: Demographics 1ESF Levers

Lever 3: Positive School Culture3) 4th/5th students will be able to participate insharing their chosen careers. Lower grade levelstudents will be able to listen and be encouragedby their peers.

2.5 Administrators,Counselors,ClassroomTeachers

Students will be more aware of careers that theyare interested in.

Problem Statements: Demographics 1

ESF LeversLever 3: Positive School Culture

4) Guest Speakers will be invited to also comeand speak about their career. They will motivatestudents about what college will do for them onCareer Day.


Students will be made aware of different careers.




DemographicsProblem Statement 1: Increase attendance rate from 96.6% to 97%. Root Cause 1: Student mobility rate of 12% and awareness of the value of instructional time being lost and how eachminute counts is limited in parents' perspectives



Performance Objective 4: Decrease dropout rates and increase completion rates for students designated as at risk of dropping out of school by TEAdefinitions.

Evaluation Data Source(s) 4: PEIMS data, completion rates. STAAR data, GPISD progress reports




TEA PrioritiesBuild a foundation of reading and math


Lever 2: Effective, Well-Supported TeachersLever 5: Effective Instruction

1) Classroom teachers will work with theResponse to Intervention and AcademicFacilitator/ Core Team to identify At-Riskstudents in order to provide additional academicinstruction.

2.4, 2.5, 2.6 Administrators,ClassroomTeachers,InclusionTeachers

Academic gaps with our At-Risk students willclose resulting in more students on grade level.

Problem Statements: Student Academic Achievement 1, 2, 3Funding Sources: 211 - Title 1 - 1500.00

2) Campus environment will have activities thatpromote college and career such as Gen TexWeek, Career Day, Career Fair, Career Cruisingand College Career celebrations.


Students will have a better understanding of whatcollege and career is and what prerequisites theymust take to reach their career goal.

Problem Statements: Demographics 1Funding Sources: 199 - General Fund - 500.00

3) Provide clubs and/or extracurricular activitiesaccording to student's interests for them toparticipate in extracurricular activities.

Administrators,classroomteachers

Student's feelings for school will improve due totheir interests being met.




Performance Objective 5: Provide prescriptive instructional services and interventions to address identified student needs for specific groups of studentsas required and necessary, (SPED, LEP, GT, Homeless, Students in Foster Care, Migrant and at risk)

Evaluation Data Source(s) 5: tutoring records, prescriptive interventions documentation




1) Certified teachers and trained support staffwill be utilized to support a group of studentsusing researched based interventions in reading,math and writing. Targeted students groups areALL, Eco Dis, AA, H, SPED and ELL students.


District and state assessment scores will increase.

2) Identified GT students are served along withtheir GT peers daily by a certified GT teacher towork on higher level activities

2.4, 2.5 Administrators,GT teacher

Identified GT students assessment data will be at aMasters Level

3) Identified SPED students will be servedthrough inclusion services led by certified Spedteachers.

2.4, 2.5, 2.6 Administrators,SPED teachers

Identified SPED students' assessment data willimprove.

Problem Statements: Student Academic Achievement 1, 2, 34) Interventions will be given to students basedon their data to increase student achievement.Targeted student groups are ALL, Eco Dis, AA,H, SPED and ELL students.

2.4, 2.5, 2.6 Administrators,RtI core team,

Student achievement will increase.

Problem Statements: Demographics 1 - Student Academic Achievement 1, 2, 35) Refer to families to GPISD Migrant Recruiter.Implement TX Migrant supplemental services.

3.1

Problem Statements: Demographics 1




6) Certified and/or trained tutor will supporttargeted students in Math and Reading during theday.


Narrowing at risk student's academic achievementgap.

Funding Sources: 211 - Title 1 - 6150.00, 199 - SCE - 2490.00









Performance Objective 6: Implement curriculum to improve relational capacity between administrators, teachers and students and their families toimprove the teaching and learning environment, including dating violence, bullying, being drug free, etc.

Evaluation Data Source(s) 6: Program documentation (Rachel's Challenge and/or Capturing Kids' Hearts), student/teacher feedback




1) Capturing Kids' Hearts intervention includesthe following from each teacher and theclassroom: social contract, 4 questions formisbehavior, student/staff affirmations.

2.4, 2.5, 2.6 Administrators,ClassroomTeachers

Positive learning environment and culture

Problem Statements: Demographics 12) Start with Hello-Stand for Kind and mentorand mentee and SEL program will be in place fortargeted students.

2.4, 2.5, 2.6 Administrators,Counselors

Behavioral issues will decrease and academicswill improve.


Lever 3: Positive School Culture3) Kindness and STUCO club will support staff,students on campus. Kindness shout outs tostudents will be announced every morning topromote a kind and anti-bullying environment.

2.5, 2.6 Administrators,Counselor,STUCO sponsor,ClassroomTeachers

Students will have campus participate incommunity projects. Students will have respectfor one another.



4) ThunderRallies will be held every 9 weeks torecognize teachers and students for theirachievements. This is where Kindness shout-outswill be shared as well.

2.5, 2.6 Administrators,counselors,teachers

Student achievement will increase ,and studentswill learn to encourage and motivate each other.

Funding Sources: 199 - General Fund - 2600.00



Performance Objective 7: Improve student attendance with software that monitors attendance, provides student detail reports, sends notifications in homelanguage and prepares reports for PEIMS and administrators.

Evaluation Data Source(s) 7: Attendance Reports.




1) Implement attendance incentive where theclass with the highest percentage of studentattendance will receive an ice cream party. Gradelevel with the highest percentage of attendancewill receive one hour of "game time."

2.5 Administrators,counselor

Increase in attendance percentage


2) Students who receive perfect attendance willbe entered in a raffle drawing for a prize.

2.5 Administrators Increase in attendance percentage






Goal 2: Unlocking Leadership, Recruitment, Support and Retention of Personnel: Teachers andadministrators will be recruited, developed and retained, with educators keeping abreast of thedevelopment of creative and innovative techniques in instruction and administration, using thosetechniques to improve student learning. Measurements: Recruitment data, retention rates, campus/districttraining records, evidence of leadership pipeline implementation, classroom walk-through, teacher/staffevaluations. (TEA Strategic Priority 1)

Performance Objective 1: Support instructional leadership development focused on the observation/feedback cycle to create personalized professionaldevelopment for campus leaders who provide a rigorous evaluation and support system for teachers.

Evaluation Data Source(s) 1: classroom walkthrough data, teacher evaluation system data





Lever 2: Effective, Well-Supported TeachersLever 5: Effective Instruction

1) All teachers will be observed by the end of the1st semester.

2.5 Administrators,Instructionalcoach, GT andInclusion teacher

Coaching with feedback will increase teachereffectiveness and student achievement.



Goal 2: Unlocking Leadership, Recruitment, Support and Retention of Personnel: Teachers and administrators will be recruited, developed and retained,with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques toimprove student learning. Measurements: Recruitment data, retention rates, campus/district training records, evidence of leadership pipelineimplementation, classroom walk-through, teacher/staff evaluations. (TEA Strategic Priority 1)

Performance Objective 2: Develop and implement initiatives to recruit, hire and retain effective teachers, campus administrators and other instructionalleaders. Special attention will be given to address the needs of high-need campuses receiving effective and experienced teachers.

Evaluation Data Source(s) 2: retention data, recruitment data





1) Interview process will be 2 tiered.

2.4, 2.5, 2.6 Administrators,ClassroomTeachers

Recruit and retain highly qualified personnel.

2) Summative data achievement and attendanceincentives will be awarded to teachers.

2.4, 2.5, 2.6 Administrators Retain highly qualified staff members.

Funding Sources: 199 - General Fund - 1000.00TEA Priorities

Recruit, support, retain teachers and principals3) MINT (mentoring and inspiring new teachers)campus program will assist 1st-2nd year teachersor teachers to GPISD.

Administrators,Lead teachers,Counselor

Retention of highly qualified personnel

Funding Sources: 199 - General Fund - 300.00


ESF LeversLever 2: Effective, Well-Supported Teachers

4) Provide meetings where team leads andinstructional specialists can meet to reflect andrefine procedures, systems and look at verticalalignment.

Administrators,Team Leads,InstructionalSpecialists

Procedures and Systems will be more refinedbased on reflections.Implementation of new processes will have allgrade level's voice and concerns.



Goal 2: Unlocking Leadership, Recruitment, Support and Retention of Personnel: Teachers and administrators will be recruited, developed and retained,with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques toimprove student learning. Measurements: Recruitment data, retention rates, campus/district training records, evidence of leadership pipelineimplementation, classroom walk-through, teacher/staff evaluations. (TEA Strategic Priority 1)

Performance Objective 3: Provide ongoing technical assistance to teachers and PLC members for connecting analysis of student achievement data toeffective classroom interventions for all students (SPED, LEP, GT, Migrant and at-risk students as identified) in all subject areas.

Evaluation Data Source(s) 3: PLC feedback, lesson plans, student achievement data




1) Instructional Media Specialist will collaboratewith teachers to incorporate engaging technologylessons.

2.4, 2.5, 2.6 Administrators, IMS, classroomteachers

Increase in student achievement and studentengagement

Problem Statements: Student Academic Achievement 1, 2, 3







Goal 3: Parent and Community Engagement: Parents and community members will be full partners witheducators in the education of GPISD students. Measurements: Parent/community engagement meetings,community partnerships/organizations, EIC and CIC meetings, parent workshops/training, parent-schoolcompacts (Title 1), parent involvement/family engagement policy, and volunteer documentation. (LocalStrategic Priority 3)

Performance Objective 1: GPISD Education Improvement Committee and Campus Improvement Committees will utilize GPISD Board Policyrequirements (parents, community, teachers) to assist with the annual Comprehensive Needs Assessment and District and Campus Improvement Plandevelopment.

Evaluation Data Source(s) 1: CIC documentation, CIC feedback, Title 1 requirements documentation, CNA documentation






1) Staff will participate in ProfessionalDevelopment in the form of workshops and/orbook studies to equip teachers with the necessarytools to make learning engaging and relevant toall students.

Administrators,InstructionalCoach, GT,InclusionTeacher,Counselor

Staff will be empowered with tools to create asafe environment that encourages students to takerisks and make mistakes.






Student Academic AchievementProblem Statement 2: 27% of our students in grades 3-5 scored meets on math STAAR. Root Cause 2: Students are performing two or more grade levels below grade levelexpectations.



Goal 3: Parent and Community Engagement: Parents and community members will be full partners with educators in the education of GPISD students.Measurements: Parent/community engagement meetings, community partnerships/organizations, EIC and CIC meetings, parent workshops/training, parent-school compacts (Title 1), parent involvement/family engagement policy, and volunteer documentation. (Local Strategic Priority 3)

Performance Objective 2: Expand outreach services (based on research) to all parents and family community members and implement programs, activitiesand procedures for the engagement of parents, families, community members and volunteers.

Evaluation Data Source(s) 2: Numbers of parents/family/ community members served, in attendance. Feedback forms.




1) Parent volunteer program that provides waysparents can support the campus.

3.2 Administrators,Parent Liaison,Counselor

Increase parent volunteers

Problem Statements: Perceptions 1Funding Sources: 211 - Title 1 - 1526.00

2) Continue All Pro Dads program. 3.2 Administrators,Counselor, ParentLiaison

Improve the male presence for students who lackthis in their home. Increase number of parentparticipation in school activities.

Problem Statements: Perceptions 1Funding Sources: 199 - General Fund - 50.00



PerceptionsProblem Statement 1: Volunteer programs have limited volunteers to support campus. Root Cause 1: Most families have members who work during the day, therefore, cannot volunteerfor school functions during the day.


Goal 3: Parent and Community Engagement: Parents and community members will be full partners with educators in the education of GPISD students.Measurements: Parent/community engagement meetings, community partnerships/organizations, EIC and CIC meetings, parent workshops/training, parent-school compacts (Title 1), parent involvement/family engagement policy, and volunteer documentation. (Local Strategic Priority 3)

Performance Objective 3: Provide district/campus opportunities for parents and community members to participate in academic workshops to strengthenthe home/school/community connection.

Evaluation Data Source(s) 3: Session planning documentation, agendas and attendance, Parent Involvement policy review, parent surveys




1) Services for students with Autism toparticipate in the Beyond the Bell after school.Focus on communication and social skills in anatural setting.

3.1, 3.2 DistrictAdministrators inSPED dept.

Scholars will be able to generalize the social skillslearned in the classroom lessons. Parents mustreinforce these skills at home as well.

2) At least 3 parent workshops with a focus onacademics

3.1, 3.2 Administrators,Counselor, ParentLiaison

Parents will have resources on how they can helptheir child be successful in school.

Problem Statements: Student Academic Achievement 1, 2, 3 - Perceptions 13) Continue with the Campus ImprovementCommittee and ensure all GPISD policies andprocedures are followed.

3.1, 3.2 CampusImprovementCommittee

Overall campus improvement






Student Academic AchievementProblem Statement 3: 28% of our African Americans scored meets on reading STAAR. Root Cause 3: Students are coming from single family homes or raised by grandparents.Mobility plays a role in this.

PerceptionsProblem Statement 1: Volunteer programs have limited volunteers to support campus. Root Cause 1: Most families have members who work during the day, therefore, cannot volunteerfor school functions during the day.


Goal 4: Instructional Technology: Instructional Technology will be incorporated to increase theeffectiveness of teaching and learning, instructional management, staff development and student progressassessments. Measurements: Technology inventory, campus Needs Assessment, purchase orders with CIPreferences, usage logs. (Local Strategic Priority 4)

Performance Objective 1: Update and improve technology hardware and software applications for instruction and data retention as defined in the GPISDTechnology Plan.

Evaluation Data Source(s) 1: Campus inventory, purchase orders, usage data




1) Teachers will integrate digital/software basedlearning into their lessons where technologyintegration will provide targeted access togeneral ed curriculum. (ex: StemScopes,iStation, Raz Kids, Reading A-Z, Fast Forward,Kurzweil). Targeted student groups are All, EcoDis, AA, H, SPED and ELL students.

2.4, 2.5, 2.6 Administrators,InstructionalCoach,ClassroomTeachers

Increase in student achievement

Problem Statements: Student Academic Achievement 1, 2, 3Funding Sources: 211 - Title 1 - 7375.50, 199 - General Fund - 10650.00

2) Implement GPISD Technology Plan andpurchase consumable items and any desktopcomputers. (projectors, projector bulbs etc).

2.4, 2.5, 2.6 Administrators,InstructionalCoach,InstructionalMedia Specialist,ClassroomTeachers

1:4 ratio of iPads in K-2 classrooms, 1:1 ratio ofiPads in 3-5 classrooms, and 1:4 ratio of MacBooks in 3-5 classrooms.

Problem Statements: Student Academic Achievement 1, 2, 3Funding Sources: 199 - General Fund - 2500.00




Goal 4: Instructional Technology: Instructional Technology will be incorporated to increase the effectiveness of teaching and learning, instructionalmanagement, staff development and student progress assessments. Measurements: Technology inventory, campus Needs Assessment, purchase orders withCIP references, usage logs. (Local Strategic Priority 4)

Performance Objective 2: GPISD will design and implement a comprehensive digital integration plan to incorporate technology and effective applicationsinto the teaching and learning process.

Evaluation Data Source(s) 2: classroom walkthroughs, teacher feedback, usage logs




1) All classroom teachers will incorporate avariety of technology programs and applications todeliver high-quality instruction to students in atleast one lesson every day.

2.4, 2.5, 2.6 Administrators,InstructionalCoach,InstructionalMedia Specialist,ClassroomTeachers

Technology will be incorporated in teachers'lessons campus-wide daily.








Goal 5: Safe and Orderly Environment: GPISD will continue to develop and maintain a safe anddisciplined environment conducive to teaching and learning, promoting physical and mental health in allstudents, their families and employees. Measurements: Safety audit reports, safety drill reports, disciplinerecords, PEIMS data, staff training documentation, community/school events. (Local Strategic Priority 5)

Performance Objective 1: GPISD will ensure the safety and well-being of students, staff, parents and community members and will provide a report to theBoard of Education.

Evaluation Data Source(s) 1: Incident reports. BOE report format.





1) Students will participate in lessons, activities,and programs to address bullying, anti-violence,health, safety awareness, and anti-drug use.

Administrators,ClassroomTeachers,Counselor

Promote bullying prevention and increase acts ofkindness.


Lever 3: Positive School Culture2) Implement Social Emotional Learning lessonson campus to teach students the skills andstrategies needed to self-regulate their emotions.

2.4, 2.5, 2.6 Administrators,Counselors,ClassroomTeachers

Reduce discipline referrals and number of suicideassessments. Increase percentage of studentsscoring Masters on STAAR.

Problem Statements: Demographics 1 - Student Academic Achievement 1, 2, 3





Goal 5: Safe and Orderly Environment: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching andlearning, promoting physical and mental health in all students, their families and employees. Measurements: Safety audit reports, safety drill reports,discipline records, PEIMS data, staff training documentation, community/school events. (Local Strategic Priority 5)

Performance Objective 2: Provide an effective student management framework to ensure student, staff and school safety and reduce the overuse ofdiscipline practices that remove students from the classroom. (ESSA Mandate)

Evaluation Data Source(s) 2: Incident reports.





1) Continue the anonymous bullying reportingsystem for students and parents (Stop It).


Students feeling safe at school and supportingtheir peers.

Problem Statements: Demographics 12) Review and perform safety drill proceduresand processes monthly with students and staff.

Administrators Safety drills and procedures conducted willproduce safety awareness and precautions amongstudents and teachers.

Funding Sources: 199 - General Fund - 1545.003) Students will be able to participate in theThunderstore using their Thunderbucks they'veearned from good behavior, being kind, caughtbeing good, etc...

Administrators,Classroomteachers

Behavioral issues will decrease, and students andteachers will be hold each other accountable fortheir behavior. Students will also learn the valueof savings and earnings.





Title I Personnel

Name Position Program FTE

Sherrita Calvin Robinson Instructional Coach Title 1 1


2019-2020 Campus Site-Based Committee

Committee Role Name PositionClassroom Teacher Dana Sabbath TeacherNon-classroom Professional Beverly Green CounselorClassroom Teacher Renee Alexander TeacherAdministrator Veronica Alarcon AdministratorAdministrator Tuyet Huynh AdministratorParaprofessional Lucy Sanchez ParaprofessionalDistrict-level Professional Monica Smith ESL/DL StrategistParent Norma Castillo ParentParent Teresa Pantoya ParentClassroom Teacher Irma Olide TeacherClassroom Teacher Elizabeth Williamson TeacherClassroom Teacher Michelle Hernandez TeacherClassroom Teacher Novachristina Miranda TeacherCommunity Representative Janet Chance ParentCommunity Representative Felicia Mitchell ParentParent Eris Flores ParentParent John Medley ParentClassroom Teacher Elvia Vigil TeacherCommunity Representative Rachael Forbes Community RepresentativeBusiness Representative Carlos Hernandez Business RepresentativeBusiness Representative Ninkinya Spencer Business RepresentativeNon-classroom Professional Sherrita Robinson Non-classroom Professional


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