Kevin Austria, Emily Bright, Adam Mills, John Okerson, Erin Peavy.
HUDSON ISD PEAVY PRIMARY 2016--2017 · 2016-10-28 · HUDSON ISD PEAVY PRIMARY 2016--2017 ... Every...
Transcript of HUDSON ISD PEAVY PRIMARY 2016--2017 · 2016-10-28 · HUDSON ISD PEAVY PRIMARY 2016--2017 ... Every...
1
HUDSON ISD
PEAVY PRIMARY
2016--2017
Mission Statement Hudson Independent School District fosters the pursuit of knowledge by providing an environment that establishes professionalism, self-respect,
integrity and an understanding of diversity while striving for academic and social excellence
Belief Statements
We believe:
All stakeholders are responsible for the education of our students.
Students learn best when a variation of learning methods are provided.
Students need to be lifelong learners in order to be productive members of society.
Positive relationships are the foundation for success.
Every child has value and possesses diverse abilities and talents.
Individuals need a safe, secure and supportive environment to be productive, creative, and successful.
Higher expectations yield higher results
Students will be taught to think critically and allowed to think creatively and collaboratively.
2
Comprehensive Needs Assessment
Demographics
Demographics Summary
Hudson ISD is a rural school district deep in the heart of East Texas. The school is the center of the community. Most families live in Hudson but
work in adjoining Lufkin. Hudson ISD consist of four different schools. Our high school consist of ninth through twelfth grade students. Our middle
school consist of sixth, seventh, and eighth graders. Our elementary campus houses our third, fourth and fifth graders and our primary campus has
our pre-k, kindergarten, first and second grade students. Peavy Primary is home to 729 students in Pre-K, Kindergarten, First and Second Grades.
Demographics Strengths
Peavy Primary currently has1 self-contained EE class with 9 students, 5 (full day) Pre-K classes with 99 students. Our Kindergarten has 10 classes
with 198 students enrolled. Our First Grade has 10 classes with 203 students enrolled. Our Second Grade has 11 classes with 220 students. These
classrooms consist of heterogeneous groups of students. The student demographics are:
65% White
21% Hispanic
08% African American
04% Two or More Races
04% American Indian or Alaskan Native
01% Asian
--% Economically Disadvantaged
Demographics Needs
At the end of the 2015-2016 school year we had 690 students enrolled. Our enrollment has increased by 39 students. We have 99 full day Pre-K
students. We are hoping that by our district funding the full day program it will help our students grow, academically and socially. We are extending
learning for students by offering the full day program. This time will allow our students more time for learning and experiences. We are addressing
many different demographic needs, such as Peavy’s at risk students, our economically disadvantaged students, ESL students as well as our mobile
students. We have a large number of economically disadvantaged students and our mobility rate is much higher than last year.
3
Student Achievement
Student Achievement Summary
Our main goal at Peavy Primary is to focus on student achievement. It is our plan to take students where they are and move them forward. We want
our student to grow in the following areas:
academically
socially
increased responsibility
soft-skills
Student Achievement Strengths
Currently we are expecting tremendous student growth with the addition of our full day Pre-K class. Our students are learning sight words, colors,
numbers, letters, sounds as well as social skills that are needed as they start in a Kindergarten classroom. We assess student academic growth as
well as their social growth. In Kindergarten, 1st Grade and 2nd Grade classes we will focus on mastery of our TEKS. We will focus on Reading
using our Neuhaus Phonics program as well as Treasures, and IRead software program to focus on Reading TEKS. We use EnVision Math, ST
Math, Lone Star Math as well as other resources to focus on our Math TEKS. We will assess the TEKS that were taught every nine weeks. We will
monitor student’s growth in all core subject areas.
Student Achievement Needs
At Peavy Primary we are focusing on the growth and achievement of each student. We use multiple assessment to assess students. We want a
complete picture of what each student is strong in and what skills each student is struggling with. We use the Dibels beginning of the year test, the
IRead placement test, the CLI Engage for our Pre-K students, as well as Lexile leveling our students. We compare the results on each of the
students. We are providing acceleration for students as well as challenging our students that are already on or above grade level in core subject
areas. We will retest our students at the middle of the year as well as at the end of the year. We plan on charting students’ progress in:
Dibels
Burst - progress monitoring
IRead
CLI Engage Assessments
Nine Week Assessments
Soft Skills Assessments
Mastery of all TEKS
We will monitor this each nine weeks and chart each students’ progress
4
School Culture and Climate
School Culture and Climate Summary
Peavy Primary is a brightly decorated primary campus that focuses on lifelong learning, growing, investigating and helping students grow
(academically and socially). Peavy's theme for the 2016-2017 school year is “The Magical World of Learning!”. The school is decorated with Mickey
Mouse, Donald Duck, Winnie the Pooh, Lightening McQueen and Mater and lots of magical characters. Not only do the movies and characters
connect with our students, but the things that the characters represent like caring, friendship, positivity, and responsibility set examples for our
students. Learning should be fun and magical and it is our desire to make learning come to life for all of our students.
School Culture and Climate Strengths
Peavy Primary wants our culture and climate to focus on lifelong learning, investigation, academic growth as well as social growth for all of our
students and staff. We set high expectations for all of our students, we bring in mentors and have multiple opportunities for students to experience
learning in multiple formats. We believe it is duty to enhance the learning of all students academically and socially and to emphasis individualized
student growth. We use the follow scales to monitor each student’s growth:
Soft skills
Grade Level TEKS
Student growth measured by grade level assessment such as Dibels, Nine Week Assessments, BOY, MOY, &
EOY testing
Teacher training to maximize instruction
Student led stations
School Culture and Climate Needs
This year at Peavy Primary our school culture and climate needs are as follows:
Grade level meetings to discuss and plan delivery of TEKS, their depth and complexity.
Training on use of stations, centers, to maximize student achievement in specific skills
Grade level scope and sequence of targeted TEKS
Mentoring programs for students in need
Texas Readiness Training
CLI Engage – Pre-K Teacher Training as well as parent training
Authentic assessments
Foster soft skills in classrooms, in every aspect of school
Parent Communication and volunteerism
5
Parent Meetings
o Pre-K Night
o ESL Night
o Kindergarten (Bucks, Ducks, & Dad’s Night)
o Field Trips
o Community Service Projects
Parent Meeting will address the following strategies:
o How to help your child at home?
o How to foster learning by asking questions?
o How important is it to read with your child?
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
Peavy Primary is a campus that consist of forty-three certified teachers. We have one certified Librarian, one certified Counselor, one certified
Nurse, two certified Assistant Principals. We have eleven highly qualified paraprofessionals.
One hundred percent of our staff is highly qualified to teach in their area.
Staff Quality, Recruitment, and Retention Strengths
This year at Peavy Primary we hired four teachers that were new to Hudson. Two of the four were teachers had just finished college and this is their
first year to teach. However, those two teachers did their student teaching on our campus so they were confident, and were familiar with our
expectations for our students and staff. The other two of teachers had more than 5 years of experience each. These teachers were able to attend
Neuhaus Phonics, and EnVision Math training before school started. We have veteran teachers remaining in all of the grade levels. We are very
excited about this year at Peavy. We know with starting some new programs, that we will have some challenges. Our staff is willing to do whatever
it is going to take to achieve the goal of student growth and helping these students achieve the goal of becoming life-long learners.
Staff Quality, Recruitment, and Retention Needs
Peavy Primary is focusing on teacher training and instruction to their students. We have highly qualified teachers but we are working to have all staff
moving in the same direction. We are focusing on training, as well as the delivery of that instruction. Currently we have trained teachers in the
following areas and we will continue working for consistency in the following areas:
6
Neuhaus Phonics
CLI Engage – Pre-K program
Treasures Reading
IRead
TEKS training
Envision Math
Questioning Techniques
ST Math
Learning Stations
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
Peavy Primary is a primary campus that uses the Texas Essential Knowledge and Skills (TEKS) as our curriculum.
We strive to teach the TEKS at the level of complexity at which they were written. Peavy Primary focuses on those TEKS. The delivery of those
TEKS comes in a variety of ways, such as sensory, tactile, verbally and other forms. These TEKS drive our instruction and in turn our students are
assessed over those skills.
Curriculum, Instruction, and Assessment Strengths
Peavy Primary will focus on grade level curriculum, and instruction. We will use our grade level assessment to drive our instruction. We are
achieving this by:
All Peavy Primary core teachers have been trained before the start of school on using the Neuhaus Phonics
Program. This allows us to use the curriculum and instruction components of the program. In turn, all Peavy students will have Neuhaus
phonics. In years past, some teachers were trained but starting this year, every core teacher is implementing the program.
Another strength for curriculum and instruction is the use of the IRead computer program. The Iread program is a research-based program
that feeds into our READ 180 on the Bonner campus. Every student was given a placement screener. The student is placed into the
program where he/she is struggling. The teachers are able to group students to work on specific skills, as well as group to reteach a certain
concept. Their progress will be continually monitored.
All Peavy Grade Level teachers will meet once a week to work on curriculum, instruction and assessments.
All Peavy students will complete 90 minutes a week of ST Math computerized program. We will monitor student’s progress and skills that
they have mastered.
7
Curriculum, Instruction, and Assessment Needs
Peavy Primary is focused on student growth. We are looking at our curriculum, how we deliver our instruction, and how we assess our students. It is
equally important to focus on what we do to accelerate our students once we have assessed them.
Curriculum - Our curriculum is driven by our TEKS, however, we also want to make sure that we are teaching our TEKS to the depth that the
TEKS were intended to be taught. That sound easy, but it is quite difficult. We also want to complete a scope and sequence within the grade
level. We want the entire grade level to be on the same page, especially when it comes to sight words, phonics, vocabulary and specific
TEKS. We are currently using the Neuhaus phonics program, we are also integrating Treasure Reading into our curriculum. We teach our
Math TEKS using Envsion Math, Lone Star, Reflex Math and a variety of other instructional materials.
Instruction - Our instruction is driven by the TEKS. We will use a variety of styles of instruction to teach these TEKS. We will use direct
instruction, as well as one of investigating, drill, and even using sensory activities. We will reteach those skills using stations and centers.
We will focus on questioning techniques to foster learning by investigating. We will also focus on how that learning correlates to real life
learning.
Assessments - Students in Pre-K will be given the assessment component of CLI Engage at BOY, MOY, and EOY to monitor student’s
growth and readiness for Kindergarten. Students in Kindergarten, 1st Grade, & 2nd Grade will be given the DIBELS & BURST testing at the
BOY, MOY, and EOY. This will allow us to monitor students’ progress throughout the year. Second graders will also be assessed using the
SRI Lexile level testing at the BOY, MOY and EOY. First graders will be given the SRI Lexile assessment at MOY, and EOY. All
Kindergarten, First Grade and Second Grade will be given a nine-week assessment at the end of every nine weeks. They will only be
assessing TEKS that were taught that nine-week period. All of these assessments will be correlated by student, so that we can accelerate all
gaps in learning.
Family and Community Involvement
Family and Community Involvement Summary
Peavy Primary believes that family and community involvement is an integral part of learning for our students. We believe in the old saying, "It takes
a village to raise a child!" Our teachers, staff, and students want parents and community members to become more involved with our school. We
want to give back to our family as well as our community. We believe that parents, teachers, and all Hudson ISD employees work extremely hard to
make our school be one of the best in Angelina County, and it takes all of us to achieve this.
8
Family and Community Involvement Strengths
Peavy Primary wants our parents and community members to be an important part in the lives of our students. We want them to participate in
decision making, volunteer to help our school as well as our programs, and to help us help each student. We have several ways in which our
parents and community members can help our students at Peavy Primary.
● Active PTO
● School Activities - Meet the Teacher; Report Card Night; Pre-K Parent Night; ESL Night; Book Fairs; Classroom celebrations; Bucks, Ducks,
& Dad's Night; Career Fairs; Field Trips; music programs presented by students monthly; as well as many more opportunities.
● Site Base/District Site Base
● Parent conferences
● Hudson ISD website, Peavy website as well as teacher webpages
● School Messenger to inform parents on upcoming events and how to help students.
● Fire Prevention Week with Hudson Volunteer Fire Department working with all of our students.
● Music Programs where students have the opportunity to perform, showcase their talents.
● Field Trips
● Mentoring Programs
● Watchdog DADS program
● Many more opportunities for parents and community members
Family and Community Involvement Needs
Peavy Primary believes that it takes the parents, the teachers, the staff, and the community to help our students grow and develop into caring
citizens. At Peavy we would like to concentrate on the following areas of need for our students this school year:
● Create a school environment where parents and students want to come to school.
● Inform our parents and community members about upcoming events that are happening at the school and how they can be a part.
● Increase our involvement in our PTO
● Inform our parents about our curriculum, how they can help their students to grow academically.
● Increase our attendance at parent nights, such as ESL parent night, Pre-K parent night, Duck's, Buck's &Dad's Night, and other parent
meetings and events.
● Enroll parents in our Family Access Program – this will allow parents to check on student’s grades, school work, etc.
● Encourage our parents to fill out on-line registration packets for students.
● Encourage parents to volunteer at our school using the sign-up app.
9
School Context and Organization
School Context and Organization Summary
Peavy Primary is a primary campus that consist of Pre-K, Kindergarten, First Grade, and Second Grade students. We currently have 729 students
at our campus. We have five Pre-K classrooms, ten Kindergarten classrooms, ten First Grade classrooms, and eleven Second Grade classrooms.
We also have one PPCD classroom. We have one inclusion teacher, two ARI/Dyslexia teachers, a music teacher, two PE teachers, a certified
librarian, a certified counselor, school nurse and nine para-professionals.
School Context and Organization Strengths
Peavy Primary is the first experience many children will have with a school environment. It is our goal to focus on those transitions and to make
school a great place to learn for all students. We care about each student and understand that each student may not learn in the same manner, at
the same pace or the same way. We want to recognize their strengths but also help them to overcome their weaknesses. We want them to
understand that they can do anything that they set their mind to. We will focus on our TEKS, integrating our technology into our instruction as well
as working on soft-skills so that our students will be ready for real life learning and equipped to meet the demands of the work force.
School Context and Organization Needs
Peavy Primary will focus on individual students. We will continue to put their needs and accomplishments as a driving force for our school. These
are some of the strategies that we will implement this school year:
Station Time (Students will attend stations every day to focus on needed skills)
Integration of technology into the TEKS and everyday instruction
Reading Fluency
Math Fact Fluency
Soft-skills for all students
Burst Group
Technology
Technology Summary
Students at Peavy Primary have many opportunities to experience a range of technology. As a district and a campus we are moving into the 21st
century of learning. We are incorporating technology into our everyday lives as well as our curriculum. We want our technology to enhance our
instruction not be a separate component. We use a variety of platforms of technology. We want our students to learn about all areas of technology.
10
Technology Strengths
Peavy Primary is equipped with multiple levels of technology. We have installed hubs throughout the building to create an infrastructure of wifi
connections that allow us the freedom to use multiple devices. Each classroom at Peavy is equipped with six computers, and 11 Ipads. Each
classroom has a Front Row speaker system, as well as Enoboards (interactive boards). All classroom has projectors, and almost all of our
classrooms are equipped with Apple TV connections. We have a computer area in the library as well as a 25 computer lab that every student on
campus attends once a week. We have also focused on professional development training in the technology area. Our teachers were trained in
Dibels and Burst using the Ipads to assess our students. They were also trained in the Iread program that is used in conjunction with our reading
curriculum. They were also trained and have implemented the ST Math computer program that students use weekly.
Technology Needs
Peavy Primary is very excited about the technology that we currently have in place. Our students use many different platforms. They use Ipads,
computers, SmartBoards, Front Row Speaker systems. Our connectivity with our wireless internet system has been upgraded and our students use
software that is Internet based. Our students need software licenses for IRead (language Arts program) and ST Math. These computers based
programs enhance our TEKS, reading and math curriculum. We need to monitor student's progress in both of these programs. We also will use
technology to help assess our students in Dibels and Burst. We will need to have time to accelerate our students in these programs as well as
progress monitor their improvements. We will continue to work on integrating our technology into every aspect of learning for our students. Our
Media Specialist will also help teachers integrate technology into our everyday curriculum. We will actively encourage our parents to use our Family
Access to inform them about their child’s grades, lunch accounts and other important information. We will utilize apps such as Seesaw, Bloomz,
ClassDoJo to keep our parents informed of happenings in our classroom.
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
● Improvement Planning Data
● Campus goals
● Current and/or prior year(s) campus and/or district improvement plans
● Campus and/or district planning and decision making committee(s) meeting data
● Accountability Data
● Texas Academic Performance Report (TAPR) data
● Federal Report Card Data
● PBMAS data
11
● Community and student engagement rating data
● Annual Measurable Achievement Objectives (AMAO) data
● Student Data: Assessments
● State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
● Dibels Reading Inventory
● Local diagnostic reading assessment data
● Local diagnostic math assessment data
● Local benchmark or common assessments data
● Student failure and/or retention rates
● Observation Survey results
● Student Data: Student Groups
● Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
● Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc
● Economically Disadvantaged / Non-economically disadvantaged performance and participation data
● Male / Female performance and participation data
● Special education population, including performance, discipline, attendance, and mobility
● Migrant population, including performance, discipline, attendance and mobility
● At-Risk population, including performance, discipline, attendance and mobility
● ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc
● Section 504 data
● Homeless data
● Gifted and talented data
● Dyslexia Data
● Response to Intervention (RTI) student achievement data
● Student Data: Behavior and Other Indicators
● Attendance data
● Discipline records
● Class size averages by grade and subject
● Employee Data
● Professional development needs assessment data
● PDAS data
● Processes and procedures for teaching and learning, including program implementation
● Budgets/entitlements and expenditures data
● Study of best practices
12
2015-2018 GOALS & OBJECTIVES
Goal 1
Hudson ISD will strive to develop and implement an environment of engaged digital learners by providing appropriate time and training
for educators and the necessary infrastructure and personnel.
(PS) Objective 1:1
For the 2015-2018 school years, each campus will provide services and resources that allow students to develop skills in locating,
evaluating, and synthesizing information to solve problems.
Activity/Strategy
Title 1 School wide Component
(#1-10)
Person(s) Responsible
Timeline Resources Evaluation
Peavy Primary students will be able to
1,2,3,8,9
All classroom teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Eno Boards, Apple TV's, Interactive software, Internet, Projectors, Virtual Manipulatives, Digital component of Envision Math & Texas treasures,
Lesson Plan documentation, Nine Week Assessments, Admin walk-throughs, Classroom observations
Peavy students will showcase their mastery to parents, community and school officials in the following areas: Neuhaus Phonics,IRead and ST Math Programs, Many uses of QR codes and how it is used in reading
1,2,3,7,8,9
Classroom Teachers, Renee Bufkin, Suzanne Jones, Laura Mikeal, Stephen Cox,
First Semester, Second Semester
Computers, Ipads, Apple TV's, QR Readers, Internet,
Showcase Program, Video of Showcase
13
Peavy Primary students will participate in community service projects each month that they decide will make a difference in our community. Examples, Thanksgiving Food Drive, Angel Tree Christmas Project, Valentine's Day Nursing Home Project
1, 2,3,7,8,9
Callie Brown, Classroom Teachers, Students, Suzanne Jones, Laura Mikeal, & Stephen Cox
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Staff & Students will bring donated items, Advertisement Flyers,Parent Notifications
Advertisement Flyers, Parent Notifications, Pictures of Donated Items to Salvation Army, Toys for Tots, Nursing home Pictures,
Peavy teachers will create and keep updated webpages. These will be updated weekly. They will have links to curriculum updates, weekly assignments, as well as links to instructional video's that explain current curriculum happenings in the classroom.
1.2.3.6.7.8.9
All Classroom teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Computers, Webpage, Curriculum Links
Lesson Plan documentation,Webpage Checks Weekly
Peavy first and second grade teachers will receive training on principles for teaching fluency and their connection to comprehension
1,2,3,
First Grade Teachers, Second Grade Teachers, ARI Teachers, Lisa Jeffrey, Suzanne Jones, Laura Mikeal, Stephen Cox
First Nine Weeks, Second Nine Weeks,
IRead software, Headphones with microphones, computer or Ipads
Student reports, Teacher's Lesson Plans
Goal 1
Hudson ISD will strive to develop and implement an environment of engaged digital learners by providing appropriate time and
training for educators and the necessary infrastructure and personnel.
14
(PS) Objective 1:2
Every nine weeks Peavy Primary students will relate or apply ideas learned in digital developmental centers in the classroom,
computer lab, and media center.
Activity/Strategy
Title 1 School wide
Component (#1-10)
Person(s)
Responsible Timeline Resources Evaluation
Peavy Kindergarten, First Grade, and Second Grade Students will complete at least three twenty to thirty minutes sessions on our ST Math software.
1,2,3,9
Kindergarten, First, and Second Grade Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Computers, Ipads, ST Math License ST Math Reports, Lesson Plans, Administrators observation
Peavy Kindergarten, First Grade, and Second Grade Students will complete at least three twenty to thirty minutes sessions on our IRead software.
1,2,3,9
Kindergarten, First, and Second Grade Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Computers, Ipads, IRead License IRead Reports, Lesson Plans, Administrator Walk-through Documentation
Peavy students will use YOUTube educational videos in digital learning centers to reinforce skills that are taught in class. Example: Phonics lesson, Bat -Vowels, Consonant Sounds, Numbers, Counting, Alphabet, etc.
1,2,3,9
Kindergarten, First, and Second Grade Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Computers, Projectors, Digital Centers, Headphones, Internet access
Lesson Plans, Administrators Observations
Peavy Kindergarten, First , and Second Grade Students will attend the ICan Lab weekly. Students will work on proper keyboarding techniques as well as learning technology concepts and digital terminology.
1,2,3,8,9
Maribel Castillo (1. FTE), Suzanne Jones, Laura Mikeal, Stephen Cox
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
ICan Computer Lab, Learning.com, Headphones
Lesson Plans, Administrators Observations, ICan Lab Reports
Peavy students in Kindergarten, First and Second Grade will use QR Readers and Codes in digital centers to access listening stations and to practice reading skills
1,2,3,8,9
Kindergarten, First, and Second Grade Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey, Renee Bufkin
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
QR Codes, Listening Stations, Digital Centers
Lesson Plans. Grade Level Planning documentation, Administrator's walk-through
15
Peavy Media Specialist will meet
weekly with all teachers to help
them set up digital centers in
their classroom.
1,2,3,9
All Peavy Teachers,
Renee Bufkin,
Suzanne
Jones,Laura Mikeal,
Stephen Cox, Lisa
Jeffrey
First Nine Weeks, Second
Nine Weeks, Third Nine
Weeks, Fourth Nine Weeks
Digital components that teachers
need, library materials that we have
access to as well as new needed
materials
Media Specialist Reports, Lesson
Plans, Purchase Orders
Peavy teachers received training
in the following areas: Neuhaus,
Dibels, Burst, IRead, RTI
Academics, RTI Behavioral, ST
Math, Learning Centers and Small
Group instruction
1,2,3,8,9
All Peavy Teachers,
Renee Bufkin,
Suzanne
Jones,Laura Mikeal,
Stephen Cox, Lisa
Jeffrey, Laurie
Burton
First Nine Weeks, Second
Nine Weeks, Third Nine
Weeks, Fourth Nine Weeks
ST Math Trainers, IRead Trainer,
Region VII, Neuhaus Trainers,
Dibels, Burst Trainers, Computers,
Ipads, Specific Program Manuals
Sign In Sheets, Lesson Plans
Goal 2
Hudson ISD will provide a culture of purposeful learning that embraces diverse methodology needed for meaningful student
learning.
(PS) Objective 2:1
Each nine weeks, Hudson ISD students will showcase selected, acquired skills to promote their mastery of 21st century skills in
order to cultivate community support of teaching programs.
Activity/Strategy
Title 1 School wide
Component (#1-10)
Person(s)
Responsible Timeline Resources Evaluation
Peavy students will conduct our
first Technology Showcase. 1,2
Media Specialist,
Suzanne Jones,
Laura Mikeal,
Stephen Cox,
Classroom Teachers
11/1/2015
Computers, Ipads, Software
programs, Apple TV's, projectors,
QR Codes, Code Readers
Sign In Sheets, Program Flyer,
Video of Technology Showcase
Students and Teachers will create
Power Points using Texas
Treasures and sight words to
present to other students
1,2,3
Media Specialist,
Suzanne Jones,
Laura Mikeal,
Stephen Cox,
Classroom Teachers
November, January,
February, March, April Computers, Ipads, Power Points
Lesson Plans, Actual Power Points
presented by students
16
All Peavy students will rotate
through small group station that
incorporate TEKS (targeted as well
as other TEKS) with small group
instruction as well as stations that
focus on use of soft-skills and
personal choice.
1,2,3,4,7
Classroom
Teachers, Suzanne
ones, Laura Mikeal,
Stephen Cox, Lisa
Jeffrey
First Nine Weeks, Second
Nine Weeks, Third Nine
Weeks, Fourth Nine
Weeks
Small group station materials,
targeted TEKS, games that target
specific skills
Lesson Plans, Team Meeting
Documentations, Administrator
Walk-throughs
Peavy students will take virtual
field trips every semester. 1,2,3,
Peavy Classroom
Teachers, Suzanne
Jones, Laura Mikeal,
Stephen Cox, Lisa
Jeffrey, Renee
Bufkin
First Semester, Second
Semester
Internet, Computers, Virtual field
trips
Lesson Plans, Media Specialist
Report
Peavy Primary will host several
parent meeting nights that will
provide information on specific
teaching programs, effective ways
to help their child, as well as
parent/school information. Ex:
Meet the Teacher, Report Card
Night, Pre-K Parent Night, ESL
Night, Bucks< Ducks, & Dad's
Night, Title I / Parent involvement
Night, etc
Classroom
Teachers, Callie
Brown, Suzanne
Jones, Laura Mikeal,
Stephen Cox, Guest
speakers
September, October,
November,
January,February, March
Powerpoints, Computer, Speakers,
Cafeteria, Library
Sign In Sheets, Program Flyer,
Video of Parent Meeting
Peavy teachers and students will
utilize technology in the following
ways, Lesson presentations,
Virtual stories, Teacher Websites,
Virtual Field Trips, dedicated
software (IRead, ST MAth, Texas
Treasure, Envision Math)
1,2,3,7,8,9, 10
Classroom
Teachers, Suzanne
Jones, Laura Mikeal,
Stephen Cox, Renee
Bufkin,
First Nine Weeks, Second
Nine Weeks, Third Nine
Weeks, Fourth Nine
Weeks
Computers, Dedicated Software,
Internet, Ipads
Lesson Plans, TEKS, Scope and
Sequence, Dedicated Software
Peavy students in Kindergarten,
First Grade, and Second Grade will
master skills covered in ST MAth
and IRead programs. They will
complete at least two 45 minute
lessons in each program per week.
1,2,3,9
Classroom
Teachers, Suzanne
Jones, Laura Mikeal,
Stephen Cox, Renee
Bufkin,
First Nine Weeks, Second
Nine Weeks, Third Nine
Weeks, Fourth Nine
Weeks
IRead License, ST MAth License,
Ipads, Computers, Headphones
IRead Reports, ST Math Reports,
Documented Teacher Lesson Plans
17
We will monitor student's
progress as well as percent
mastery of each skill. Students will
in turn present their progress to
parents.
Goal 2
Hudson ISD will provide a culture of purposeful learning that embraces diverse methodology needed for meaningful student
learning.
(PS) Objective 2:2
Every semester Peavy Primary students will demonstrate learning at a higher standard by creating and applying 21st century
learning skills through student generated projects.
Activity/Strategy
Title 1 School wide
Component (#1-10)
Person(s)
Responsible Timeline Resources Evaluation
Peavy 2nd Grade students will choose a project connected to 21st Century Learning, they will research what it would take to make it work, what materials they would use and what steps they would use to complete the project. They will then report on the project to their peers and parents.
1,2,3
Second Grade Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey
Third Nine Weeks, Fourth Nine Weeks
Library Resources, Computers, Ipads, other materials depending on certain projects
Student Presentation, Documented Lesson Plans, Pictures of presentations
Peavy students will take Virtual Field Trips . These field trips will tap into student's interest and choice. Teachers will use these field trips to check for comprehension and other TEKS that are incorporated into learning and applying these skills.
1,2,3
All Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Renee Bufkin,
Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Computers, Projectors, Virtual Field Trip Resources (Renee Bufkin)
Documented Lesson Plans, Student's written reflections
18
Peavy students will research different types of careers. They will present to their classmates the career that they want to focus on when they grow up. After presentations we will host a Career Fair promoting some of these favorite careers.
1, 2, 3, 6
All Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Renee Bufkin, Leigh Ann Largent ( .50 FTEs), Callie Brown
Third Nine Weeks, Fourth Nine Weeks
Career Volunteers, Research materials, Library Resources, Computers, Ipads
Schedule of Career Fair, Students Presentations of Career Research
Peavy students will rotate through small group stations that will incorporate TEKS with small group instruction as well as stations that focus on use of soft-skills, and personal choice.
1,2,3,4,7
All Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Renee Bufkin
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Station materials, TEKS based materials, Ipads, computers, white boards, hands on materials
Documented Lesson Plans, Curriculum guides, stations documented in lesson plans and scope and sequences
Peavy Primary second grade students will create a 21st century project based on TEKS and skills that are learned showcasing the student's interest. This showcase will be presented to peer, parents and board members.
1,2,3,4,7
Second Grade Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey, Renee Bufkin
Third Nine Weeks, Fourth Nine Weeks
Research materials, Library materials, computers, Ipads, Powerpoints, QR Codes, etc
Student Presentations, Documented Lesson Plans, Videos of student presentations
Goal 3
Hudson ISD will promote multiple assessment opportunities that integrate depth, complexity, and individualized concepts
while providing collaborative opportunities for teacher planning and development.
(PS) Objective 3:1
Students will be given diverse opportunities to illustrate their mastery of readiness standards through authentic assessments once
per nine weeks.
Activity/Strategy
Title 1 School wide
Component (#1-10)
Person(s)
Responsible Timeline Resources Evaluation
19
Peavy Primary Second Grade
students will research, present
presentations on Historical Figures.
The students will retell important
facts about the figures that they
have read about.(TEK 2.14B)
Second Grade
Teachers, Renee
Bufkin,
First Nine Weeks,
Second Nine Weeks,
Third Nine Weeks,
Fourth Nine Weeks
Research material, Internet, Library
Books, computers, Ipads
Class presentations, Lesson plans
of teachers, Presentation Boards
on display
Peavy Kindergarten students will
present authentic projects each nine
weeks. Ex: Family Tree,
Transportation, Earth Day and
Animals.
Kindergarten
Teachers,Renee
Bufkin, Suzanne
Jones, Laura Mikeal,
Stephen Cox
First Nine Weeks,
Second Nine Weeks,
Third Nine Weeks,
Fourth Nine Weeks
Books, YOUtube video's, pictures,
construction paper, colors and
markers
Student Presentations,
Documented teacher lesson
plans, Students presentations on
display
Peavy students will research careers
that they are interested in . They
will learn about many different
careers. They will present their
favorite career to their peers. We
will have our Second Annual Career
Fair at Peavy.
1,2,3,6,8,9, 10
Classroom Teachers,
Suzanne Jones, Laura
Mikeal, Stephen Cox,
Callie Brown
Fourth Nine Weeks Research on different career and
different career clusters
Student Presentations, Career
Fair Agenda & Schedule, Pictures
of Career Presentations and
Career Fair.
Peavy students will create authentic
assessments each nine weeks (Ex.:
Turkey Disguise, Christmas Around
the World , Boat Float Project, Noun
Town Project, etc)
1,2,3,6,8,9, 10
Kindergarten
Teachers,Renee
Bufkin, Suzanne
Jones, Laura Mikeal,
Stephen Cox
First Nine Weeks,
Second Nine Weeks,
Third Nine Weeks,
Fourth Nine Weeks
Books, YOUtube video's, pictures,
construction paper, colors and
markers
Student Presentations,
Documented teacher lesson
plans, Students presentations on
display
Peavy Primary Students will
participate in three or more
community projects including,
Thanksgiving Food Drive, Angel Tree
(Toys for TOTS), Soldier Care
Packages, Pennies for Patients,
Peavy Career Fair, and Peavy Night
at the Gym
1, 2,
Suzanne Jones, Laura
Mikeal, Stephen Cox,
Callie Brown and all
Peavy staff
First Nine Weeks,
Second Nine Weeks,
Third Nine Weeks,
Fourth Nine Weeks
Notes home to Parents and
Students, Advertisements
throughout the school, Agendas
and Deadlines
Actual Displays of Projects,
School Pictures posted on the
website
Goal 3
20
Hudson ISD will promote multiple assessment opportunities that integrate depth, complexity, and individualized concepts
while providing collaborative opportunities for teacher planning and development.
(PS) Objective 3:2
Peavy Primary students will be given multiple assessments at the beginning of the year, middle of the year, and end of the year to
accurately measure individual student growth in the core subject areas of Reading and Math.
Activity/Strategy
Title 1 School wide
Component (#1-10)
Person(s)
Responsible Timeline Resources Evaluation
Peavy students will be given Nine Week Assessments that will show student's mastery of skills taught in that Nine Week period in the core subject areas of Reading and Math.
Classroom Teachers, Lisa Jeffrey, Suzanne Jones, Laura Mikeal, Stephen Cox
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Nine Weeks Assessment, Scantrons Data Reflection Reports, DMAC Reports
Peavy students will be given a social skills checklist each Nine Weeks that will show student's mastery of these skills that are taught, developed and in that Nine Week period.
Classroom Teachers, Lisa Jeffrey, Suzanne Jones, Laura Mikeal, Stephen Cox
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Social Skills Checklist Scope and Sequence by Grade Level
Individual student's reports, Class reports
Kindergarten, First Grade and Second Graders will be given the Dibels assessment at the beginning, middle and end of the year.
Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox and Laurie Burton.
September 2015, January 2016, and May 2016
Dibels Program & Licenses, Ipads, Dibels Student Reports
Kindergarten, First Grade and Second Graders that tested below grade level will be progress monitored on specific skills at least 3 times during each nine week period.
Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox and Laurie Burton.
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Dibels Program & Licenses, Ipads, Dibels Progress Monitoring Reports for each student below grade level
Peavy Pre-K students will be given the KRT-Larsen Assessment at the beginning and end of the year. This will help us to determine the
Pre K Teachers, Suzanne Jones, Laura Mikeal,
September 2015 and May 2016
KRT Larsen Assessments (requires Individual administration
KRT Larsen Spreadsheets, KRT Larsen Comparisons
21
individual strengths of each child as well monitor our curriculum.
Stephen Cox, & Callie Brown
Peavy Pre-K and Kindergarten students will be assessed on specific skills using the ESGI system. This along with grades helps our parents know what skills (academic as well as socially) that their child has mastered.
Pre-K Teachers, Kindergarten Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
ESGI Computer Based Program, Skills Expectation, Social Skills Expectation
ESGI Reports on every Student
Kindergarten First Grade and
Second Grade Student will be
given a Nine Week assessment
over skills that have been taught.
These nine week assessments will
be recorded into our DMAC
system. This system allows us to
see individual student
achievement on specific skills and
it also is helpful in looking at our
curriculum.
Kindergarten, First
Grade, and Second
Grade Teachers,
Suzanne Jones,
Laura Mikeal,
Stephen Cox, Lisa
Jeffrey
First Nine Weeks, Second
Nine Weeks, Third Nine
Weeks, Fourth Nine Weeks
DMAC Program, Nine Weeks
Assessments, Data Analysis
Reports
DMAC Reports, Data Analysis
Reports by classroom
Goal 4
Hudson ISD will foster meaningful student learning, utilizing local control for desirable outcomes, and serving the needs of
the whole student.
(PS) Objective 4:1
Hudson ISD students will receive daily instruction based upon approved standards and community based accountability measures
to develop the needs of the whole child.
Activity/Strategy
Title 1 School wide
Component (#1-10)
Person(s)
Responsible Timeline Resources Evaluation
22
Peavy teachers will be trained to use Brain Gym activities in their classroom to foster attention, develop the entire brain, and help students academically as well as socially. After training teachers will be required to use Brain Gym activities at least twice per day.
1,2,3,4,5,6,7,9
Classroom teachers, Suzanne Jones, Laura Mikeal, Stephen Cox
August 2015, Daily after school starts
Brain Gym Book of Activities, Stations, Chart Paper
Documented Lesson Plans, Administrative Walk-throughs,
Peavy students will attend the Movement Room daily and will work in different stations to help them with specific skill (Academic, Fine Motor, Gross Motor)
1,2,7,8,9
Laura Mikeal, Stephen Cox, Charlotte Daniel, Ene Herada, Suzanne Jones
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Motor Room Equipment (Trampoline, Swing, hopscotch Math, Balance Board, Balance Beam, Tunnel, etc.
Individual Student Reports, Teacher Logs and Schedules
Peavy Primary students will participate in Music programs that are presented to peers and to parents. These programs include: Veteran's Day Program, Christmas Program, 100th Day of School Program, Texas Program, & Music Makes the World go Round)
1,2,3,10
Melinda Alexander Classroom Teachers,
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Props for different programs, Rehearsal Time,
Recorded Presentations, Parent Sign In Sheets
Peavy Primary parents will have multiple opportunities to visit our school and be an integral part of their child's education. Some of these activities are: Meet the Teacher, Report Card Night, ESL Parent Night, 50's Day Celebration, Pre-K Parenting Class, Bucks, Duck, & Dad's Night, (Kindergarten Dad's Night) , Music Programs, Field Trips, Book Fairs, Parent Training Nights, just to name a few.
1,2,3,4,6,8,9,10
All Peavy Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Callie Brown
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Supplies for each different night, guest speakers, facilities, parents
Sign In Sheets, Presentations, Pictures of different events posted to our website.
23
Peavy students will have multiple opportunities to work with mentors. Our Hudson High School students that are involved in National Honor Society, Basketball, Softball, Child Development Class, will come to Peavy on several occasions to build relationships and mentor our students. We will also have mentors from the Angelina College Basketball Team and coaches that will mentor our students. They will focus on reading, math and what it takes to be a true friend.
1,2
Classroom teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Hudson High School Clubs and Organizations & Angelina College Basketball Team
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Class List of students that are Mentoring, class list of which students will receive a mentor, time
Pictures of students and mentors interacting. Documented volunteer hours spreadsheets.
Peavy Primary Students will have multiple opportunities to help with community service projects such as Thanksgiving Food Drive, Hats for Hero’s, Angel Tree, Valentine’s Day Card for Nursing Home Patient’s, Coats for students
Callie Brown, Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox
October, November, December, February, April
Advertisements of community service projects, parent letters,
Pictures of students conducting service projects, sign in sheets, products
Goal 4
Hudson ISD will foster meaningful student learning, utilizing local control for desirable outcomes, and serving the needs of
the whole student.
(PS) Objective 4:2
Each semester Peavy Primary students will be appraised using multiple assessment to assess student growth, academic levels,
as well as social levels.
Title 1 School wide
Component (#1-10)
Person(s)
Responsible Timeline Resources Evaluation
Peavy students will be given Nine Week Assessments that will show student's mastery of skills taught
Classroom Teachers, Lisa Jeffrey, Suzanne
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Nine Weeks Assessment, Scantrons, DMAC Software Program
Data Reflection Reports, DMAC
Reports
24
in that Nine Week period in the core subject areas of Reading and Math. These assessments will follow district requirements using higher level questioning.
Jones, Laura Mikeal, Stephen Cox
Peavy students will be given a social skills checklist each Nine Weeks that will show student's mastery of these skills that are taught, developed and in that Nine Week period.
Classroom Teachers, Lisa Jeffrey, Suzanne Jones, Laura Mikeal, Stephen Cox
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Social Skills Checklist Scope and Sequence by Grade Level
Individual student's reports,
Class reports
Kindergarten, First Grade and Second Graders will be given the Dibels assessment at the beginning, middle and end of the year.
Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox and Laurie Burton.
September 16, January 17, and May 17
Dibels Program & Licenses, Ipads, Dibels Student Reports
Kindergarten, First Grade and Second Graders that tested below grade level will be progress monitored on specific skills at least 3 times during each nine week period.
Classroom Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox and Laurie Burton.
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
Dibels Program & Licenses, Ipads,
Dibels Progress Monitoring
Reports for each student below
grade level
Peavy Pre-K students will be given the CLI Engage Assessment at the beginning, middle, and end of the year. This will help us to determine the individual strengths of each child as well monitor our curriculum.
Pre K Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, & Callie Brown
September 16, January 17, and May 17
CLI Engagement Assessment Program
CLI Engagement Assessment R
Peavy Pre-K and Kindergarten students will be assessed on specific skills using the ESGI system. This along with grades helps our parents know what skills (academic as well as socially) that their child has mastered.
Pre-K Teachers, Kindergarten Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
ESGI Computer Based Program, Skills Expectation, Social Skills Expectation
ESGI Reports on every Student
25
Kindergarten First Grade and Second Grade Student will be given a Nine Week assessment over skills that have been taught. These nine week assessments will be recorded into our DMAC system. This system allows us to see individual student achievement on specific skills and it also is helpful in looking at our curriculum.
Kindergarten, First Grade, and Second Grade Teachers, Suzanne Jones, Laura Mikeal, Stephen Cox, Lisa Jeffrey
First Nine Weeks, Second Nine Weeks, Third Nine Weeks, Fourth Nine Weeks
DMAC Program, Nine Weeks Assessments, Data Analysis Reports
DMAC Reports, Data Analysis Reports by classroom