Milton Cooper Elementary School - Spring High School Person - Leticia Gonzalez, Principal Teacher -...

2016-2017

Elementary

Campus Improvement Plan

To Be Completed by Central Administration

Reviewers: Final Approval Date:

Name Status Name Status Name Status Name Status

Milton Cooper Elementary School

Campus Mission Statement

Cooper Elementary School will be recognized for creating a culture of learning to

produce innovative citizens for a global community.

Campus Vision Statement

Cooper Elementary will prepare, empower and produce life-long learners that exhibit appropriate social skills

and achieve academic success.

2016-2017 Site-Based Decision Making Committee

Roster & Meeting Dates

2016-2017 Meeting Dates

Location Date Meeting Time Cooper Elementary June 23, 2016 10:00 a.m.

Cooper Elementary July 12, 2016 10:00 a.m.

Cooper Elementary October 17, 2016 3:30 p.m.

Cooper Elementary December 5, 2016 3:30 p.m.

Cooper Elementary February 27, 2017 3:30 p.m.

Cooper Elementary April 10, 2017 3:30 p.m.

Cooper Elementary May 15, 2017 8:30 a.m.

Required Position Committee Member Name Chair Person - Leticia Gonzalez, Principal

Teacher - Kathy Cromwell

Teacher - Shelinta Perez

Teacher - Shanna Bass

Teacher - Melissa McKee

Teacher - Lana Kennedy

Non-Teaching Professional - Michelle Lee

Parent – Lisa Palomba

Parent – Rhonda Chism

District Representative - Maria Solis

Community Member - Marcos Oliver

Business Partner - Carlos Mendoza

2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

1 2016-2017 Comprehensive Needs Assessment Summary

Data Sources Reviewed: Assessment Data: 2015-2016 STAAR & TELPAS Results/DRA/District Checkpoints/Eduphoria/Academic Excellence Indicator System (Trend Data)

15-16 CIP and Campus Needs Assessment

Attendance Rates: Absences/Perfect Attendance/Tardies/Leave Early/Staff Attendance Reports

Surveys: K12 Insight Teacher and Parent Survey/2015-2016 Campus Teacher Survey

Intervention Data: RtI Minutes/Intervention Schedules/Lesson Plans/504 Plans/SPED Evaluations/Tier II & Tier III Documentation

Teacher Data: Summative Evaluation/Observations/Goal Setting & Staff Development Plans/Manning Table/District Developmental Walks

Staff Development: Sign-In Sheets/Workforce Development Calendars/Summative Evaluation/District Developmental Walks

Curriculum: District Scope and Sequence/DFA Blueprints/STAAR Release Test

Technology: STaR (School Technology and Readiness) Chart/2015-2016 Campus Teacher Survey

Area Reviewed Summary of Strengths

What were the identified

strengths?

Summary of Needs

What were the identified needs?

Priorities

What are the priorities for the campus,

including how federal and state program funds

will be used? Demographics

1. Cooper serves approximately 820 students.

2. Average daily attendance rate is 97.7%.

3. Student Groups consist of: Hispanic – 58% African American – 34% Asian – 3% White – 2% American Indian – 1%

4. Stable and experienced staff.

Hispanic population and ELL population increased by 2% (42%)

Student Mobility Rate increased by 1% (14.3%)

Low number of identified GT students (3%)

Number of identified Special Education students increased by 1.5 points (7%)

85% Economically Disadvantage

61% students identified At-Risk

Address the needs of all students, with an emphasis on ELL and SPED students, through the implementation of Really Great Reading strategies. (Title I Budget$1,500 Budget Code: 6117)

Student Achievement

Preliminary Index 1 calculations indicate growth of 6 points from 78% to 84%

STAAR Science results indicate a growth of 14 points from 79% to 93%

STAAR Reading results indicate a growth of 5 points from 79% to 84%

STAAR Math results indicate 85% mastery in 3-4-5

5th STAAR Math indicate 98% Mastery

Mastery of STAAR Writing only grew 5 points, 70% to 75%.

Gap between African American and Hispanic students in 3rd Reading- 20 points; 4th Writing- 18 points, 3rd Grade Math-25 points and 4th Math-21 points as measured by STAAR.

Percent of students achieving Level III Mastery on any STAAR tested content is less than30%.

Ensure assessments and data collection are calibrated to meet the requirements of STAAR assessments. (No funding needed)

Utilize Continuous Improvement Process for all data analysis. (No funding needed)

Focused planning, PLC and Professional Development to address this priority. (Title 1 Budget: $4,350 Budget Codes:6411)














strengths?

Summary of Needs


Priorities



will be used? Bilingual/ELL students showed a 25-

point gain in 3rd Math and 10-point gain in 5th Math as measured by STAAR

African American students showed a 22- point gain in 3rd Math; 22-point gain in 5th Reading and 25-point gain in 5th Math as measured by STAAR

100% of 5th Grade Bilingual/ELL students met standard in math as measured by STAAR.

83% of 5th Grade Bilingual/ELL students met standard in reading as measured by STAAR.

End of Year DRA results indicate the following student mastery levels:

85% Kindergarten

88% 1st Grade

88% 2nd Grade

End of Year TELPAS results indicate a drop of 26% of the cohort group of students that moved from 2nd to 3rd Grade in showing at least one proficiency level of growth. (79% to 53%)

End of Year TELPAS results indicate that 5% of the cohort group of students that moved from 1st to 2nd and 4th to 5th made at least one proficiency level of progress.

Support early literacy in primary grades through At-Risk Intervention Teacher (Title 1 Budget $60,880.67 Budget Code: 6119)

Support literacy in intermediate grades through At-Risk Intervention Teacher (Title 1 Budget $65,490.15 Budget Code: 6119)

Utilize Literacy Coach to strengthen literacy in grades 1-5 (Title 1 Budget $65,000 Budget Code: 6119

Provide support to all ELL students through the addition of 3 teaching positions

(Title III Budget $178,350 Budget Code: 6119)

Provide support to all Math teachers through the hiring of a Math Coach (Title 1 Budget $65,000 Budget Code: 6119)














strengths?

Summary of Needs


Priorities



will be used? School Culture and

Climate

Teacher Survey Results:

95.8% of teachers know what is expected of them at work.

90.1% of teachers feel they have one or more team members they can trust and depend on.

88.6% of the teachers feel they have the opportunity to do their best every day.

Safe and welcoming culture in classrooms and campus with use of CHAMPS

Variety of extracurricular activities offered to students

Teacher Survey Results:

11.4% of teachers feel their opinion does not count.

9.9% of the teachers feel they have not received recognition or praise for doing good work.

Implement once a month Team Talks with Administrators to be guided by concepts discussed in Fish! A Remarkable Way to Boost Morale and Improve Results (No Funding Needed)

Continue to implement CHAMPS (No funding needed)

Staff Quality/

Professional

Development

Stable staff

All staff is Highly Qualified

100% of staff is ESL certified

Strong teacher support systems through Team Leaders, Instructional Leaders and Administrators to support curriculum, instruction,

Implementation of balanced literacy components in the intermediate grade levels.

As a result of District Developmental Walks, we identified a need to expand the concept of differentiation built into the design of lesson/activities.

Additional balanced literacy professional development in the intermediate grade levels by Literacy Coach and Intermediate At-Risk Intervention Teacher (Title 1 Budget $126,370.82 Budget Code: 6119)

Provide staff development in Multiple Response Strategies by Workforce Development (No Funding needed)














strengths?

Summary of Needs


Priorities



will be used? intervention and classroom management

Curriculum, Instruction

& Assessment

Continuous on-site literacy staff development is offered throughout the year for primary teachers.

Faculty and staff maintain high expectations through data analysis to ensure student achievement.

Improved Collaborative Student Support Process (CSSP) process and procedures.

Implementation of the 6 Syllable Curriculum.

Strong intervention for struggling students with push-in intervention and additional time with the strongest instructors

Implementation of balanced literacy components in the intermediate grade levels with fidelity.

Increase teacher expertise and implementation of 6 Syllable Curriculum.

Continue to focus on improving more specific and detailed CSSP processes and procedures.

Lack of consistency in the implementation of the campus GT program.

Provide intermediate Language Arts teachers with ongoing support through monthly balanced literacy classes and 1:1 coaching. (Title 1 Budget $126,370.82 Budget Code: 6119)

Provide ongoing staff development and coaching on 6 Syllable Curriculum. (No Funding Needed)

Continue to collaborate through PLC meetings to discuss and implement best practices (No Funding Needed)

Organize a campus GT team to address the guidelines, procedures and oversee the implementation of the GT program. (No Funding Needed)

Family and Community

Involvement

Parent Survey Results:

90% of parents surveyed are satisfied with the overall quality of our school.

Grade level programs.

Provide parents with opportunities to gain skills in supporting their children’s social and academic needs.

Increase the amount of parental participation.

Create a Parent Academy to educate parents addressing student needs: academics, social and career paths. (Title 1 Budget $450 Budget Code: 6399)














strengths?

Summary of Needs


Priorities



will be used? Successful Parent Conference Day,

Meet the Teacher and Curriculum Nights.

Communication through parent letters and school website is in both languages (English and Spanish).

Extracurricular activities are well attended.

Amount of parent participation in PTO is less than 50%.

Increase opportunities for community involvement.

Increase the amount of parental participation through opportunities coordinated by campus and establishing an active PTO. (PTO Funding)

Create campus committees to involve community members by participating in a campus college fair and career fair. (Title 1 Budget $300 Budget Code: 6399)

School Context and

Organization

Teachers know what is expected of them at work.

Staff build professional and personal relationships, making Cooper a positive place to work.

Scheduled tutorials after school

Mentor Teachers

Administrative Leadership Team conducts weekly walk throughs

District Developmental Walk Throughs

Variety of extracurricular activities offered to students (Basketball, Volleyball, Author Club, Book Club,

Lack of time for teachers to collaborate in every grade level to enhance communication.

Lack of communication between General Education and Special Education teachers.

Continue to focus on improving more specific and detailed CSSP processes and procedures.

Continue a collaborative and consistent PLC (Professional Learning Community) in every grade level.

(No Funding Needed)

Utilize Stetson & Associate Representative to analyze and create a Master Schedule that is conducive to collaboration between Special Education staff and General Education teachers. (No Funding Needed)














strengths?

Summary of Needs


Priorities



will be used? Math Club, LEGO Robotics Club, Cheerleaders, Art Club, Music Club)

Technology

Two computer labs, document cameras, eClickers, Mobi View, two laptop carts, SMART boards and teacher laptops

Implementation of technology as a tool for instruction.

Lack of student ability to use technology

Staff development on relevant technology.

Lack of technology in classrooms.

Staff development on implementation of technology as a tool for instruction through Workforce Development. (No Funding Needed)

Hire a Technology teacher to address student needs with extra position allocated by district for Specials. (Staffing Allocation – Manning Table)

Purchase 186 Amazon Fire Tablets & Cases (6 per ELA/SLA Teacher and Primary)

(Title 1 Budget $10,706.47 Budget Code: 6397)

Is your Campus Title I: Spring Independent School District

YES NO 2016-2017

Campus Name: _____Milton Cooper Elementary___ Principals Name: _____Leticia Gonzalez_______________

Page 1 of 21

Spring ISD Imperative: Reach Every Student

Campus Goal 1: Staff will implement school-wide reform strategies to identify struggling students and ensure the learning needs of all students are met so that 80% meet standard in Writing, 90% meet standard in Reading and 90% meet standard in Math as measured STAAR.

Campus Performance

Challenge (Priorities)

Action Steps to Address Performance Challenge(s)

Title I School-Wide Components

Campus Staff Responsible

Resources Needed

Timeline for Actions

Evidence of Progress

In each row, capture the critical challenge your school faces (what problem are you trying to solve?).

List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goals.

For each action, list the Title I component that is addressed through the action.

For each action, list the

person responsible for

ensuring the action is

completed. Organized

actions by groups. Who

will perform the action?

For each action, list the resources, estimated cost and funding source to ensure the action is completed

For each action, provide a timeline for completing the action (when) Sequence the interventions, activities, etc.

Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for review.

1. Increase student performance in Reading, Writing and Math by 10%, with a focus on AA students.

A. Enhance instruction by utilizing Empowering Writers, Step Up to TEKS and Thinking Maps to improve student writing success.

CNA SRS ASD

Administration Teachers

$1,900.00 for materials Title 1 Budget Code: 6321 No FTE Required

August 2016- May 2017

End of Year Assessment: STAAR Writing 2017 results

B. Implement a multisensory approach to grammar and phonics instruction, with an emphasis on ELL and SPED students in 2nd-5th grades.

CNA SRS ASD PD

Administration Instructional Coaches

$1,500 for materials Title 1 Budget Code: 6321 No FTE Required


End of Year Assessment: STAAR Writing 2017 results

D. Organize a campus GT Committee to address the guidelines and oversee the implementation of the GT program.

CNA ASD

Administration GT campus representative

No cost associated No FTE Required


End of Year Assessments: STAAR 2017 results DRA, iStation Lesson Plans GT Comm. Sign In Sheets

E. Provide identified students with individualized small group pull-out learning sessions based on ongoing assessment.

CNA TDA ASD

Administrators Instructional Specialists Title 1 Teachers

$126,370.00 Title 1 Budget Code: 6119 2 FTEs required


End of Year Assessments: STAAR 2017 results DRA iStation Primary Assessments


YES NO 2016-2017


Page 2 of 21

F. Purchase 6 tablets for every ELA/SLA and primary teacher to enhance instruction through technology.

CNA Administrators ELA/SLA & Primary Teachers

$10,706.47 Title 1

Budget Code:2116-13-120-30-51-6397.00

August 2016 End of Year Assessments: STAAR 2017 results DRA iStation Primary Assessments


YES NO 2016-2017


Page 3 of 21

Spring ISD Imperative: Excellence in Every School

Campus Goal 2: Utilize Continuous Improvement Process for all data analysis so that 85% of students show a minimum of 5% growth as measured by campus, state and district assessments that occur throughout the year.

Campus Performance





Resources Needed






For each action, list

the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?

For each action, list the resources, estimated cost and funding source to ensure the action is

completed



Process to review data on all students with a focus on students not meeting standards.

A. PLC: Conduct data analysis of assessments to identify struggling students that need focused attention.

CNA TDA ASD

Administrators Instructional Specialists Team Leaders Teachers




B. Continue district/ school Collaborative Student Support (CSS) Process.

CNA TDA ASD

Administrators

Student Support

Sp.

CSS Committee Teachers


August 2016- May 2017 Every last Wednesday of the Reporting Period, or as needed by individual student

CSS Tier I, II, III data per 9 weeks SPED Referrals


YES NO 2016-2017


Page 4 of 21

Spring ISD Imperative: Excellence in Every School

Campus Goal 3: During the 2016-2017 school year, 97% of all students will increase their attendance by 1%.

Campus Performance





Resources Needed







the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?


completed



Increase the daily attendance rate of students.

A. Attendance Incentives

for all grade levels with highest attendance rates and individual students/teachers.

CNA TDA ASD

Administrators Attendance Committee

Daily Attendance Reports $1500

Budget Code:2116-11-120-30-51-6399.00 Attendance Incentives Awards/Trophies/Medals Teacher Incentives Certificates Title I (Code 6399) $1,000



B. Implementation of daily tracking of students/teachers absences to verify correct reporting.

CNA TDA ASD

Administrators

Registrar Teachers

August 2016- May 2017 Every last Wednesday of the Reporting Period, or as needed by individual student

CSS Tier I, II, III data per 9 weeks SPED Referrals


YES NO 2016-2017


Page 5 of 21

Spring ISD Imperative: High Performance from Every Employee

Campus Goal 4: Ensure staff is prepared to address the needs of all learners in order to increase student performance on STAAR in Writing, Reading and Math by 5 percentage points, and close performance gaps for African American students by 10 percentage points.

Campus Performance





Resources Needed




List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goal.



the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?


completed



Close performance gaps between AA and Hispanic students.

A. Provide coaching and monthly support sessions for effective implementation of balanced literacy in all grade levels.

CNA HQS PD SAT ASD

Literacy Coach (District) Instructional Specialist

No cost associated No FTE required

August 2016-May 2017 Every 1st and 3rd Wednesday of Month

Agenda Sign In Sheets Lesson Plans Walkthroughs

B. Designated Staff members will attend Texas Women's University Reading Recovery and K-6 Literacy Institute.

HQS PD

Principal $1,550 Title 1 2116-13-120-30-51-6411.00 (2 Teachers)

November 7-8, 2016

End of Year Assessments: STAAR 2017 results EOY Assessments

C. Pre-K and Kindergarten teachers will attend Harris County Department of Education (HCDE) Early Childhood Winter Conference.

HQS PD

Principal $850 Title I 2116-13-120-30-51-6411.00 (7 Teachers)

January, 2017 End of Year Assessments: DRA iStation Primary Assessments


YES NO 2016-2017


Page 6 of 21

E. Require ESL

Certification of all

professional staff to

support ELL learners.

CNA HQ

Administrators Title III Funds

$120 per ESL Test

$77 per certification

August 2016-May 2017

Manning Table TELPAS 2017 STAAR 2017

F. Four designated Science

teachers will attend the

Conference for the

Advancement of Science

Teaching (CAST).

PD HQS

Principal $2,000 Title I 2116-13-120-30-51-6411.00 (4 Teachers)

November 10-12, 2016

End of Year Assessments: STAAR 2017 results EOY Assessments

G. Technology teacher will

attend the Texas

Computer Education

Association (TCEA)

Conference.

PD HQS

Principal $1,200 Title I 2116-13-120-30-51-6411.00 (1 Teacher)

February 6-10, 2017

Lesson Plans Walk Throughs Student Products

H. Counselor will attend

the Professional School

Counselor Conference.

PD HQS

Principal $850 Title I 2116-13-120-30-51-6411.00 (1 Counselor)

February 12-14, 2017

Discipline Reports by reporting period

Ensure a safe environment for students and staff members

A. Create an atmosphere of Safety and Security for staff and students by creating and training staff members on an effective campus Crisis Management Plan.

CNA HQS CSP

Campus Crisis Management Team led by Campus Safety Officer


Training-August 2016 Crisis Plan Implemented August 2016-May 2017

Campus Crisis Plan Drill Reports Discipline Reports OSS/ISS Reports

B. Implement CHAMPS school wide to promote staff and student relations.

CNA PD

ASD HQS SRS

Administration CHAMPS TOT Teachers

CHAMPS TOT


Office Referrals by Reporting Period Trained Roster CHAMPS Sign In Sheets Walkthroughs


YES NO 2016-2017


Page 7 of 21

Spring ISD Imperative: Engaged Stakeholders in Every Community

Campus Goal 5: Implement specific strategies/programs to increase parental and community volunteer hours from 592 hours by 5% to 888.

Campus Performance





Resources Needed



In each row, capture the critical

challenge your school faces (what problem are you trying to solve?).

List one or more specific actions you

will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goals.


the Title I component that is addressed through the action.


the person

responsible for

ensuring the action is

completed. Organized

actions by groups.

Who will perform the

action?

For each action, list the

resources, estimated cost and funding source to ensure the action is

completed

For each action, provide a

timeline for completing the action (when) Sequence the interventions, activities, etc.

Define what measureable evidence

would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for review.

1. Refine parent/school relationship to engage parents as partners in student learning and development.

A. Increase two-way communication with parents and stakeholders.

CNA PI

Administrators Elevate (on-line communication tool) No cost associated No FTE required


Daily on-line communication Parent Rating

B. Create a Parent Academy to increase the amount of parental participation through opportunities coordinated by campus parental involvement committee.

CNA PI

Administrators Parental Involvement Liaison Parental Involvement Committee

$2000-Parental Involvement Liaison Title 1 2116-61-120-30-51-6117.PI


Parent Surveys Sign In Sheets

2. Increase number of student-enrichment opportunities with higher education or business partners.

Create campus committees to involve community members by hosting:

Career Fair

College Fair

Junior Achievement

CNA CSP

Administrators CTE Committee



Sign-in sheets List of community participants


YES NO 2016-2017


Page 8 of 21

Spring ISD Imperative: Opportunities and Choice for Every Family

Campus Goal 6: Provide and engage families in a minimum of four curriculum based activities with 75% parent/guardian attendance.

Campus Performance





Resources Needed







the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?


completed



Provide opportunities for parental involvement by providing school functions that engage all parents in supporting student learning that occurs in the home and at school and emphasize the importance of attendance to increase student attendance from 97.5% to 98%.

A. Host academic family involvement nights.

Reading Night

Math Night

STAAR Night

Black History Wax Museum

CNA PI

CSP

All Staff $300 Title 1 2116-61-120-30-51-6399.PI

Oct. 25, 2016 Nov. 10, 2016 Feb. 16, 2017 Mar. 3, 2017

Parent Surveys Sign In Sheets

B. Renew The Parent Institute electronic subscription for school website.

CNA PI

Administrator $340 Title 1 2116-61-120-30-51-6399.PI


Parent Surveys

C. Create and implement a Dad Watch Dog program.

CNA PI

Administrators PI Liason

$415 Title 1 2116-61-120-30-51-6399.PI


YES NO 2016-2017


Page 9 of 21

Spring ISD Imperative: Opportunities and Choice for Every Family

Campus Goal 7: 100% of students participate in transition programs from Pre-K to Kinder and from 5th to 6th grades

Campus Performance





Resources Needed







the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?


completed



1. Provide an opportunity for students in Pre-K and 5th to be introduced to the upcoming grade expectations in order ensure a successful transition to the next grade level

A. Provide introduction experience to the next grade level for Pre-K students.

T Administrators Pre-K & K Teachers


May 2017 Sign In Sheets Agenda

B. Expose fifth grade students to the middle school process in order to select classes, attend orientation, and transition to middle school with the knowledge necessary to be successful. This will include visits from the middle school staff/counselors.

T

Administrators & Counselors (Cooper & Middle Schools) 5th Grade Teachers


May 2017 Orientation Feedback from Students Middle School Course Selection sheets Agenda

2. Ensure students are assigned to appropriate classes based on their needs

End of year meetings with all grade levels where teachers assign students to classes for the next school year based on social and academic needs

ASD T

PK-4th Teachers Administrators


May 2017 Pink and Blue Sheets Class Rosters


YES NO 2016-2017


Page 10 of 21

Physical Education Plan – Elementary Campuses Only Spring ISD Imperative: Reach Every Student

In order to meet the intent of 19 TAC 74.32, Physical Activity Programs for Elementary School

Students as adopted by the State Board of Education, March 22, 2002.

Students will participate in physical activity for a minimum of either 30 minutes daily or 135

minutes weekly using TEKS-based physical education class or a TEKS-based structured physical

activity.

Campus Goal: Cooper Elementary will achieve health and fitness for students through increased student participation in physical activities by 80%.

Grade Level: Kinder First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Minutes per Wk: 135 135 135 135 135 135

Campus Performance





Resources Needed







the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?


completed



Students will participate in physical activity for a minimum of either 30 minutes daily or 135 minutes weekly using TEKS-based physical education class or a TEKS-based structured physical activity.

A. Grade levels will

provide structured

activities daily for a total

of 30 minutes.

CSP Administrators Teachers



Weekly Lesson Plans Walk Throughs

B. Include 50 minutes of

Physical Education for K-

5th in the Master

Schedule.

CSP Administrators

PE Teacher August 2016- May 2017

EOY Student Physical Fitness Test Results Weekly Lesson Plans Walkthroughs


YES NO 2016-2017


Page 11 of 21

Title I Ten School-wide Components: At-A-Glance

1. CNA – Comprehensive Needs Assessment 2. RS – Schoolwide Reform Strategies 3. HQS – Instruction by Highly Qualified Teachers

4. PD – Professional Development 5. SRA –Strategies to Retain and Attract HQ Staff 6. PI – Parental Involvement

7. T –Transition from ECP and other grades 8. TDA – Teacher in Decision Making 9. ETA– Effective and Timely Assistance

10. CIS – Coordination/Integration of Services

1. Comprehensive Needs Assessment 2. School-wide Reform Strategies 3. Instruction by Highly Qualified Teachers 4. Professional Development 5. Strategies to Retain and Attract Highly Qualified Staff 6. Parental Involvement 7. Assist in Transition from Early Childhood Programs (ECP) and other grade levels 8. Teachers Involved in Decision Making Assessments 9. Effective and Timely Assistance

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

State Compensatory Education-these activities and funds must be clearly defined within the CIP Such as:

1. Employees who are paid out of SCE Funds (Student Support Specialist, Accountability Specialist etc.) 2. Services: Tutorials, Academics Buses

Spring ISD Imperatives:

1. Reach Every Student 2. Excellence in Every School 3. High Performance from Every Employee 4. Engaged Stakeholders in Every Community

SCE-State Compensatory Education


YES NO 2016-2017


Page 12 of 21

5. Opportunities and Choice for Every Family

10 Components of a Title I, Part A School-wide Program www2.ed.gov/policy (1) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). (2) Schoolwide reform strategies that —

(i) provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement described in section 1111(b)(1)(D); (ii) use effective methods and instructional strategies that are based on scientifically based research that — (I) strengthen the core academic program in the school; (II) increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and (III) include strategies for meeting the educational needs of historically underserved populations; (iii)(I) include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the school-wide program, which may include — (aa) counseling, pupil services, and mentoring services; (bb) college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and (cc) the integration of vocational and technical education programs; and (II) address how the school will determine if such needs have been met; and (iv) are consistent with, and are designed to implement, the State and local improvement plans, if any.

(3) Instruction by highly qualified teachers. (4) High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State's student academic achievement standards In accordance with section 1119 and subsection (a)(4) (5) Strategies to attract high-quality highly qualified teachers to high-need schools. (6) Strategies to increase parental involvement in accordance with section 1118, such as family literary services. (7) Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. (8) Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. (9) Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that students' difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.


YES NO 2016-2017


Page 13 of 21

(10) Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Milton Cooper Elementary School - Spring High School Person - Leticia Gonzalez, Principal Teacher -...

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