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Orangefield Elementary School—Campus Improvement Plan 1

Orangefield Independent School District

Orangefield Elementary School

Comprehensive Needs Assessment and Campus Improvement Plan for School Year 2020-2021

Revised: April 6, 2021


Orangefield Independent School District Orangefield Elementary School Needs Assessment and Campus Improvement Plan for School Year 2020-2021

Contents Site-Based Decision-Making Committee 3 Needs Assessment for School Year 2020-2021 4 Introduction 4 Demographics 4 Student Findings 8 Current Programs 9 Staff Findings 9 Parent and Community Involvement Findings 13 Technology Findings 15 Facilities Findings 16 New Campus Changes/Initiatives for School Year 2020-2021 17 Campus Priorities for School Year 2017-18 19 Programs and Services 20 Appendix A—Schoolwide Program ComponentsError! Bookmark not defined.Appendix B—State Compensatory Education Budget 63

Notes The required reference to highly qualified teachers is found on pages 46-47.

The ten (10) required components for a school wide program, as stipulated in Public Law 107-110, Section 1114(b) (1) are described in Appendix a—School

wide Program Components. This plan is in compliance with the above law.


Site-Based Decision-Making Committee

2020-2021 SBDM Committee

NAME POSITION Pam Caswell Professional Teaching Staff

Lacie Stelly Professional Teaching Staff

Haley Ponfick Professional Teaching Staff

Jenna Evans Professional Teaching Staff

Regan Taylor Professional Teaching Staff

Kayla Horn Professional Teaching Staff

Angela Valka Professional Teaching Staff

Luke McFarlane Professional Teaching Staff

Julie Fuller Professional Non-Teaching Staff

Corey Sheppard Professional Non-Teaching Staff

Andrea Pietz Parent

Jessica Mansfield Parent

Kylie Sanches Business Owner

Business Owner

Debbie Freemont Community Member

Community Member


Orangefield Independent School District Orangefield Elementary School

Needs Assessment for School Year 2020-2021

Introduction The Site-Based Decision-Making Committee met on May 18, 2020 to develop a needs assessment of the Orangefield Elementary School for school year 2020-

2021. We reviewed the 2019-2020 Campus Improvement Plan and began building our plan for this current school year.

During the meeting, members of the committee discussed the strengths and needs of the school focusing on six areas: students; staff; parental involvement;

community involvement; plant facilities; and technology. The committee also considered the results of state and local assessments, experience in the school

and community, and professional opinions to arrive at the strengths and needs discussed in this report.

Demographics Orangefield Elementary is located in Orangefield, TX in the heart of the Golden Triangle. The population is made up primarily of blue-collar refinery workers,

construction workers, and the school district. The population does not tract that of the State of Texas as is illustrated by the following charts.


Student Groups

OISD Demographics

2010 - 2019

DISTRICT

Year White African Amer. Hispanic Asian Econ. Disadv.

2010 89.5% (1534) 1.3% (22) 7.2% (123) 1.4% (30) 35.7% (608)

2011 88.0% (1505) 0.8% (13) 7.7% (131) 1.3% (23) 36.0% (615)

2012 87.4% (1518) 0.5% (9) 7.5% (130) 2.2% (38) 37.7% (654)

2013 86.9% (1484) 0.4% (7) 8.2% (140) 2.4% (41) 39.5% (675)

2014 87.0% (1530) 0.4% (8) 7.9% (139) 2.2% (39) 39.5% (675)

2015 86.1% (1533) 0.2% (4) 9% (160) 2.1% (37) 38.3% (683)

2016 85.8% (1510) .3% (5) 9.1% (60) 1.9% (33) 36.7% (646)

2018 86.5% (1,539) 0.5% (9) 8.5% (152) 1.7% (31) 71% (1,264)

2019 85.8% (1,576) 0.5% (9) 9.4% (173) 1.7% (32) 43.6% (801)

Orangefield Elementary

2010 – 2019


2010 88.8% (602) 1.0% (7) 8.4% (57) 0.7% (5) 44.7% (300)

2011 86.3% (587) 0.4% (3) 9.4% (64) 1.0% (7) 44.3% (301)

2012 85.9% (614) 0.6% (4) 9.2% (66) 1.7% (12) 46.6% (333)

2013 85.6% (583) 0.2% (2) 9.5% (65) 2.0% (14) 47.7% (325)

2014 85.1% (601) 0.7% (5) 9.3% (66) 1.8% (13) 47.7% (325)

2015 83.8% (595 0.4% (3) 10.0% (71) 1.5% (30) 45.1% (320)

2016 83.6% (602) .6% (4) 10.1% (73) 1.4% (10) 40.4% (291)

2018 86.3% (622) 0.7% (5) 8.6% (62) 1.1% (8) 68.7% (495)

2019 86.3% (618) 0.3% (2) 9.2% (66) 1.3% (9) 40.2% (288)


State of Texas Demographic


2015 28.9% 12.6% 52% 3.9% 58.8%

2016 28.5% 12.6% 52.2% 4.0% 59.0%

2018 27.8% 12.6% 52.4% 4.4% 58.8%

2019 27.4% 12.6% 52.6% 4.5% 60.6%

Attendance Rate

Year State Campus District

2017-2018

2016-2017

95.4%

95.7%

95.8%

96.1%

95.2%

95.9%

2015-2016 95.8% 96.1% 96%

2014-2015 N/A 95.62% 95.85%

2013-2014 N/A 96.31% 96.31%


STAAR Results

Orangefield ISD Grades 3-4 STAAR Report 2019

Approaches Grade Level

Meets Grade Level

Masters Grade Level

Grade Subject #Tested # % # % # %

3 Reading 139 108 78% 64 46% 37 27%

3 Math 139 106 76% 61 44% 31 22%

4 Reading 140 118 84% 73 52% 42 30%

4 Math 140 127 91% 83 59% 55 39%

4 Writing 141 108 77% 40 28% 8 6%

2018 State Region 5 OES

Grade 3 Reading 66% 78%

Grade 3 Math 78% 76%

Grade 4 Reading 74% 84%

Grade 4 Math 74% 91%

Grade 4 Writing 65% 77%


Student Findings Research shows that a number of personal, social, and health factors impinge on students' academic performance. In considering the overall learning outcomes,

it is important to take into account the learning environment, student characteristics, and the nature of the learning tasks. Schools in Texas are judged primarily

by the performance of students on the state assessment (STAAR). Other data considered in determining student strengths and needs included language skills,

report cards, teacher-made tests, daily work, discipline referrals, attendance/tardy records, benchmarks, other standardized assessments and dropout rates. Also

significant is the identification of students in special circumstances such at risk, and what their special social and instructional needs might be.

Student Strengths: Orangefield Elementary earned a state rating of “Met Standard” based on the Texas Education Agency’s rating system for school year 2018-2019. The campus

had an overall scaled score of a 77 to “meet standard”, a scaled score of a 77 in “Student Achievement”, a scaled score of a 77 in “School Progress” and a scaled

score of a 78 in “Closing the Gaps”. The students at OES scored well above the Region 5 average in all but one tested area. The scores were also well above

the state average in every tested area.

The committee agreed that overall discipline was good among the elementary students. The district has a prekindergarten program for four-year olds and there

is also a Head Start program that serves the county. The latter provides early interventions for students from low income families and who are English language

learners to give them a “head start” and compensate for what they may have missed due to their home environment. Students participating in these programs

come to school better prepared than those who have not had the experiences provided by these programs.

Student Needs: Unfortunately, approximately 40% of the students entering school for the first time are not prepared to meet the challenges of public school. These students

require special interventions to bring them to a level equivalent to their peers. Response to intervention (RTI) is one methodology used by the school to address

these needs. The committee also discussed the need for closing performance gaps between grade levels. The district’s curriculum, TEKS Resource System

(formally TEKS RESOURCE SYSTEM) is helping to increase the rigor of instruction, improve student performance and aid in horizontal and vertical

alignment.

Bobcat Academy time will be maintained in the 2020-2021 master schedule, to continue targeted intervention for OES students. This program is offered to

students who are identified as behind, low performing or needing additional assistance to be successful. Bobcat Academy will be offered to K-5 students who

need additional support and remediation in math and reading. This program will be designed to improve student performance.


Approximately thirty percent of incoming students to grade school have completed a pre-kindergarten program. The school does not have a Head Start program.

The oil pipelines bring students in from all over the country. Many of these students have high mobility and come to the school with deficits in reading and

math. Therefore, the school utilizes the support of instructional assistants to help students academically.

Along with an increase in the general population, the At-Risk, Economically Disadvantaged, ELL and Special Education populations continue to grow. Low

Socio-Economic students have greater academic needs.

Current Programs Currently there are several programs in place to enhance the basic instructional program at the campus Programs presently in place to enhance the general

education or basic instructional program include, but are not limited to: RTI, Bobcat Academy, ESSA, Title I, Part A; ESSA, Title II, Part A; English as a

second language; and special education. These programs provide funding for supplemental programs that address the needs of students who are at-risk of failing

the state assessment or dropping out of school, have limited English language capabilities, and who have special needs as determined by the Admissions Review

and Dismissal (ARD) Committee. Bobcat Academy time will continue to be implemented for strategic intervention. This program serves all students who are

not in the RTI program, but need additional remediation and support to master skills and concepts and be successful on the STAAR assessments. The program

will run the entire school year and is built into the students’ daily schedules.

The teachers perceive the curriculum to be well aligned and state there have been few changes in the past few years. The TEKS Resource has been helpful to

ensure curriculum alignment and staff have implemented with fidelity. The consistency to the implementation of the TEKS Resource has provided observable

benefits to improvements in curriculum, instruction, and assessment. This has led to greater accountability to ensure teachers are on target to help students meet

all TEKS objectives in their grade level.

Along with an increase in the general population, the At-Risk, Economically Disadvantaged, ELL and Special Education populations continue to grow. Low

Socio-Economic students have greater academic needs.

Staff Findings Researchers have compiled some impressive evidence that healthy and sound school organizational cultures correlate strongly with increased student

achievement and motivation, and with teacher productivity and satisfaction. The organizational culture of any educational institution is critical to the success

of the students it serves. Campus atmosphere must foster collegiality and be able to maintain a high level of staff morale. Among the most important elements


of organizational culture is the ability of administration to create an environment of trust through open, two-way communication and a monitoring of staff

attitudes and opinions.

Teacher Demographics Under the Every Student Succeeds Act (ESSA), districts participating in Title I, Part A should have all teachers meeting the standards to be considered highly

effective for campus.

Ethnicity of 2019 Staff

Category Afr.

Amer.% Hispanic

% White % Other %

Beginning%

Over 20% Yrs. in

District %

Orangefield Elementary

0.0 2.2 97.8 0.0 6.7 18.9 6.9

State 10.6 27.7 58.4 1.1 7.0 15.7 7.2

2019 Teachers by Years of Experience

Average Years of Experience <1 6.7%

1-5 30.5%

6-10 16.7%

11-20 27.2%

>20 18.9%

Average Years of Experience for 2019 Average Years of Experience of Teachers 11.6 Years

Average Years of Experience of Teacher with the District 7.8 Years

Average Years of Experience of Teachers in state of Texas 7.2 Years


Staff Strengths: All of the teachers and paraprofessionals assigned to the elementary school meet the highly effective requirements as established by the Every Student Succeeds

Act (ESSA). This means that not only are they certified to teach in the State of Texas but have also demonstrated proficiency in the particular areas to which

they are assigned.

Teachers at Orangefield Elementary are experienced. Over 27 percent of the teachers have 11 to 20 years of teaching experience, and over 30 percent have 1 to

5 years of experience. On the average, Orangefield Elementary teachers have 11.6 years of experience compared to the State average of 7.2 years. The campus

experiences a low turnover rate.

One strong aspect of our staff is the amount of experienced veteran teachers on our campus. Most of our staff have been teaching for more than ten years and

provide strong leadership to the beginning teachers. Morale has improved over the last few years under new campus leadership and the support of the district

administration. Morale has been an issue in the past and has negatively affected performance. The staff is pleased with the direction and vision of the

administration.

The staff is very pleased with the opportunity to have common planning times. These meetings tend to improve the teaching-learning process as information

is shared concerning student performance and interventions needed to deal with individual and groups of students. It also provides teachers more time to discuss

classroom instructional strategies and is vital for horizontal alignment of the curriculum. Teachers also receive compensatory time participating in planning

meetings during the summer. This is another morale builder.

Teacher collaboration varies from grade level but everyone works well together. Teachers will assist each other as needed when approaching a challenge with

the curriculum, assessment, and instruction.

Staff Needs:

The campus is transitioning to a Professional Learning Community (PLC) campus. Therefore, teachers, campus leadership, and instructional staff will need to

attend additional training to support the campus-wide implementation of PLC’s. Common planning time is currently utilized for grade level meetings. Cross-

curricular planning is utilized to maintain effectiveness of curriculum and instruction.

School leadership: Campus leadership is new to the campus in the role of school leader and there is a need for professional development to grow and develop

instructional leadership skills.


The elementary teachers discussed how it has become a challenge sharing PE teachers with the Orangefield Junior and High School and the dual responsibilities

of the teacher/coach roles. Some teachers/coaches teach a STAAR tested grade level and will have to leave to attend tournaments and games frequently. As a

result, a substitute is assigned to fill in during the teacher’s absence. The staff expressed a concern that the students in this teacher’s class may be impacted

academically by the frequent absence of the certified teacher.

On the staff survey more than 45 percent of respondents rated campus communication as good and 29 percent as excellent. Staff rated “Collaborative

Coworkers” under excellent for the most positive aspect of the campus. The highest rated category under “good” is “Successful curriculum”. More staff or

volunteers was rated the “Greatly Needs Improvement” with a rating of over 25 percent. Over twenty-five percent rated “Facilities” was the area identified with

“Greatly Needs Improvement”. The area for greatest need for future training is “Technology”.

Curriculum and Instruction: Staff reported that the use of TEKS Resource has been effective and useful with enduring alignment of curriculum and instruction

across grade levels.

Parent and Community Involvement Findings Governing boards, administrators and employees of school districts have the responsibility to encourage parents and the community to share their knowledge,

skills, energies and abilities with the schools. A key ingredient in any successful instructional program is the involvement of students’ parents and community

members. From parent volunteers in the classroom to strong support in financing the educational program through bond issues, involvement of parents and the

community is essential. Parents and the community must become involved in supporting the school through being responsible for their students’ attendance,

homework, participation in the campus improvement committee, maintaining a dialogue with teachers of their students, and through donations and Adopt-a-

School programs. It is therefore worthy of any school’s time to foster the enhancement of the relationship between the community and the school.

Parent/Community Strengths: Requests for parent teacher conferences are well-attended. Teachers will conference with each child’s parent(s) at least once a year and additionally as needed.

Newsletters and calendars are sent home regularly. The campus also uses a Facebook page, emails, texts, notes, and the marquee to keep parents informed. The

district utilizes an online parent portal that has been effective for communicating students’ progress and informing parents of how their child is progressing in

school. Remind 101 has been successful with communicating with parents about upcoming events and reminders of assignment due dates.

Parents and Community: Nine percent of respondents were elementary school parents who completed the 2017 Orangefield Parent Survey. Results of the parent

survey indicate the following:

● 45% of parents selected “Good” as the highest scoring rating for being satisfied with campus communication

● 54 % of parents indicated that email is the best way for the campus to deliver communication.

● 81% of parents check the district website weekly.

● 63% of parents have not visited their child’s classroom this school year.


● STAAR Night and PTA/PTO received the highest ratings for parent involvement activities.

● Open House was the highest rated parent involvement activity attended by parents.

● Instruction was rated the highest aspect of the school with “Staff respect/friendliness”, “Technology”, “and “Response to students’ academic needs”

tied for second.

● 70% of parents selected “More course offerings” as an improvement needed at their child’s school. 40% of parents selected “Access to

technology/Technology training” and “Facilities” as the second highest rating for what needs to be improved.

Parent Teacher Organization (PTO) actively supports the campus. PTO provides gift cards and incentives to promote good grades, attendance, and positive

behavior. Staff members are welcoming to parents. A Spanish translator is provided at meetings for parents who do not speak English.

Parents are supportive of the school as evidenced by attendance at school parties/programs, parent/teacher conferences, and Open House. There is a need to

continue to recruit more parent volunteers to help with the workroom, laminate, and assist with classroom projects.

The community helps with awards for students. Businesses will give to the school: Art League and the media. The school supports local businesses as needed.

The campus employs the following methods of communication which have been effective:

● Remind 101 text messages

● Classroom website

● Campus newsletter every 6 weeks

● Emails

● Twitter feed

● Parent Portal

The school has a newsletter and website that are the primary means of sharing information with the parents. All classroom teachers also have a website through

with information is shared with parents and the community. The parent portal also allows parents to view the students’ grades and attendance records. Teachers

and parents are beginning to communicate more and more by e-mail. The teachers are also using Remind 101 to remind parents of important information such

as tests, program and field trips.

The staff is supportive of parental involvement doing all they can to make parents welcome and comfortable when visiting the school. Translators are available

to assist in communicating with parents have a language other than English.

There is an active Parent-Teacher Association (PTA) for the Elementary School. Attendance is typically very good at these meetings as well as other school

functions. The PTA also sponsors special school presentations, organizes class parties, funds a perfect attendance field trip as well as purchases many important

items around the school. Members volunteer to help teachers by making copies, which our teachers find very helpful. The PTA is vital to the success of

Orangefield Elementary. The campus also implemented a Watch D.O.G.S. program at the request of parents during the 2019-2020 school year.

Representatives from the community come to school to talk about their professions such as the fire and police departments, the oil and gas industries, service

and art leagues, a dental hygienist, and the Shangri la Gardens. These presentations are valuable in bringing a better understanding among the students of their

community.


Meet the Teacher night is a big event on this campus. It offers parents and families the opportunity to meet their child’s teachers and administrators as well as

tour the building and classrooms. It is well attended and important within the community. We also have a Spring Open House during the Spring Book Fair,

when parents can visit with teachers, view student work and tour the school.

Local businesses are also involved in supporting the students and campus by donating items for student incentives. Parent /Community Involvement Needs: As is typical at the elementary level, parent involvement is very good at Orangefield Elementary School. Parents are generally supportive of the school and the

staff. Parents volunteer on a regular basis helping teachers with clerical work and reading to students. The committee indicated that there is a need to recruit

more volunteers.

The greatest need involving parents is the need to get low socio-economic parents involved. If this were possible, the committee felt that the overall performance

of the student body would improve. The staff will continue to work on bringing more of these parents to the school and getting them involved with the education

of their students.

With the growing population of at-risk and low socio-economic students, the relationship between the school and the community is of upmost importance.

Often it is difficult to contact parents due to fractured living situations and changing contact numbers. Many of these families lack the resources for internet

access, making the monitoring of grades and assignments difficult. The committee would like to see the district provide a parent center equipped with computers

and internet access for those without these resources. As email becomes the primary mode of communication, this would allow those parents to stay in better

contact with their child’s teachers.


Technology Findings While students still need the age-old subjects of reading, writing and arithmetic, basic curricula must also include accessing, manipulating, and communicating

information through a variety of technological avenues. Today’s students must learn the skills they will need to live and work in the future. Technology

curriculum must provide access and equity to all students. A school district’s technology program must be about more than just the acquisition of hardware,

software, peripherals and connectivity; it must include how the technology is integrated with the instructional program as well as what professional development

programs will help the district achieve its goals in this vital area. Any decisions concerning the direction and integration of instructional technology at the

campus level should begin with a thorough review of the district’s technology plan.

Technology Strengths:

The committee felt that overall, the school is well equipped with technology. Each classroom has an LCD projector, computers, Box Lights, and Internet

access. A campus computer lab is available for classes to utilize as needed. There is technology specialist on each campus to assist with minor technology

problems, and the district has a technology director to assist with problems that are more complicated. Each classroom is equipped with a teacher computer.

Technology Needs:

The committee expressed a need for K-2 classes to be outfitted with I-pads/tablets to ensure that the school be on the cutting edge of technology. Teachers also

expressed the need for teacher laptops. Several mobile carts containing iPads and/or Chromebooks were added to the campus during the 2019-2020 school

year, to continue to grow the campus’s accessibility of mobile devices.

Teachers reported there is a need for additional class sets of Chromebooks or similar devices. Third, fourth and fifth grades share 4 carts of 25 Chromebooks

per grade level. Wi-Fi is adequate to support the current technology available. Each classroom is equipped with two computers each for students to use for

Accelerated Reader and other academic uses as needed. Professional development is an ongoing need to help with integrating technology into curriculum and

instruction. Possible professional development opportunities may include: TCEA-Tots, Blooms Taxonomy, “Teach like a Pirate”, more campus specific

training, formative assessments, T-TESS, the use of Plickers and Padlets, Google Classroom and flipped classrooms.


Facilities Findings The importance of a sound, safe, healthy and modern school infrastructure is fundamental since students should not be expected to learn in buildings that are

crumbling and outdated or in classrooms that are overcrowded and uncomfortable. Maintenance should be a high priority to ensure a safe, comfortable, and

stable environment. Deferred maintenance should be tracked on a five-year planning basis with the plan reviewed and updated annually, and presented for

Board approval. A safe, well-lighted, heated, ventilated, and cooled environment with adequate and appropriate supplies, furniture, and equipment is essential

in rounding out the instructional staff and parent and community involvement.

Facility Strengths:

Although the building is the oldest facility in the district, it is well maintained. The janitorial service is great and the maintenance department generally responds

quickly when they are called to make repairs. We have added several measures to enhance campus security. Side entry gates along drop off/pick up have been

added with locks. Rolling lock gates at the back of the building have been added for security during the day. We also added a locking gate around the side pre-

k door. These additional locking gates are locked at 8:00am every school day and are unlocked at the end of the day. Security cameras were added throughout

and around the building to improve school safety and security.

Facility Needs:

More restroom facilities are needed for students with disabilities as well as for the staff. Due to the growth in campus enrollment, the teachers reported that the

lack of proximity to other members of their grade level team becomes an obstacle for cohesive collaboration. Enrollment PK-5 is 871 students. The campus is

out of space to accommodate the growth in enrollment and currently utilizes non-traditional spaces such as portable classroom buildings, for instructional space.

Additional custodians are needed to address the growing enrollment. Many teachers start the school day with a dirty classroom until around lunch time when

the custodian is scheduled to clean the room while the students are out for lunch.


Continuing Initiatives for School Year 2020-2021 The following are campus changes and initiatives that were implemented in the 2017-2018 school year and will continue for the 2020-2021 school year. They

were developed based upon student and campus needs.

1. Bobcat Academy remediation program. Bobcat Academy time will continue to be implemented for strategic intervention. This program serves all

students who are not in the RTI program, but need additional remediation and support to master skills and concepts and be successful on the STAAR

assessments. The program will run the entire school year and is built into the students’ daily schedules

2. 2nd grade rotation. 2nd grade students will rotate between two teachers. This allows teachers to become content specific, increase rigor and further

prepare students for the challenges of 3rd grade.

3. A newsletter titled Home and School Connection will be sent home to parents once a month. It will include strategies and tips for parents to enhance

their child’s education. The purpose is to bridge the gap between the school and the parents, provide busy parents with practical ideas that promote

school success, and increase parental involvement.

4. Remind 101 will be utilized by every teacher in order to increase communication between teacher and parents. It will be used to remind parents of

tests, important events, programs and field trips.

5. Teachers will send home study guides prior to every test that is given.

6. Every teacher will make a “positive” parent contact for each student during the 1st and 4th six weeks. The teacher will share something positive that

the student is doing at school or in the classroom.

7. Administrators will make “positive” contacts with each teacher, acknowledging great things they have noticed in the teachers’ classrooms.

8. No child will receive a failing grade without the teacher making sufficient parent contacts prior to reporting period. All contacts must be documented

in a parent contact log and the logs must be submitted to principal each six weeks.

9. FMNV (Foods of Minimal Nutritional Value) days will be going from three to six. These are the days that we can serve and share foods and snacks

that do not meet the FMNV guidelines. The exempted days are as follows:

a. Halloween

b. Christmas

c. Valentine’s Day

d. Easter


e. STAAR/Fiesta

f. End of Year (last day of school)


Campus Priorities for School Year 2020-2021 The following campus priorities were developed based upon the foregoing needs assessment:

1. Continue to improve the rigor of curriculum and instruction from K-2 for students to be prepared for the STAAR Assessments in 3rd - 5th grades.

2. Continue to improve the STAAR assessment scores for 3rd grade Reading and Math, 4th grade Reading, Writing, and Math and 5th grade Reading,

Math and Science.

3. Continue to improve vertical and horizontal alignment through the use of the TEKS Resource System.

4. Offer teachers professional development and training throughout the year for STAAR assessments and the implementation of the TEKS Resource

System

5. Provide wireless access throughout the entire campus.

6. Prepare Kindergarten students to take written tests.

7. Increase parent communication and involvement.

8. Increase student attendance to 96.5% through the use of incentive programs.


Programs and Services

ORANGEFIELD ELEMENTARY CAMPUS IMPROVEMENT PLAN DISTRICT GOAL - Student: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported, using a

variety of methods, including traditional state required tests, along with other oral and written processes and products, including career and tech projects. In

addition, participation and success in all extracurricular activities including academic, athletic and fine arts are areas that are considered. Academic planning

will be based on all relevant data, and instruction will be adjusted accordingly with appropriate resources allocated.

CAMPUS GOAL: All students will be expected to meet or exceed requirements for a “Met Standard” rating.

Measurable

Performance Objective

Strategy & Initiative

Person

Responsible

Resources &

Allocations

(PIC)

Timeline Formative Evaluation Summative Evaluation

Scores on STAAR will

meet or exceed the state

standards for a Met

standard campus.

A. Emphasis will be placed on STAAR

preparation campus-wide. Teachers K-5 will use

various strategies and activities to prepare students.

B. Increased emphasis will be placed on

teaching STAAR objectives. 3rd – 5th grade teachers

will realign their curriculum to teach the TEKS by

STAAR objectives. They will also administer regular

benchmark tests in Reading, Math, Writing &

Science.

C. Teachers will provide an aligned curriculum

by implementing the district’s TEKS RESOURCE

SYSTEM curriculum, scope and sequence.

D. A STAAR data analysis program

(AWARE) will be used to assist in analyzing both

Teachers

Teachers

Teachers

Principal

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

2020-2021

2020-2021

2020-2021

2020-2021

All students will master

STAAR prep activities taught.

The most current STAAR

materials and Benchmark test

results will be analyzed for

remediation purposes.

Teachers lesson plans will

reflect an alignment with TEKS

RESOURCE SYSTEM and be

to the rigor of the STAAR test

Review objectives

weekly. Lesson plans

will address objectives

taught STAAR scores

will improve in all

areas.

Passing rates on the

STAAR will improve

on all tests.

Common Assessments

and STAAR release

tests will provide data

showing student

success.


individual and groups of students needs for

instruction.

Teachers will use AWARE to

identify objectives and needs

for individuals and classes

Passing rates on the

STAAR will improve

on all tests.

ORANGEFIELD ELEMENTARY CAMPUS IMPROVEMENT PLAN


DISTRICT GOAL - Student: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported, using a




CAMPUS GOAL: All students will be expected to meet or exceed requirements for TEA’s highest rating.

Measurable



Person

Responsible

Resources &

Allocations

(PIC)


Scores on STAAR will

meet or exceed the state

standards for a Met

standard campus.

A. Students’ scores on the 4th Grade Writing

Sections of the STAAR test will

show mastery of TEKS.

B. All students will have a comprehensive

writing folder that is updated each six weeks.

4th grade students will have a 60-minute block of

writing every day.

C. Bobcat Academy remediation time for

students. This is time for strategic interventions

for students that need additional support to

master skills and concepts in order to be

successful on the STAAR tests. It is built into

the daily schedules of identified students.

D. 2nd grade classes rotate between 2

teachers. This allows teachers to be content

specific, increases rigor of lessons, and prepares

students for challenges of 3rd grade.

A. The campus will meet the standards on

Teachers

Principal/

Teachers

Teachers

Principal/

Teachers

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

2020-2021

2020-2021

2020-2021

2020-2021

4th grade students will be

better prepared to pass the

STAAR Writing tests. Six

weeks benchmark tests will

reflect mastery of skills.

4th grade students will be

better prepared to pass the

STAAR Writing tests.

Improvements in

assessments, benchmarks,

and grades

Student improvements in

assessments, benchmarks

and final grades

Results of 4th Grade

STAAR Writing Test

will reflect an 80%

passing rate or above.

Results of 4th Grade

STAAR Writing Test

will reflect an 80%

passing rate or above

Increase in STAAR

index 1, 2 and 3.

Improvements in 3rd

grade STAAR scores

the following year


Scores on all versions

of STAAR will meet

the state and federal

standards.

Scores on the End of

Year benchmark tests

administered to K-2

students will be at or

above 70 percent.

Decrease in the amount

of failures per six-week

grading period

all indexes for state and federal accountability.

A. All students K-2 will be administered

the Texas Primary Reading Inventory. All K-2

students will be given the inventory during the

Fall and twice during the Spring Semester.

B. Administer End of Year Benchmark

exams to all K-2 students in Math and Reading

A. Teachers will send home study guides

prior to every test

B. No child will receive a failing grade for

any subject on the report card without the

teacher having made sufficient parent contacts

throughout the six-week grading period.

Principal,

Teachers

Counselor

Teacher

Teacher

Teacher

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

2020-2021

2020-2021

Apr/May

2021

2020-2021

2020-2021

Benchmarks

Early diagnosis of student

weakness will enable

teachers to better meet

individual student needs.

Remediation will be

provided for identified

students.

Benchmark (End of Year)

data

Improvements in test

grades

Call logs kept by teacher

and turned in to principal

each six weeks

Annual accountability

report will reflect

growth in all areas.

Passing % will meet or

exceed standards.

Students’ reading levels

will meet or exceed the

state standards. EOY

test scores will reflect

mastery of objectives

Students will show

mastery of objectives in

Reading and Math

(70%)

Decrease in failures

compared to the 19-20

school year

Decrease in failing

report card grades

compared to 19-20

school year








Measurable



Person

Responsible

Resources &

Allocations

(PIC)


Identify and reward

outstanding students and

their achievements.

A. Recognition of outstanding students and

their achievements on a six weeks and

yearly basis.

B. Qualifying fourth & fifth grade students

will receive the Presidential Academic

Award, Presidential Effort Award, and Big

O Award.

C. Students in grades 2-5 will have opportunity

to participate in literary UIL events.

D. Students of the Week and Golden Citizens

will be acknowledged each week

Principal

Counselor

Elementary UIL

Coordinator

Teachers,

Principal

Local Funds-

199 (30)

Federal

Government;

Local funds

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

2020-2021

6-weeks &

end of year

Spring

2021

Dec. 2020

2020-2021

Teachers will monitor student

progress 6-week honor roll lists

and perfect attendance lists. Lists

will be posted in local papers and

at the District’s website.

Teachers monitor student success

during year to determine who will

qualify for the awards

Sponsors will be obtained for

events and students will have an

opportunity to participate.

Students honored and recognized

for good behavior, initiative,

academic excellence and good

citizenship

Increased number of

students will receive

awards. Attendance will

improve; increased

number of AR books read.

Increased number of

students receiving awards

Students will participate in

District 22-AAA

Elementary Contest (Dec.)

Improvement in student

behavior, attendance and

academic performance







CAMPUS GOAL: To meet or exceed the attendance requirements for TEA’s highest rating.

Measurable



Person

Responsible

Resources &

Allocations

(PIC)


Attendance rates at

each grade level will

reach at least 96.5%.

School officials and

parents will work

closely to improve

attendance rates.

A. Perfect Attendance awards will be given

each month. Students will be rewarded at

the end of each six weeks period w/a PA

party.

B. The campus attendance percentage will be

tracked daily. Campus will earn a

“special” day, for every 5 days the campus

has 97% or greater in attendance.

C. Teachers will notify student’s parents

when a student has excessive absences.

D. Assistant principals will visit with

parents of students with excessive

absences.

Assistant

Principal

Assistant

Principal/

Principal

Teachers

Assistant

Principals

Local

Funds- 199

(30)

Local

Funds- 199

(30)

Local

Funds- 199

(30)

Local

Funds- 199

(30)

Every six

weeks

Daily

Every six

weeks

2020-2021

A.P. will keep records of

students with perfect

attendance, PA brag tags, &

PA party

Attendance secretary will

generate a daily attendance %

tracking sheet and identify

every day with 97% or

greater.

Attendance secretary will

generate excessive absence

list with letters from the

computer. Teachers will

contact parents as needed to

stress good attendance.

Attendance records

Attendance officer’s contact

log

An attendance rate of

96.5% achieved

An attendance rate of

96.5% or greater

achieved

Absentees will decrease

from the previous

school year

Attendance rate will

increase to 96.5%







CAMPUS GOAL: To meet or exceed the attendance requirements for TEA’s highest rating.

Measurable



Person

Responsible

Resources &

Allocations

(PIC)


The number of students

rewarded for excellent

attendance will increase

over previous years.

A. Field trip for students with perfect

attendance during the 2020-2021 school

year.

Counselor

PTA;

Local funds

199 (99)

November

2020

All students earning perfect

attendance will attend a field

trip.

Attendance rate will

increase to 96.5%







CAMPUS GOAL: To identify and assist at-risk or economically disadvantaged students

Measurable



Person

Responsible

Resources &

Allocations

(PIC)



To improve the

academic performance

of at-risk and

economically

disadvantaged students

by reviewing student

data during the needs

assessment process.

(SW1)

A. Identify at-risk students using state and

federal guidelines. Notify teachers to discuss

methods for remediation and monitor student

progress every six weeks. Comply with ESSA

standards.

B. Identify and remediate students

showing non-mastery on STAAR and

Benchmark objectives. Comply with ESSA

requirements.

C. Review needs of students with

disabilities. Develop plan to increase services in

the areas of reading and mathematics.

D. Implement an extended day/remedial

program for struggling students for grades K-5.

Counselor

Teachers

Director of

Special

Programs

Principals/

counselor

Local

Funds- 199

(30)

Local

Funds- 199

(30)

Local

Funds- 199

(23)

Title Funds-

211

Identify at

beginning of

2020-2021

school year.

Monitor

every 6 wks.

Identify at

beginning of

school year

2020-2021

2020-2021

2020-2021

Counselor will meet with

teachers and parents to

discuss student needs and

complete a profile sheet;

will be updated as new

students enroll.

4th & 5th grade teachers will

be given individual STAAR

summary sheets and

monitor progress. 3rd – 5th

grade teachers will give

benchmark tests in Reading,

Math, Writing, & Science.

Scheduled meetings will be

held to discuss needs.

Students identified and

placed in the program

Test scores (STAAR

tests) will reflect

mastery of objectives.

All students will master

STAAR objectives;

scores will be

evaluated.

Plan in place and

students’ level of

success in reading &

mathematics.

Grades increase,

reading on grade level.






CAMPUS GOAL: To identify and assist at-risk or economically disadvantaged students

Measurable Performance

Objective


Person

Responsible

Resources &

Allocations

(PIC)



Remediation services for

identified students will be

provided during the Fall

and Spring semesters.

Regularly scheduled

conferences with

identified students will be

held by the counselor.

Students in foster care

will be identified and

provided transportation to

school of origin as

appropriate.

A. Remediation programs for students in K-5

students. K-2 diagnosed as having reading

difficulties will use reading probes as

recommended by the TPRI. Offer accelerated

instruction to comply with ESSA requirements.

B. Implement an extended day service in the Fall

and Spring semesters for students who are

identified as needing additional support to be

successful. (K-5)

A. Counselor involved in working with At-Risk

students in group and individual basis.

A. Foster care liaison will coordinate with DFPS

and caseworkers to determine transportation to

school of origin.

Principal, Asst.

Principal,

Counselor,

Teachers

Principal, Asst.

Principal,

Teachers

Counselor

Foster care

liaison, Director

of Support

Services

Title I Funds

211

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (99)

2020-2021

2020-2021

2020-2021

2020-2021

A variety of indicators will show

improvement in development of

reading skills, TPRI results.

Improvement in six weeks

grades, benchmark exams

Documentation of student

conferences (provided and

maintained by the school

counselor)

Documentation of collaboration

between district and DFPS

Students receiving

services will master

STAAR/End of Year tests

objectives.

Students receiving

services will master

STAAR assessments/End

of Year tests objectives.

Performance of At-Risk

students (attitudes,

behaviors, work habits)

will improve based on

visits with the counselor.

Transportation to school

of origin will be provided

to students in foster care

as determined by DFPS.






CAMPUS GOAL: To identify and assist at-risk or economically disadvantaged students.



Objective


Person

Responsible

Resources &

Allocations

(PIC)


A summer school program

will be offered to students

with disabilities per ARD

committee decision.

A. Implement an extended year program for

students with disabilities per ARDC decision

B. The RTI staff will evaluate individual

student’s needs using scores from a variety

of indicators and placed into an accelerated

instructional program.

Special

Programs

Director

RTI

interventionists

IDEA B

funds- 224

(30)

Title I Funds

211

June-July

2020

2020-2021

Identified students will receive

services based on IEP goals.

A variety of indicators to

determine student progress

IEP goals/progress will be

achieved by students who

receive services.

Improved passing rate on

the STAAR and EOY tests



DISTRICT GOAL – Student: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported, using a




CAMPUS GOAL: To reduce class sizes through the use of class-size reduction grants


Objective


Person

Responsible

Resources &

Allocations

(PIC)



Students will be better

prepared to meet the

challenges of school as

they transition to our

public-school program

Provide transition from

Pre-K to K activity to

support students

transitioning to grade

school

(SW7)

Disseminate information

to parents and students

regarding higher education

opportunities.

A. Pre-Kindergarten will be offered as a full

day program.

A. Provide a transition from Pre-K to K

activity to support students and parents with the

transition process.

A. Implement strategies for providing to

elementary students, those students’ teachers,

counselors, and parents information about:

● Higher education admissions and financial

aid opportunities;

● The TEXAS grant program and the Teach

for Texas grant program established under

TEC Chapter 56;

● The need for students to make informed

curriculum choices to be prepared for

success beyond high school; and

Sources of information on higher education

admissions and financial aid.

Principal

Teachers,

parents

Principals

Counselors

Local Funds-

199 (34)

Local Funds –

199 (34)

Local Funds

199 (38)

Aug 2020

April 2021

2020-2021

Lesson plans

Students’ checklists

Agenda, sign-in sheets

Flyers, brochures, website

announceents

Students better prepared

to function in

kindergarten

.

Students better prepared

to function in

kindergarten

Elementary students

and their parents are

knowledgeable about

higher education

opportuniies.


DISTRICT GOAL – Personnel/Leadership: Orangefield ISD believes that the teachers and staff members in the district are the key to the success of our students.

We will recruit highly qualified and effective professionals for all academic areas and place an emphasis on strategies to retain these staff members. Supporting

these individuals with appropriate staff development opportunities, competitive compensation, and administrative support are examples of strategies that will

be considered.

CAMPUS GOAL: To improve Special Education services to all qualified students



Objective


Person

Responsible

Resources &

Allocations

(PIC)


Training will be provided

to all employees who

work with students with

disabilities.

Inclusion Teacher and/or

Aide (under the direction

of the sped teacher) will

assist students in the

regular classroom in core

subject areas (safeguards).

A. Staff development for all teachers and

campus administrators on inclusion.

A. The Special Education Teacher and/or aide

(under the direction of the sped teacher) will be

responsible for providing assistance to regular

education teachers who need help with modifications

for students in their classes.

Director of

Special

Programs and

Director of

Curriculum

Special

Programs

Dir., Teachers

Local Funds-

199 (23)

IDEA B funds

224

Local Funds-

199 (11, 23)

IDEA B funds

224

2020-2021

2020-2021

Strategies learned through

training will be implemented in

all classrooms.

SPED students will receive

instruction in the regular

classroom for all subject areas.

Classroom visits will

document the use of

strategies learned in staff

development sessions.

SPED students will

perform satisfactorily on

the STAAR





be considered.

CAMPUS GOAL: To better identify and serve students in special populations



Objective


Person

Responsible

Resources &

Allocations(P

IC)


Percentages of Special Ed.

students passing all

versions of STAAR will

meet or exceed 90% for

all student groups

(safeguards).

Percentages of ELL

students passing all

versions of STAAR will

meet or exceed 90% for

all student groups

(safeguards).

Communication between

regular ed. and special ed.

teachers will improve.

A. Develop vertical and horizontal congruency

of curriculum (TEKS).

B. Provide staff development for technology

and modifications for special populations.

A. All inclusion staff will be given copies of

TEKS objectives for each grade level in order to

incorporate into their curriculum.

A. Modification folders will be provided to

regular ed. teachers.

Inclusion

Teacher

Principal

Special

Programs

Dir., Teachers

Special

Programs

Dir., Teachers

Local Funds-

199 (23)

IDEA B funds

224

Local Funds-

199 (23)

IDEA B funds

224

Local Funds-

199 (30)

Local Funds-

199 (23)

IDEA B funds

224

2020-2021

2020-2021

August

2020

August

2020

Follow Scope and sequence,

YAG and IFD to ensure all TEKS

are covered

Staff development schedule

Sign-in sheets

Staff evaluations of training

6 weeks meetings with special

education teachers to review

levels of TEKS incorporated into

the curriculum.

Teachers will receive folders prior

to the first day of instruction.

Documentation in lesson plans

and evaluation of ARD minutes.

Satisfactory performance

on the STAAR, Review

lesson plans


on the STAAR


on the STAAR, Review

lesson plans


on the STAAR

ORANGEFIELD ELEMENTARY CAMPUS IMPROVEMENT PLAN DISTRICT GOAL – Student: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported, using a







Objective


Person

Responsible

Resources &

Allocations

(PIC)


All teachers will teach

lessons geared toward all

learning styles. (SW2)

A. Meet with district level Department

Heads (Team Leaders) and campus Team

Leaders as needed to discuss lesson plan

requirements.

B. All classroom teachers will identify and use

strategies to differentiate instruction.

Principal,

Principal

Local Funds-

199 (30)

Local Funds-

199 (30)

2020-2021

2020-2021

District teacher leaders will meet

once every 6 weeks.

Meeting agendas

Sign-in sheets

All classroom teachers will teach

differentiated lessons. Lesson

plans and observations will be

used for documentation.

District and campus level

calendars reflect school

meetings; Review of

monthly meeting agendas

Teacher feedback, review

of lesson plans, and data

from administrative

observations will be used

to assess the impact of

implementing this

strategy. The TTESS

Teacher Self-Reports will

be used as well.







CAMPUS GOAL: To provide all students a challenging and balanced curriculum


Objective


Person

Responsible

Resources &

Allocations

(PIC)


All students will

participate in campus-

wide curriculum and

instruction activities.

(SW2)

Struggling readers in K-1

will be identified early in

the school year through

TPRI. (SW9)

Accelerated Reader Program. Students will be

rewarded for points earned as outlined by their

gradelevel, K-5.

Teach phonics to grades K-2

Align curriculum, especially the reading and math

curriculum from grade level to grade level.

Teachers/

Librarian

Principal/

Teachers

Principal/

teachers

Local Funds-

199 (30)

Local Funds-

199 (30)

Title funds

211

Local Funds-

199 (30)

2020-2021

2020-2021

2020-2021

Fluency and comprehension rates

will increase for all students.

Discussions with administrators

and evidence in lesson plans of

use of TEKS and Phonics

material in lower grades.

Struggling students may be

referred to RTI for Tier II

services.

Staff meetings on curriculum

Meeting agendas

Sign-in sheets

STAAR/End of Year

Reading tests/TPRI

reading scores will reflect

mastery and the number of

books read by students

will increase

Improved level of reading

ability as evidenced by

test scores given to

students in lower grade

levels, reports from

teachers and entries in

lesson plans related to

phonics and improvement

strategies.

Curriculum aligned

Improved performance on

the STAAR and EOY

tests.


DISTRICT GOAL – Board/Community/Staff Relations: Orangefield ISD believes that the school is the heart of the community. OISD is a district where

parents and the community are informed, welcome, and vital to the success of our students. The school and community are partners in the education of our

students and parents are provided multiple opportunities to be involved.


CAMPUS GOAL: To provide all stakeholders multiple opportunities to participate in the education of their children.


Objective


Person

Responsible

Resources &

Allocations

(PIC)


To provide ongoing and

timely communication

regarding school events to

all stakeholders (SW6)

B. Students entering the school for the first

time will be provided assistance to help them

make the transition as easy as possible by:

(1) Providing an orientation for parents and

students

(2) Conducting conferences with parents

(3) Holding an annual kindergarten

round-up

B. A school newsletter titled Home and School

Connection will be sent home to parents once per 6

weeks. It will include strategies and tips for parents to

enhance their child’s education. The newsletter will

increase parental involvement.

C. Teachers will utilize Remind 101 in order to

increase communication with parents. It will be used

to notify/remind parents of tests, important

events/changes, programs and field trips.

D. Every teacher will make a “positive” contact for

each of their homeroom students during the 1st/4th six

weeks. The call should focus on something positive

the teacher has noticed in the classroom.

Principal

Principal

Teachers

Principal

Principal

Teachers

Teacher

Local Funds-

199 (99)

Local Funds-

199 (99)

Local Funds-

199 (99)

Local funds

199 (99)

Fall 2020

August

2020

2020-2021

April 2021

Aug-May

2020-2021

2020-2021

2020-2021

All new students will experience

a smooth transition to Orangefield

Elementary School.

Sign-in sheets; event is on the

District calendar

Conferences will be held as

needed.

50% to 75% of our incoming PK

and K students will pre-register

during the Round-up.

Increased parent communication

and involvement

Increased parent communication

and involvement

Call logs will be turned in to

principal.

New students have

adapted to the public-

school environment.

New students have


school environment.

New students have


school environment.

Parents are more involved

in child’s education

Parents are more informed

about school events

Increase in positive

classroom

behavior/performance.







CAMPUS GOAL: To identify and serve all students in special population groups


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Students identified for

special services—GT,

Special Ed. and ESL—

will be identified and

served in an ongoing and

timely manner. (SW10)

A. Identify and serve the top 5% of each grade

as G/T.

B. Identified G/T students will receive

accelerated instruction that is different from their

peers.

C. Use disaggregated data on special

populations to identify their needs.

D. Develop individualized interventions for

special program participants.

E. EL students will be served in the ESL

program.

Counselor

Principal

Teachers

Principal

Principal,

Special

Populations

Teachers

Director of

Special

Programs

Local Funds-

199 (21)

Local Funds-

199 (21)

Local Funds-

199 (30, 23,

21, 36, 37,25)

IDEA B (224,

225)

Title Funds

(211)

Local Funds-

199 (30, 23,

21, 36, 37,25)

IDEA B (224,

225) Title

funds (211)

Local Funds-

199 (25)

2020-2021

2020-2021

2020-2021

2020-2021

2020-2021

Present year teachers complete a

profile sheet on each child who

shows characteristics of gifted

and talented to be considered as

G/T Program participants for the

next year.

Teachers will modify instruction

to meet the needs of

G/T students. Student progress

will be monitored each six-weeks.

Data will be shared with regular

and special ed. teachers

Individual plans are written on

students as they enter special

programs.

As EL students enroll, the ESL

teacher will interview and test the

students.

The gifted and talented

students will be served by

the G/T teacher



the G/T teacher



the G/T teacher



the G/T teacher

Students determined to be

EL will receive special

language services through

the ESL methodology



DISTRICT GOAL – Board/Community/Staff Relations: Orangefield ISD believes that the school is the heart of the community. OISD is a district where



CAMPUS GOAL: To recognize and reward student accomplishments through programs and awards presentations


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Programs utilizing

community members will

be scheduled throughout

the year.

A. Utilization of community resource persons

to speak to students.

Counselor/

Teachers

Local Funds-

199 (30)

Title Funds

211

2020-2021

Documentation in teachers’

lesson plans and weekly calendar

of events.

Speakers identified and

present to the students






be considered.

CAMPUS GOAL: To provide staff members with adequate resources to increase productivity


Objective


Person

Responsible

Resources &

Allocations

(PIC)


To utilize all staff

members, including those

with expertise in key

areas, in order to enhance

student achievement.

A. Selection and appointment of qualified

grade level chairs based on grade level input. In the

event that there is more than one qualified candidate,

an interview process will take place.

B. Schedule each grade level to have common

conference periods to conduct PLC meetings, etc.

C. Provide opportunities for cooperative planning

between regular and accelerated instruction teachers.

Teachers have the option of meeting the 4th

Wednesday of the month or during their conference

period.

D. Provide an experienced mentor teacher to

every teacher new to teaching or new to the district

Principal

Principal

Principal

Principal

Local Funds-

199 (99)

Local Funds-

199 (30)

Local Funds

199 (30)

Title funds

211

Local funds

199 (30)

2020-2021

2020-2021

Each 6

weeks

during

2020-2021

2020-2021

Grade level teams will meet once

per month. Documentation to

include meeting agendas, meeting

minutes, and sign-in sheets.

Schedule will allow time within

school day for teachers within

same grade level to meet & plan.

Also gives administrators time to

meet with grade level teachers.

Calendar of events will document

teacher meetings.

Mentor teacher will meet weekly

with new teachers to provide

assistance

Team Leaders identified

and appointed to serve.

Better alignment of

curriculum within each

grade level. Improved

communication between

administration & teachers.

Regular Ed. teachers and

RTI teachers will meet

each 6 weeks.

Documentation is kept to

verify mentor meetings






be considered.

CAMPUS GOAL: To increase staff morale on the campus


Objective


Person

Responsible

Resources &

Allocations

(PIC)


To increase staff morale

on the campus

A. The cafeteria will provide lunch for the staff

on Mondays.

B. Provide catered lunch for entire staff at least

once per semester.

C. Provide the staff with a monthly affirmation

for appreciation.

D. Administrators will make “positive”

contacts with teachers each six weeks, acknowledging

great things they are doing in the classroom.

E. Recognize staff members on their birthday

Cafeteria

Manager

Principal

Principal/

Asst.

Principal

Principal/

Assistant

Principal

Principal/

Assistant

principal

Local Funds-

199 (99)

Activity

Funds

Activity

Funds

Local Funds-

199 (99)

Activity

Funds

2020-2021

2020-2021

Monthly

2020-2021

Each six

weeks

2020-2021

Staff provided lunch once/week

free of charge

Recognition of teachers

Will provide staff with a monthly

affirmation of appreciation.

Documentation kept by Principal

and Asst. Principal

Principal & Asst. Principal will

provide teacher with candy for

their birthday. Teacher will also

have their birthday listed in

weekly memo.

Documentation is kept to

identify how many

lunches are served



T-TESS evaluations








CAMPUS GOAL: To utilize the TEKS in all content area classes and at all grade levels


Objective


Person

Responsible

Resources &

Allocations

(PIC)


To fully integrate TEKS-

based objectives at all

grade levels

Teachers will be included

in making decisions

concerning the use of

academic assessments.

(SW8)

Use of resources will be

coordinated so as to obtain

maximum benefit from all

resources.

(SW10)

A. Continue to implement TEKS for core

subjects.

A. The Site-Based Decision-Making

Committee will be involved in making decisions

concerning the selection and use of academic

assessment instrument.

A. Various Federal, State, and local programs

will be integrated and coordinated thought the school

to ensure their effectiveness and the elimination of

duplication of effort. General Operating Funds will

be used to provide the basic instructional program

while other Federal, State, and Local Funds- 199 will

be used implement the Title I school wide program

designed to upgrade the entire instructional program

at the Orangefield Elementary School.

Teachers

Principal

Principal,

Assistant

Principal,

Team Leaders

Local Funds-

199 (30)

Local Funds-

199 (99)

All fund

sources

2020-2021

2020-2021

2020-2021

Documentation in teachers’

lesson plans weekly

SBDM Committee meeting

agenda, minutes, and sign-in

sheers

Federal grant applications

District and special program

applications and budgets


on the STAAR

Teachers are involved in

the selection of academic

assessment instruments.

Federal, State, and Local

Funds- 199 and programs

coordinated so as to

ensure maximum

efficiency and benefit to

staff and students.







CAMPUS GOAL: To equip all students to make good choices when faced with peer pressure


Objective


Person

Responsible

Resources &

Allocations

(PIC)



The school counselor will

provide anti-drug

programs to students

throughout the year.

To teach age-appropriate

refusal skills to all

students

A. October will be “Healthy Kids, Healthy

Minds” month during which activities on healthy

habits will be taught. The counselor will plan month

long activities during October to promote healthy

habits. Parent newsletters will go out prior to lesson.

A. A comprehensive counseling program will

be provided including, but not limited to, character

education, drug and alcohol abuse, self-esteem, use of

tobacco, etc.

Counselor

Counselor

Local Funds-

199 (30)

Local Funds-

199 (30)

Oct. 2020

2020-2021

Calendar of events; ongoing

compliance with all FMNV

policies

Calendar of events; ongoing

compliance with all FMNV

policies

Students meet minimum

health standards

Number of referrals will

be decreased


DISTRICT GOAL– Board/Community/Staff Relations: Orangefield ISD believes that the school is the heart of the community. OISD is a district where



CAMPUS GOAL: To utilize interested stakeholders in various capacities throughout the year



Objective


Person

Responsible

Resources &

Allocations

(PIC)


Parents will be

encouraged to become

actively involved in the

activities of the school.

(SW6)

A. Promote an active Parent/Teacher

Association.

B. Parent/Teacher STAAR conferences to

discuss STAAR objectives and ways they can help at

home.

C. Meet with teachers to discuss a possible

parent orientation on the STAAR tests, objectives and

strategies and train teachers on the value of parent

input.

D. Encourage parents to become involved in the

education of their children by implementing strategies

such as, a parent volunteer program for the

workroom, parent/teacher conferences, produces

grade level plays, etc.

E. The campus will provide an opportunity for

parents to support students through various activities.

F. The campus will provide an opportunity for

parents to evaluate the Title 1 program.

Principal

Teachers

Principal/

Teachers

Principal

Principal

Principal

Local funds

199 (30)

Title funds

211

Local funds

199 (30)

Local funds

199 (30)

Title funds

211

199 (99)

199 (30)

Title I Funds-

211

Local funds

199 (30)

At least 6

meetings

during

2020-2021

2020-2021

Jan. 2021

2020-2021

2020-2021

2020-2021

Review sign-in sheets from PTA

meeting to determine involvement

Parent and teachers will meet to

discuss STAAR strategies as

needed. Students will be

evaluated by Benchmark testing.

Feedback from teachers will

determine if parent orientation is

necessary

Record of parent participation in

volunteer and other parent

activities including.

Parent surveys.

Open House, book fair, family

game night, Title informational

meetings

Parent surveys, and Title

informational meetings

PTA membership will

increase.


on the STAAR

Increase in parent

participation and more

informed parents

Parent attendance at

grade-level programs will

increase.

At least one Title meeting

will be held annually

along with open house,

book fair, and/or family

game night.

Parent surveys & at least

one Title meeting will be

conducted


DISTRICT GOAL: Board/Community/Staff Relations: Orangefield ISD believes that the school is the heart of the community. OISD is a district where



CAMPUS GOAL: To provide ongoing communication with parents throughout the year



Objective


Person

Responsible

Resources &

Allocations

(PIC)


Parents will receive timely

communication regarding

the performance of their

child. (SW6)

A. Teacher initiated conferences with parents

to discuss progress reports and report cards.

B. Continue campus wide organization

program, students bring folder with weekly

assignment sheet to class daily.

C. Students in grades 1-5 will receive a

progress report the first 3 weeks of the reporting

period.

D. Parents of students in grades K – 5 will

have opportunity to request access to view their

child’s grades through the parent portal.

Teachers

Teachers

Teachers

Director of

Technology

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

2020-2021

2020-2021

2020-2021

2020-2021

Daily communication with

parents. Documentation of

conference. Signed progress

reports and Report Card.

Students will bring folders to and

from school on a daily basis.

Progress Reports will be sent

halfway through each 6 weeks

grading period.

The service will be available to all

parents.

Number of parents

participating will increase.

Parent feedback; teacher

evaluation of the

effectiveness of the

current system.

Parents informed

regarding their students’

progress.

The number of parents

requesting access to parent

portal will increase.


DISTRICT GOAL - Board/Community/Staff Relations: Orangefield ISD believes that the school is the heart of the community. OFISD is a district where

parents and the community are informed, welcome, and vital to the success of our students. The school and the community are partners in the education of

our students and parents are provided multiple opportunities to be involved.


CAMPUS GOAL: To provide ongoing communication with parents throughout the year


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Parents will be notified of

all school activities and

events throughout the

year. (SW6)

A. Teacher letters and newsletters explaining

classroom procedures and expectations, Parent

Orientation, Kindergarten Round-up, and PTA

activities.

B. Parents will have access to the district website.

C. Parents will have access to teacher web pages.

Principal,

Teachers

Director of

Technology

Teachers

Local Funds-

199 (99)

Local Funds-

199 (99)

Local Funds-

199 (99)

2020-2021

2020-2021

2020-2021

Parents will receive timely

communication regarding all

campus events. Sign-in sheets,

copies of announcements and

newsletters will be maintained

and monitored.

Parents will have access to timely

communication regarding all

district events.

Teachers will update classroom

web sites regularly. Parents will

have access to timely

communication regarding

classroom events.

Parents will become more

involved in the education

of their students.


accessing the district web

site will increase.


accessing classroom web

sites will increase.


DISTRICT GOAL – Operations/Fiscal: Orangefield ISD will develop a budget that is balanced and directed toward student success. OISD will have facilities

that are clean, safe, and assure a positive learning environment. Facilities will be maintained to the highest levels by assuring that infrastructure is monitored


and upgraded as appropriate. Technology infrastructure, operations infrastructure, and transportation will be included. Preventative maintenance will be

stressed and new equipment will be efficient and of the highest quality.

CAMPUS GOAL: To provide and maintain safe and orderly facilities for all students


Objective


Person

Responsible

Resources &

Allocations

(PIC)


A safe and orderly

environment will be

maintained at all times.

Attend training on

Restorative Discipline and

implement strategies.

A. Implement “Bobcat Essentials”, for

campus uniformity and safety.

B. Clean problem areas regularly

C. Continue to implement campus Discipline

Management Plan, Bobcat P.R.I.D.E, in accordance

with the Student Code of Conduct and Bobcat

Essentials.

D. Arrange for regular safety checks of campus

and buildings.

All Staff

Custodial

Supervisor

All Staff

Asst.

Principal

Local Funds-

199 (30)

Title funds

211

289 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

211

289 (30)

Local Funds-

199 (30)

Fall of

2020 and

then review

throughout

the year

Check

daily

Fall of

2020 and

review

regularly

Weekly

2020-2021

Campus rules developed and

implemented

Check areas daily and report

concerns or problems

immediately

Bobcat Essentials, campus rules,

and Bobcat P.R.I.D.E. will be

posted and implemented in all

classrooms

Areas will be checked by all

personnel and concerns will be

written up and sent to

maintenance

Increased campus

uniformity and fewer

injuries (documentation in

nurse’s office)

Building cleanliness will

be maintained

Student referrals for bad

behavior will be reduced

Fewer injuries

(documentation in nurse’s

office)



DISTRICT GOAL - Operations/Fiscal: Orangefield ISD will develop a budget that is balanced and directed toward student success. OISD will have facilities

that are clean, safe, and assure a positive learning environment. Facilities will be maintained to the highest levels by assuring that infrastructure is monitored

and upgraded as appropriate. Technology infrastructure, operations infrastructure, and transportation will be included. Preventative maintenance will be

stressed and new equipment will be efficient and of the highest quality.

CAMPUS GOAL: To provide and maintain safe and orderly facilities for all students and to prepare and train all stakeholders in campus emergency

procedures


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Crisis team will receive

annual training updates

related to campus/district

safety procedures;

behavior interventionist

called as needed

Visitors to the campus will

be monitored throughout

the day.

Regular safety checks are

performed on all

playground equipment.

All stakeholders will

know the procedures to

use in the event of an

emergency.

The campus will utilize

Threat Assessment Teams

on each campus.

A Safety procedures will be developed,

implemented, and enforced by all staff.

A. Staff will monitor all visitors to the

building. Photo IDs using the Raptor system will be

required to enter the instructional area. The gate

between the old and new buildings in the parking lot

area will remain locked during school hours.

Parents will remain in vehicles during afternoon pick-

ups.

A. Maintain existing playground equipment, add

additional equipment, and maintain cleanliness.

A. Schedule fire and disaster presentation and

conduct fire and disaster drills.

A. Threat assessment team is developed and

implemented for safe and supportive school programs

as required by SB 11 (2019)

Special

Programs

Director

Staff

Asst.

Principal/

Teachers

Asst.

Principal

Principal,

Dir. of

Support Svc.

Local Funds-

199 (23)

IDEA B

Funds 224

Local Funds-

199 (30)

Title IV funds

289

Local Funds-

199 (30)

Local Funds-

199 (30)

Local funds

199 (30)

Title IV funds

289

Aug 2019

2020-2021

2020-2021

Monthly

2020-2021

2020-2021

Safety procedures developed

Visitor monitoring procedures in

place

Existing playground will be

inspected periodically and repairs

will be made as needed

Assistant Principal conducts fire

drills and reviews records of fire

safety presentation for all

students. Disaster drills will be

scheduled to familiarize staff and

students with procedures.

Ongoing meetings with

counselors and principals.

The number of discipline

referrals and restraints will

be reduced when

compared to school year

2017-2018.

There will be no

unauthorized visitors on

campus at any point

during the day. Afternoon

pick-ups will operate

smoothly.

Decreased number of

accidents due to

equipment issues.

Disaster and Fire Drills

conducted in safe and

orderly fashion in a

maximum exit of three

minutes

Review of threat

assessment team

meetings/notes.







CAMPUS GOAL: To reward students for appropriate behaviors


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Students will be

recognized on a regular

basis for proper behavior.

A. Continue “Student of the Week” program.

B. Recognize students who represent Bobcat

P.R.I.D.E. each six weeks to encourage self-

discipline and courtesy towards others.

Teachers

Teachers/

Staff

Local Funds-

199 (99)

Activity Funds

Weekly

2020-2021

2020-2021

Teachers will develop a way of

honoring each child for at least

one week during the school year.

One student from each homeroom

will be recognized each six weeks

with a Bobcat P.R.I.D.E. brag tag

and celebration.

All students have been

recognized at least once

during the year.

Improved student behavior







CAMPUS GOAL: All students will receive technology-based instruction.


Objective


Person

Responsible

Resources &

Allocations

(PIC)



All students will have

access to technology-

related services. (SW2)

Plans for long-range and

immediate technology

needs will be formulated

annually. (SW1)

A. All students, PK-5, will have access to a

computer lab and all classes will have access to Smart

Board technology.

B. Schedule technology director on campus as

needed.

A. Curriculum Director will chair the

Technology Committee and oversee the

implementation of the Technology Plan.

B. Teachers will utilize available technology

such as, Box Lights, iPads, and Chromebooks, to

facilitate instruction throughout the year.

C. Ensure that all computers are in working

condition

Principal

Technology

Director

Curriculum

Director

Teachers

Technology

Director

Local Funds-

199 (30)

Title funds

211

Local Funds-

199 (30)

Local Funds-

199 (30)

Local Funds-

199 (30)

Title funds

211

Local Funds-

199 (30)

Title funds

211

2020-2021

2020-2021

2020-2021

2020-2021

2020-2021

Principal will review computer

class schedule to ensure

maximum instructional time for

all grades PK-5

Technology Director will be

available to assist staff as needed.

Progress of implementation of

District’s Technology Plan to

dates identified within plan

Technology will be used by all

teachers annually.

Work orders for repairs

Revised schedule will

reflect more time in

computer lab, Lesson

plans; increased number

of student products

Technology concerns

resolved in a timely

fashion.

Technology Plan

implemented according to

time lines. District will be

set up to deliver

instruction using

technology.

Classroom visits will

show evidence of

increased use of

technology by classroom

teachers.

All computers are in

working condition and

usable by students and

staff.


DISTRICT GOAL– Personnel/Leadership: Orangefield ISD believes that the teachers and staff members in the district are the key to the success of our students.



be considered.

CAMPUS GOAL: To provide all teachers will opportunities for staff development and personal growth



Objective

Strategy & Initiative Person

Responsible

Resources &

Allocations

(PIC)


All staff members will

attend workshops and

conferences in order to

improve the leadership,

academics, discipline and

culture of the campus.

(SW 3, 4, 5)

A. Administrators will attend seminars and

workshops, as appropriate to improve management,

leadership skills, academics, and conferences dealing

with legal issues.

B. Teachers will be encouraged to attend

professional workshops.

C. Staff development time will be used to

familiarize staff with new and innovative techniques

for improving instruction.

D. Provide opportunities for G/T teachers to

attend selected workshops, especially in the areas of

science and social studies.

E. Selected teachers will attend workshop

training for dyslexia.

F. Staff development sessions will be offered in

CPR and First Aid, also in Handle with Care for

selected staff members.

Principal

Principal

Principal

Principal

Special

Programs

Director

Special

Programs

Director

Local Funds-

199 (30)

Title Funds

211, 255

Local Funds-

199 (30)

Local Funds-

199 (30)

Title funds

211

Local Funds-

199 (21)

Local Funds-

199 (37)

Local Funds-

199 (30)

Title Funds

289

2020-2021

2020-2021

2020-2021

2020-2021

2020-2021

2020-2021

Administrators will attend

leadership training provided by

the District.

Teachers will attend

subject/grade-related workshops.

Staff development training

schedule, evaluation sheets, and

lesson plans.

Training schedule, evaluation

sheets, and lesson plans.

Interview teachers to determine

who would benefit from Dyslexia

Training

All required personnel will attend

the required workshops.

Training schedule

Sign-in sheets

Administrator’s certificate

of completion

Certificates of completion;

evidence of

implementation

Training schedule,

evaluation sheets, and

lesson plans.

Training schedule,

evaluation sheets, and

lesson plans.

Interview teachers to

determine who would

benefit from Dyslexia

Training

All required personnel

will attend the required

workshops.

Training schedule

Sign-in sheets


DISTRICT GOAL - Personnel/Leadership: Orangefield ISD believes that the teachers and staff members in the district are the key to the success of our students.



be considered.


CAMPUS GOAL: To employ teachers and aides who meet the “highly qualified” requirements mandated under ESSA


Objective


Person

Responsible

Resources &

Allocations

(PIC)


All employees will meet

the ESSA “highly

effective” requirement.

(SW 3, 5)

A. Instruction will be provided by highly

effective, professional teachers, who meet, or who

will meet the standards prescribed in ESSA.

B. Teachers will be assisted by

paraprofessionals who meet or who will meet the

standards prescribed in the ESSA Act of 2001.

Paraprofessionals will be provided training and

successfully complete the assessment administered by

Region V Education Service Center.

C. The Site-Based Decision-Making Committee

will serve as a clearing house for professional

development activities with all staff having

input into types of professional development to

be offered. Principals, paraprofessional,

teacher, and parents will participate in the

training to the maximum extent possible.

D. Participate in job fairs at ESC Region 5 and

local area universities to recruit and retain

highly effective teachers.

Principal

Principal

SBDM

Committee

Principal

All fund

sources

Local funds

199 (30)

Title funds

211

IDEA B funds

224, 225

Local funds

199 (99)

Title funds

255

2020-2021

2020-2021

2020-2021

2020-2021

Conduct review of qualifications

through SBEC.

Conduct review of qualifications

through Human Resources.

The SBDM Committee will

recommend staff development

activities.

Recruitment documents, visits to

job fairs and universities.

All existing and new

teachers meet the

standards prescribed in the

ESSA.


paraprofessionals meet


ESSA.

The SBDM Committee

will approve all staff

development activities.

Staff survey regarding

quality of professional

development activities


paraprofessionals meet


ESSA.


DISTRICT GOAL: Personnel/Leadership: Orangefield ISD believes that the teachers and staff members in the district are the key to the success of our students.



be considered.


CAMPUS GOAL: To employ teachers and aides who meet the “highly effective” requirements mandated under ESSA


Objective


Person

Responsible

Resources &

Allocations

(PIC)


SBDM will meet during

the spring to evaluate

applicant profiles and job

descriptions and develop

the district equity plan

A. Site-Based Committee will be consulted on

qualifications most desirable for personnel.

B. An applicant profile will be developed and

used when hiring new staff.

C. Selected teachers will be assigned to

orientation sessions and/or mentors.

D. Promote friendly, accepting environment for

new employees.

E. Grade level committee will be used to hire

new employees when available.

Principal

Principal

Principal

Staff

Principal

Local Funds-

199 (99)

Local Funds-

199 (99)

Local Funds-

199 (30)

Local Funds-

199 (30)

Local funds

199 (99)

2020-2021

2020-2021

2020-2021

2020-2021

2020-2021

SBDM team will evaluate job

descriptions annually.

Applicant profile sheets will be

reviewed to find the most

qualified applicants

Mentors/mentees will attend all

training sessions throughout the

year

New staff members will receive 3

additional days of orientation to

OISD.

Grade level committee will

interview potential hires and help

decide on the best fit for our

campus.

Minutes of meetings

Highly effective

applicants will be hired in

all instructional areas

Sign-in sheets from

required meetings will be

evaluated.

Review at the end of year

to ensure that the level of

guidance and support has

been adequate.

Retention of new hires for

the following school year.







CAMPUS GOAL: To implement a three-tiered plan for all students in K-4th grade, with an emphasis on Reading and Math intervention strategies.


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Interventions for

struggling students in

Reading and Math will be

implemented and assessed

throughout the year,

including students

identified as homeless.

(SW9)

Monitor the use and

documentation of RTI

strategies for students

referred for special

education evaluation.

A. RTI labs consisting of a variety of technology-

based interventions and programs will be set-up and

utilized as needed. Certified interventionists will run

the labs.

A. Appropriate checklists and forms will be

used to document the need for interventions

and/or a referral to Special Education.

RTI Teachers

RTI Teachers

Title Funds-

211(30)

Local funds

199 (11)

Local Funds-

199 (30)

Title funds

211

2020-2021

2020-2021

All identified students will be

served during a 30 min. pull-out

program.

Teachers will use appropriate

documentation strategies for

identified students.

Number of students

dismissed from Tier II

following interventions

will increase.

Students receiving

services will meet criteria

for the RTI program.


DISTRICT GOAL - Personnel/Leadership: Orangefield ISD believes that the teachers and staff members in the district are the key to the success of our students.




be considered.

CAMPUS GOAL: Campus administrators will attend regular leadership training sessions throughout the year


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Campus administrators

will attend leadership

training sessions.

(SW4)

District leaders will work

collaboratively to continue

the retreat/workshop to

focus on improving

reading and math

performance.

A. Leadership training sessions that focus on

relevant issues (improving reading and math

performance, leadership skills, special

education legalities, etc.) will be scheduled as

needed.

A. An annual administrator retreat will be held

prior to the first day of instruction.

Superint.

Superint.

Local Funds-

199 (30)

Title Funds

255

IDEA B funds

224

Local Funds-

199 (30)

Title funds

255

2020-2021

August

2020

Campus administrators will attend

and participate in leadership

trainings/discussions. New

strategies will be implemented as

needed.

All administrators will attend and

participate in the annual retreat.

Campus administrators

will be better informed

and prepared to meet staff

and student needs.

Administrators will be

better prepared and more

informed about District

needs and goals; feedback

will be solicited.



DISTRICT GOAL - Board/Community/Staff Relations: Orangefield ISD believes that the school is the heart of the community. OFISD is a district where

parents and the community are informed, welcome, and vital to the success of our students. The school and the community are partners in the education of

our students and parents are provided multiple opportunities to be involved.

CAMPUS GOAL: Orangefield Elementary students will utilize the Orangefield/Cormier Museum


Objective


Person

Responsible

Resources &

Allocations

(PIC)


Students will visit the

Cormier Museum

.

Parent information

meetings will be

scheduled at least annually

(SW6)

A. Orangefield Elementary students will utilize the

Orangefield/Cormier Museum to learn more

about the history of our community. (2)

A. Annual Parent Information Meetings will be

conducted to keep parents abreast of school

funding and activities.

.

Teachers

Director of

Curriculum

Local Funds-

199 (30)

Title I Funds-

211

2020-2021

2020-2021

Teachers will document the field

trip in their plans. Teachers will

provide input regarding the

success of the trip.

Meeting will be scheduled to

align with open house

Students will be better

informed about the history

of their community.

Agenda and sign in sheets



DISTRICT GOAL: Student: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a




CAMPUS GOAL: The percent of 3rd grade students that score Meets Grade Level or above on STAAR Reading will increase from 46% to 55% by June

2024. Measurable



Person Responsible Resources &

Allocations (PIC)


The percent of PK

students that score On

Track on the CIRCLE

EOY/Wave 3

Assessment will

increase to 90% in 2021 (Early Childhood Literacy

Board Outcome Goal).

The percent of

Kindergarten students

that score at the

targeted benchmark

level in reading

comprehension on the

state recommended

early literacy diagnostic

screener will increase

annually (Early

Childhood Literacy Board

Outcome Goal).

The percent of 1st - 2nd

grade students that

score Developed in

reading comprehension

on the TPRI EOY

Assessment will

increase to 81% in

2021(Early Childhood

Literacy Board Outcome Goal).

PK teachers will receive ongoing training

in the use of CIRCLE.

Kindergarten teachers will receive

ongoing training in the TEKS and will

keep a curriculum notebook for quick

reference.

First and second grade teachers will

receive ongoing training in the TEKS and

will keep a curriculum notebook for

quick reference.

Director of

Curriculum and

Campus Principals

Director of

Curriculum and

Campus Principals

Director of

Curriculum and

Campus Principals

Local funds 199 (34)

Title funds 211, 255





2020-2021

2020-2021

2020-2021

Comparison of BOY

and MOY CIRCLE

assessments

Student progress will

be tracked and

student growth will

be monitored.


be tracked and

student growth will

be monitored.

90% of PK students will

score On Track on the

CIRCLE EOY/Wave 3

Assessment.

Students will show growth

by year end.


by year end.



DISTRICT GOAL: Student: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a




CAMPUS GOAL: The percent of 3rd grade students that score Meets Grade Level or above on STAAR Math will increase from 44% to 53% by June 2024.

Measurable



Person Responsible Resources &

Allocations (PIC)


PK students in math on

the CIRCLE EOY

Assessment will

increase proficiency

levels to an average raw

score of 23 in 2021. (Early Childhood Math Board Outcome Goal).

The percent of

Kindergarten students

that score 76% or above

in early numeracy on

Renaissance Learning’s

Star Early Literacy

Assessment will

increase to 44% in 2021 (Early Childhood Math

Board Outcome Goal).

The percent of 1st - 2nd

grade students that

score within the 75th

percentile on

Renaissance Learning’s

Star Math Assessment

will increase to 45% in

2021(Early Childhood

PK teachers will receive ongoing training

in the use of CIRCLE.

Kindergarten teachers will receive

ongoing training in the TEKS and will

keep a curriculum notebook for quick

reference.

First and second grade teachers will

receive ongoing training in the TEKS and

will keep a curriculum notebook for

quick reference.

Director of

Curriculum and

Campus Principals

Director of

Curriculum and

Campus Principals

Director of

Curriculum and

Campus Principals







2020-2021

2020-2021

2020-2021

Comparison of BOY

and MOY CIRCLE

assessments


be tracked and

student growth will

be monitored.


be tracked and

student growth will

be monitored.

90% of PK students will

score On Track on the

CIRCLE EOY/Wave 3

Assessment.


by year end.


by year end.


Math Board Outcome Goal).



DISTRICT GOAL - Operations/Fiscal: Orangefield ISD will develop a budget that is balanced and directed toward student success. OISD will have

facilities that are clean, safe, and assure a positive learning environment. Facilities will be maintained to the highest levels by assuring that infrastructure is

monitored and upgraded as appropriate. Technology infrastructure, operations infrastructure, and transportation will be included. Preventative maintenance

will be stressed and new equipment will be efficient and of the highest quality.

CAMPUS GOAL: Orangefield Elementary will design and implement an effective bullying prevention policy and work with all stakeholders to help all students feel safe at

school. .

Measurable

Performance

Objective


Person

Responsible

Resources &

Allocations


The district will

implement a policy

concerning bullying of

a student as required by

TEC 37.0832(d)(2)

District policy concerning bullying of a student will be

reviewed annually.

Claims of retaliation will be investigated, documented,

and addressed appropriately.

Parent/Guardian of an alleged victim of bullying will be

notified on or before the third business day after the

date of the incident is reported.

Parent/Guardian of the alleged bully will be contacted

within a reasonable time after the incident (within the

week).

Students will receive information on the actions to

obtain assistance and intervention in response to

bullying.

Available counseling options will be considered for a

student who is a victim of or witness to bullying or who

engages in bullying.

Superintenden

t

Principal/Asst.

Principals

Principal/Asst.

Principals

Principal/Asst.

Principals

Principal/Asst.

Principals

Principal,

Counselor

Local/State

Funds (199)

Local/State

Funds (199)

Local/State

Funds (199)

Local/State

Funds (199)

Local/State

Funds (199)

Federal Funds

(TITLE IV)

Local/State

Funds (199)

July of

each year

2020-21

2020-21

2020-21

2020-21

2020-21

Policy description

Records of reported retaliation

will be kept

Date of reported incident(s) and

parent contact will be recorded

Date of reported parent contact

will be recorded

Information will be provided on

district website, in student

handbook, and through student

training/ outside presenters.

Counselors will keep records of

sessions.

Policy is in board manual

Records of reported

retaliation will be

reviewed

Date of reported

incident(s) and parent

contact will be reviewed

Date of reported parent

contact will be reviewed

Website and handbook

will contain information

for students to obtain

assistance

Counseling records will be

reviewed.


The school website will have a link to report bullying

anonymously.

Administrators will use the district investigation and

reporting form when determining whether the reported

incident of bullying occurred. The form will be sent to

the Director of Special Programs where it will be

maintained for a minimum of five years.

Discipline will not be imposed upon students who are

found to be a victim of bullying who on the basis of that

used reasonable self-defense in response to the bullying.

Discipline for bullying of a student with disabilities will

comply with applicable requirements under federal law,

including the IDEA.

Superintenden

t

Director of

Technology

Principal

Director of Sp.

Programs

Assistant

Principals

Principal,

Asst.

Principals,

Director of Sp.

Programs

Local/State

Funds (199)

Local/State

Funds (199)

Local/State

Funds (199)

Local/State

Funds (199)

2020-21

2020-21

2020-21

2020-21

Website link will be reviewed.

Investigative forms will be sent to

the Director of Sp. Programs

Review of discipline records by

campus admin.

Review of discipline records by

campus admin.

Active link on website

Review of submitted

investigative forms

Discipline records will

show no discipline for

those students who used

self-defense in this

manner

Discipline records will

show disciplinary

measures that comply with

federal law, including

IDEA.

Appendix A—School wide Program Components

Section 1114 of Public Law 107-110 (No Child Left Behind Act of 2001/ESSA of 2015) requires schools implementing a school wide program using ESEA,

Title I Funds - 211 to develop or amend a plan that describes how the school will implement the components of a school wide program described in Section

1114(b) of the Act. Those components are (SW#):

1. A comprehensive needs assessment of the entire school;

2. School wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic

achievement (STAAR);

3. Instruction by highly qualified teachers;


4. A high quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel,

parents, and other staff;

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

6. Strategies to increase parental involvement;

7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs;

8. Measures to include teachers in the decisions regarding the use of academic assessments;

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standard required

by the State shall be provide with effective, timely additional assistance; and

10. Coordination and integration of Federal, State, and local services and programs.

This plan addresses the ten required school-wide program components. The committee strongly feels that our campus is in compliance with the Every Student

Succeeds Act requirements.

The school administrative staff, teachers, and counselors will provide individual student academic assessments results in a language the parents can understand

including an interpretation of those results, to the parents of a child who participated in the academic assessments required by the State. Results together with

an explanation will be sent to parents. Parents of students who are not meeting expectations will be asked to meet with the student’s teacher for a one-on-one

parent-teacher conference.

Appendix B—State Compensatory Education Budget

6100 Payroll Costs FTEs Amount

Teachers/Staff 4.1204 $155,629.90

Totals 4.1204 $155,629.90

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