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Beaumont Independent School District

Pietzsch-MacArthur Elementary School

2017-2018 Campus Improvement PlanAccountability Rating: Improvement Required

Pietzsch-MacArthur Elementary SchoolGenerated by Plan4Learning.com 1 of 57 Campus #123910125

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Mission StatementOur Mission

All children will achieve AT or ABOVE grade level.

Students will learn the specified curriculum regardless of factors in their background which have ordinarily been identified as those which prevent suchlearning.

VisionFocused on Academic & Character Excellence

We are a village of learners who:

Strive for success and fulfillment of our goals,

Enjoy learning,

Appreciate the Arts, and

Value and respect ourselves and others.


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The Campus Improvement Plan is a living, working document based upon the needs of “Pietzsch-MacArthur Elementary”. This document can/willbe modified as needed, throughout the school year.


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Campus Demographics

Pietzsch-MacArthur Elementary is located in the heart of the South Park neighborhood in Beaumont, Texas. We currently have 881 students. The studentdemographics of Pietzsch-MacArthur reflect the ethnic composition of the community from which the district draws its population. The composition of thestudent body is detailed in the chart below. Enrollment has declined over the last 3 years from over 1000 students to about 900 the past two years. Therecould be several variables affecting this decline in enrollment including the addition of new campuses in the past five years as some students are attendingtheir newly rebuilt neighborhood schools. The total enrollment fluctuates slightly throughout the year as students move in and out of the community.

Number ofStudents

881

American African Hispanic White Other Asian LEP Economically Disadvantage Gifted & Talented

59.41% 37.34% 2.50% 1.25% 1.48% 26 % 96% 8.6%

Demographics Strengths

The district Pre-K program for economically disadvantaged and LEP population provides early intervention for at-risk students.Bilingual Pre-K, Kindergarten, 1st grade and 2nd classes have been added to address the growing population of LEP students.We have added the regional school for the deaf to our campus.

Problem Statements Identifying Demographics Needs

Problem Statement 1: We struggle with meeting the needs of a growing diverse population. Root Cause: Our population has diversified very quickly soculture responsiveness training is necessary.


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Student Achievement

Student Achievement Summary

Student success is important at Pietzsch-MacArthur Elementary. Teacher and staff efforts, along with available resources are directed toward helping everychild achieve academic and personal growth. Several data sources are used to assess student achievement strengths and needs. Among these data sourcesare the 2017 State of Texas Assessments of Academic Readiness (STAAR), and TELPAS.

STUDENT ACHIEVEMENT = 2017 Improvement Required Campus Rating

STAAR DATA RESULTS BY GRADE LEVEL

Performance IndexRating

Index 1 - 45 (Target Score= 60)Index 2 - 38 (Target Score= 32)Index 3 - 22 (Target Score= 28)Index 4 - 17 (Target Score= 12)

MET

STANDARD

3rd 4th

5th


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TELPAS 2017

TELPAS 2nd 3rd 4th 5thBeginning 1 2 0 0Intermediate 12 14 3 2Advanced 9 15 10 3Ad. High 13 8 13 4# Students 15 12 14 5showing growth

READING

40%

50%

67%

MATH

35%

42%

64%

SCIENCE

42%

WRITING

32%

Student Achievement Strengths

Based on need, students may receive pull-outs for re-teaching, differentiated instruction, and tutoring.Through extended planning, teachers develop instructional strategies to help meet the needs of all learners.


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We strive to incorporate advanced planning and review into the lesson cycle.We seek ways to engage students into every day learning.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: All subgroups are not progressing. Root Cause: The following subgroups, AA, ED and SPED have greater learning deficienciesbased on campus data.


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School Culture and Climate

School Culture and Climate Summary

It is our goal to establish a school culture and climate that generates increased student learning and teacher efficacy: resulting in effective instruction in theclassroom. This will have a direct impact on the overall academic performance of students and help to increase staff and student morale.

In an effort to address school culture and climate, we will establish processes and procedures for providing teacher/staff training addressing diversity,classroom management, monitor the implementation of current initiatives (SRA, PLC’s & small group instruction), and recognize staff and students foracademic growth, attendance, good citizenship, random acts of kindness, and other outstanding achievements. We will establish consistent communicationwith parents and community members, establish partnerships with the community through outreach initiatives, and provide parent involvement trainingbased on current needs.

School Culture and Climate Strengths

Campus-wide norms have been established as guidelines for successTeachers have been trained in Positive Behavior Support Systems (CHAMPS)

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Aggressive student behavior disrupts the learning environment. Root Cause: Students lack coping skills to deal with stressful orfrustrating situations.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The teachers and staff at Pietzsch-MacArthur Elementary are dedicated to providing students with a safe, positive, and nurturing learning environment thatwill get them off to a positive start in their academic career. There are currently seventy-seven full-time instructional staff. Staff Assignments are listedbelow:

Pre-K

K 1st 2nd 3rd 4th 5th Music Art PE ComputerLab

ESL LibrarianDyslexia SpEd Paraprofessionals

4 6 7 6 7 6 4 1 1 2 1 1 1 1 8 18

New teachers to the campus are paired with a mentor teacher at the same grade level. They are given a common planning time with the mentor teacher andother teachers at the grade level. Additionally, they are given access to District resources for Professional Development.

Staff Quality, Recruitment, and Retention Strengths

There are several veteran teachers at each grade level.Veteran teachers serve as mentors for new teachers and teachers needing additional support.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

CAMPUS-BASED ACADEMIC PROGRAMS

District Created Curriculum

Guaranteed, Viable Curriculum implemented to ensure Curriculum, Assessment and Instructional needs.

BISD District Resources are located on the district's PortalDistrict Pacing Calender Lead4ward Implementation Performance Indicators & Unit TestsNeuhaus ImplementationSaxon Phonics

Istation for PreK only

Think Through Math- Campus purchase and implementation

Using technology as the vehicle for learning, Think Through Math offers students in grades K through 5 an added opportunity for enrichment in the subjectof Mathematics. Students can access this virtual learning program from home 24 hours a day, 7 days a week. Students have access to a CertifiedMathematics Teacher via live chat, and questions and answer choices can be read orally in both Spanish and English.

Xtra Math

Xtra Math is a web based math fact fluency program that helps students master addition, subtraction, multiplication, and facts.

Texas Go Math Adoption

Grades K–5 represent a comprehensive system of mathematics instruction that provides teachers the tools and resources they need to support students’successful mastery of the TEKS. Texas GO Math! includes multiple instructional approaches, diagnostic assessments, and Texas Assessment.


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Journeys

Texas Journeys is a comprehensive language and literacy program for grades K-5 that implements whole and small group instruction, transforming tech-ledinstruction to enhance teaching critical reading skills using interactive lessons and data projectors, provides guided practice for target skills, leveled readers,and teaches high-frequency words. This reading program offers a wide variety of digital centers for easy navigation for teachers, students and parents. Journeys digital resources are available to teachers. Destination Reading implements interactive instruction implementing application and practice usinginteractive centers and workstations to reinforce weekly skills.

EMPOWERING WRITERS

District’s CORE Writing Curriculum designed for implementation and development of the writing process in grades K-5.

Complete Research-based Instruction. Complete continuum of explicit instruction

Comprehension

Self-paced

Mastery-based sequencing adapts to students’ performance

Research – based resources that correlates with state and national standards

Multi-sensory modalities that include visual, auditory, and hands-on cues

Audio support throughout program

Renaissance Learning

Accelerated Reader is a reading management tool that helps teachers motivate students by making reading practice exciting. The program is designed tohelp teachers guide students to appropriate books and closely monitor reading practice using reliable and valid quizzes.

STAR 360 Reading and Math

Diagnostic testing for grades 1-5. Monthly benchmark assessments track student progress. Teacher reports provide teachers with information to driveinstructional practices. Assessments provide the most valid, reliable, actionable data in the least amount of testing time. The assessment results empowereducators to focus on individualizing instruction to accelerate learning for all students.


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5 E Models – The model describes a teaching sequence that can be used for entire programs, specific units and individual lessons. The 5Es represent thefive stages of a sequence for teaching and learning: Engage, Explore, Explain, Elaboration and Evaluate.

Lead4Ward

Curriculum resource that focuses on data available for administrators and teachers. Consultants work with the district in a coordinated service deliverymodel, lead4ward works to build capacity in district and campus leadership teams, creates a sustainable leadership structure to support ongoing work.

After and During School Tutorials and Enrichment

Classes are held after and during school to address the needs of our third, fourth, and fifth grade struggling students and offer enrichment classes.

Arts Related Curriculum And Young Audiences

Arts Related Curriculum and Young Audiences are community and school partnerships that bring dance, theater, music, visual arts and crafts, architecture,and literary arts to students. Artists and performers work directly with students. Also, students attend major performances and events sponsored bycommunity and art organizations.

Dyslexia Program

The Dyslexia Program provides screening, instruction, and parent meetings for students in dyslexia. Students may qualify for the program according to theTEA guidelines in the areas of reading, handwriting, and spelling. Students are taught by our certified Dyslexia Specialist in a small group setting. Studentswho need modifications for their class work are eligible for 504.

Item Analysis

Using Eduphoria Aware, student success is measured every nine weeks. The program focuses on student performance on the nine week tests and diagnostictests in grades K-5.

School Volunteer

The School Volunteer Program provides an avenue for parent and community involvement which centers on the academic achievement of the student.Volunteers serve as classroom assistants, tutors, and helpers throughout the campus.

Technology Integration

Teachers integrate technology on a daily basis in their classrooms. Every teacher in grades PK-5 has at least three internet-connected computers in theirclassroom. Classes also visit the campus computer lab on a weekly basis.


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UIL Competition

UIL Coaches train students in the areas of Spelling, Creative Writing, Storytelling, Number Sense, and Maps, Graphs, and Charts to compete at the districtlevel against other district teams.

After-School Enrichment Program

The After-School Enrichment Program will provide hands-on activities and projects to students, centered around all core subjects.

ROAR Program

This reading initiative will target 2nd grade students who are not meeting reading proficiency standards according to Renaissance STAR testing or iStationtesting. The plan is to assemble a group of committed, trained and purposeful volunteers who will have assigned students read to them. Students admitted tothe program will have at least one person (or more) to whom they will read for approximately thirty minutes one to three times each week. In addition,students will be encouraged to read daily to someone in their home or neighborhood.

Curriculum, Instruction, and Assessment Strengths

Teachers are currently implementing the district's curriculum with fidelity

District curriculum writers develop assessments based on scope and sequence and TEKS for each 9 week grading period. They include higher orderthinking and multi-step processing questions.

Progress is being tracked for students through TEAMS report cards, iStation, Star 360 Reading and Math, Renaissance Learning (AR), Eduphoria,benchmark assessments and RTI. Teacher progress is being tracked through T-TESS and student achievement growth.

The rigor and relevance of instruction is aligned with the TEKS, ELPS and CCRS through class, school and special program schedules, technologyand differentiated strategies and processes.


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Family and Community Involvement

Family and Community Involvement Summary

Parental involvement is a major program component for the Title I Program. Each campus must include the School/Parent Compacts and ParentInvolvement Policies at the district and campus level. The district and campus allocate funds to support parental involvement activities planned incooperation with parents. Monthly parent meetings are scheduled during the school year at a variety of times to provide parents an opportunity to learn aboutthe Title I Program, encourage home school partnerships in learning, and provide input on the development of the program through the district advisorycouncil team.

Parent-Teacher Conferences are offered in the Fall and parents are encouraged to attend conferences with school staff who are responsible for the academicinstruction of their students. Title I parents are encouraged to participate in campus and district parental involvement activities to ensure ongoing familyengagement. A monthly district report is prepared with parental participation and volunteer hours collectively from the Office of Parental and CommunityInvolvement.

Parents and the community have excellent opportunities to feel welcomed in our school. Goals Night, STAAR Parent Night, and Parent Conferences areavailable for parents to feel welcomed and become involved in their child's education.

Communication between the school and parents is primarily in written form as letters to the parents concerning any activities at school. Another form is theBlackboard Connect System to all Pietzsch-MacArthur parents by the principal, Mrs. Collins, by phone. The school has also introduced the RemindApplication as a way to help parents stay connected with the school.

Written communications to parents are translated in Spanish. In addition, a full time interpreter has been hired to help facilitate communication with ourSpanish speaking parents.

Family and Community Involvement Strengths

Campus Parental Involvement CoordinatorOpportunities for parents to learn about Title I ProgramParent Teacher Conferences/MeetingsGoals NightCommunities in SchoolsSTAAR Parent NightSurveys to parents regarding their perception of the school's effectivenessTranslated Communications to the Hispanic CommunityWritten and other forms of communication with parents (Quarterly Parent Newsletter, Remind 101, Parent Self-Serve, Blackboard phone call-outs)


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Partnerships with Lamar University and Harvest for Lost Souls


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School Context and Organization

School Context and Organization Summary

Pietzsch-MacArthur's annual goal for the 2017-2018 school year is to increase the mastery of grade level standard scores by at least 5% overall as well as tomeet the standard for students in third, fourth, and fifth grades in each subject area (reading, writing, math, and science) upon administration of the STAARtests in spring 2018. We will use the data analysis process, the quarterly planning process, targeted interventions, ongoing monitoring of interventions,training and professional development for staff with continuous monitoring.

School Context and Organization Strengths

The campus is working with a Professional Services Provider (PSP) to improve campus performance.Professional Learning Committee (PLC) meetings are held weekly to discuss appropriate methods to meet the needs of our students.Effective and frequent data analysis of campus-based and district-wide assessment.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Data must be used to make informed decisions about instruction and student progress.


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Technology

Technology Summary

Technology plays an important role in student learning at Pietzsch-MacArthur. Our campus has five functioning computer labs available to all students. Classrooms are equipped with two to four computers and the intermediate grades have classroom media carts with projectors and documentcameras. Teachers are encouraged and supported in the use of technology to facilitate innovative methods of teaching. The campus uses STAR 360,Prodigy, MyOn, Accelerated Reader, and Flow 360 in a scheduled computer lab rotation with the assistance of a full-time technology teacher. Reports onindividual and collective performance are consistently monitored for these software programs. Approved online resources are available as well, and the web-based software programs are also available to students at home.

Technology Strengths

Technology is used to provide expanded opportunities for gathering, accessing, analyzing, and utilizing data for effective decision-making andstrategic planning through Eduphoria.Our campus has a full-time technology teacher

Problem Statements Identifying Technology Needs

Problem Statement 1: All classrooms are not outfitted with the minimal technology equipment. Root Cause: Lack of funding does not allow for allclassrooms to have adequate technology.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)


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Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAttendance dataDiscipline recordsViolence and/or violence prevention recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment data


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Evaluation(s) of professional development implementation and impactPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

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


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Goals

Goal 1: To increase student academic achievement through long-term planning and innovation.

Performance Objective 1: By June 2018, the all student group will increase from 45% met standard at the approaches level on the Math STAARAssessment to 60% met standard at the approaches level.

Evaluation Data Source(s) 1: Measure growth and performance with universal screening assessments, benchmark assessments, and STAAR.

Summative Evaluation 1:

Strategy Description Title I Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

System Safeguard StrategyCritical Success Factors

CSF 1 CSF 2 CSF 4 CSF 7

1) Provide professional development to staff including, butnot limited to:a. Math TEKS,b. Lead4ward,c. Star 360 Math,d. Flow 360 Math,e. STAAR data analysis, andf. Small group instructiong. Higher Order Thinkingh. Rigor and Relevancei. Growth Mindsetj. Resiliency

1, 3, 4, 5,9, 10

PrincipalAssistant PrincipalCurriculumCoordinatorLead Teachers

Lesson Plans

Walk Through data

T-TESS evaluation data

Funding Sources: Title I, Part A - $6,000.00


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System Safeguard StrategyPBMAS

Critical Success FactorsCSF 1 CSF 2 CSF 4

2) Provide proactive, targeted acceleration and interventionto struggling students by implementing the followingstrategies:a. In-School Tutorialsb. After School Tutorialsc. Pull-outs by academic volunteersd Inclusion support by academic volunteers

1, 3, 4, 5,6, 7, 8, 9,

10

PrincipalCurriculumCoordinatorAsst. PrincipalTeachers

Weekly assessments

9-Week Assessments



CSF 1 CSF 2 CSF 3 CSF 4 CSF 7

3) Ensure the alignment between written, taught and testedcurriculum for all learners by implementing ExtendedProfessional Learning Community Meetings twice every 9weeks.

1, 2, 3, 4,8, 9, 10

Principal

Teachers

CurriculumCoordinator

Lesson Plans

Weekly Assessments

9-week Assessments

District and Campus Diagnostic Assessments

MOCK STAAR Data

System Safeguard StrategyPBMAS


4) Ensure scaffold intervention with the purchase ofvarious Tier 2 and Tier 3 supplemental materials. Materialswill be used to address various campus groups such as AA,LEP, and SPED. Think Through Math purchase.

1, 8, 9 PrincipalAssistant PrincipalCurriculumCoordinatorReading CoachLead Teachers

Increased Student achievement as evidenced by morestudents meeting the Meets Standard on DistrictAssessments, increased student progress, more Tier 1students on STAR 360, and increased student performanceon STAAR.


= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue


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Performance Objective 2: By June 2018, all student groups will increase from 50% approaches the grade level standard on the Reading STAARAssessment to 60% approaches the grade level standard.







1) Provide professional development to staff including, butnot limited to:a. Reading TEKS,b. Lead4ward,c. Star 360 Reading,d. Accelerated Reader,e. Saxon Phonicsf. Reading Mastery (SRA),g. STAAR data analysis, andh. Small group instructioni. Higher Order Thinkingj. Rigor and Relevancek. Growth Mindsetl. Resiliency

1, 3, 4, 5,9, 10


Lesson Plans

Walk Through data



CSF 1 CSF 2 CSF 4

2) Provide proactive, targeted acceleration and interventionto struggling students by implementing the followingstrategies:a. In-School Tutorialsb. After School Tutorialsc. Pull-outs by STAAR Tutorsd Inclusion support by STAR Tutors

1, 3, 4, 5,6, 7, 8, 9,

10


Weekly assessments

9-Week Assessments


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CSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7


1, 2, 3, 4,8, 9, 10

Principal

Teachers


Lesson Plans

Weekly Assessments

9-week Assessments


MOCK STAAR Data4) Ensure scaffold intervention with the purchase ofvarious Tier 2 and Tier 3 supplemental materials. Materialswill be used to address various campus groups such as AA,LEP, and SPED.

PrincipalAssistant PrincipalCurriculumCoordinatorReading CoachLead Teachers

Increased Student achievement as evidenced by morestudents meeting the Meets Standard on DistrictAssessments, increased student progress, more Tier 1students on STAR 360, and increased student performanceon STAAR.



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Performance Objective 3: By June 2018, all student groups will increase from 32% approaches the grade standard on the Writing STAAR Assessment to60% approaches the grade standard.







1) Provide professional development to staff including, butnot limited to:a. Writing TEKS,b. Lead4ward,c. Writing Academy- Just in Timed. STAAR data analysis, ande. Small group instructionf. Higher Order Thinkingg. Rigor and Relevanceh. Growth Mindseti. Resiliency

1, 3, 4, 5,9, 10


Lesson Plans

Walk Through data




CSF 1 CSF 2 CSF 4

2) Provide proactive, targeted acceleration and interventionto struggling students by implementing the followingstrategies:a. In-School Tutorialsb. After School Tutorialsc. Pull-outs by academic volunteersd. Inclusion support by academic volunteers

1, 3, 4, 5,6, 7, 8, 9,

10


Weekly assessments

9-Week Assessments


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1, 2, 3, 4,8, 9, 10

Principal

Teachers


Weekly assessments

9-Week Assessments



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Performance Objective 4: By June 2018, all student groups will increase from 42% approaches the grade level standard on the Science STAAR Assessmentto 60% approaches the grade level standard.







1) Provide professional development to staff including, butnot limited to:a. Science TEKSb. Lead4wardc. Inquiry Learningd. Jason Traininge. Cast Trainingf. STAAR data analysis, andg. Small group instructionh. Higher Order Thinkingi. Rigor and Relevancej. Growth Mindsetk. Resiliencyl. Stemscope Integration


Lesson Plans

Walk Through data



CSF 1 CSF 2 CSF 4

2) Provide proactive, targeted acceleration and interventionto struggling students by implementing the followingstrategies:a. In-School Tutorialsb. After School Tutorialsc. Pull-outs by academic volunteersd Inclusion support by academic volunteers

1, 3, 4, 5,6, 7, 8, 9,

10


Weekly assessments

9-Week Assessments


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1, 2, 3, 4,8, 9, 10

Principal

Teachers


Lesson Plans

Weekly Assessments

9-week Assessments


MOCK STAAR Data



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Performance Objective 5: By June 2018, the Economically Disadvantaged, African American, Hispanic, and Special Education subgroups will increaseSTAAR Index 3 performance in Reading, Math, Writing and Science by 8 points.







1) Teachers will use lead4ward resources, includingquintile reports, to generate a unique list of students whowill be tracked to confirm progress in Reading, Math,Writing, and Science.

1, 2, 3, 8,9, 10

PrincipalAssistant PrincipalCurriculumCoordinatorLead TeachersTeachers

Weekly Assessments

9-Week Assessments

Student Growth Charts



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Performance Objective 6: By June 2018, there will be an increase in the English proficiency levels and performance of ELL students.

Evaluation Data Source(s) 6: Measure student performance on learning assessments, STAAR, STAAR Spanish and TELPAS. TELPAS scoreswill increase by one proficiency level.





CSF 1 CSF 2 CSF 7

1) Provide opportunities for teachers to complete bilingualand ESL certification courses.

1, 2, 4, 5,10

Bilingual Supervisor

Principal

Copy of teacher certifications

PBMASCritical Success Factors

CSF 1 CSF 2 CSF 4

2) Provide pull out ESL intervention for strugglingstudents.

1, 2, 3, 8,9

ESL teacherCampus Leadership

The strategy will result in greater language and academicvocabulary acquisition of LEP students which will lead toincreased proficiency levels and increased STAARperformance.



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Goal 2: To ensure safe and secure schools

Performance Objective 1: By June 2018, 100% of staff members will be trained in effective school-wide discipline and classroom management strategiesto be used within and outside the classroom.

Evaluation Data Source(s) 1: Decrease in discipline referrals.




Critical Success FactorsCSF 1 CSF 3 CSF 4 CSF 6 CSF 7

1) Provide professional development activities to staff andparents that includes but is not limited to:a. Character Countsb. Discipline Strategiesc. District Discipline systemd. Effective teaching strategiese. Bully preventionf. Classroom Management Workshopsg. RtI behavior documentation

1, 2, 3, 4,5, 8, 10

PrincipalAssistant PrincipalCurriculumCoordinatorCounselorsTeachers

Lesson Plans

Walkthrough observations

Funding Sources: Local Funds - $2,000.00



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Performance Objective 2: By June 2018, 100% of Teachers will implement CHAMPS and the Campus Discipline Plan with fidelity.





Critical Success FactorsCSF 1 CSF 3 CSF 4 CSF 6 CSF 7

1) Teachers will teach and consistently review thefollowing rules, procedures and strategies with students:a. CHAMPS for common areas, teacher instruction, wholegroup, small group, and independent work.b. Campus Rulesc. Campus Code of Honord. Campus Mottoe. Campus Guidelines for Success

PrincipalAssistant PrincipalCurriculumCoordinatorCounselorTeachersStaff members

Observed student conduct

TEAMS Discipline Referral Report



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Performance Objective 3: By June 2018, majority of students will comply with the CHAMPS behavior strategies and Campus Discipline Plan.





Critical Success FactorsCSF 1 CSF 3 CSF 4 CSF 6

1) Students will be recognized for excellent behavior andconsistently complying with CHAMPS behavior strategiesand the Campus Discipline Plan by receiving positivereferrals, Cougar C, and classroom recognition.

1, 2, 9, 10 PrincipalAssistant PrincipalCurriculumCoordinatorCounselorTeachers

Student Agendas & Behavior Logs

TEAMS Discipline Referral Report

Funding Sources: Activity Funds - $1,000.00Critical Success Factors


2) Implement behavior small groups to teach coping skillsand social norms.

1, 2, 6, 9 Campus Leadership Fewer number of discipline referrals and fewer behaviorincidents on campus.



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Goal 3: To attract and retain an outstanding workforce

Performance Objective 1: The campus principal will work closely with the District Human Resources Department to attract highly qualified personnel thatleads to 100% of vacancies being filled with certified personnel.

Evaluation Data Source(s) 1: June 2018




Critical Success FactorsCSF 1

1) Principal will use candidate lists provided by HR torecruit and hire certified personnel.

1, 3, 5 Principal All Vacancies Filled by Certified Personnel

Critical Success FactorsCSF 1

2) Principal will attend job fairs in an effort to recruitcertified personnel.

1, 3, 5 Principal Staff roster will reflect all vacancies filled by certifiedpersonnel



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Performance Objective 2: 100% of new teachers will be paired with a mentor from his/her grade level team to collaborate, plan and share ideas with, whichwill lead to student academic growth.

Evaluation Data Source(s) 2: Number of new teachers who sign contracts for 2017-2018.





1) Teachers with 0-3 years of experience will participate ina bi-monthly campus mentor program. The primary focuswill be instructional practices, planning, and classroommanagement.

4, 5 Campus LeadershipTeamDistrict supervisors

Expected result will be 100% retention of effective teacherswith developed skill sets.



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Performance Objective 3: 100% of teachers will be provided professional development and training targeting teacher and student needs leading toincreased academic achievement.

Evaluation Data Source(s) 3: Professional Development End of Year Summary and Student Performance Results





CSF 1 CSF 2 CSF 7

1) Data from Goal Setting Professional DevelopmentConferences (GSPD), walkthroughs, and studentperformance will be used to plan and devise individualprofessional development plans for teachers.

3, 4, 8 PrincipalAssistant PrincipalCurriculum

Goal Setting Professional DevelopmentEnd of Year Conferences

Professional Development Certificates

Lesson PlansFunding Sources: SCE - $5,000.00



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Performance Objective 4: 100% of teachers will receive consistent feedback from administrators from classroom walkthroughs and observations that willincrease teacher capacity and improve instruction.

Evaluation Data Source(s) 4: End of Year Student Performance Results






1) Weekly feedback will be provided to teachers throughemail and Eduphoria that give teachers "glows" and"grows" about their teaching and student performance.

PrincipalAssistant PrincipalCurriculumCoordinatorPSPLead Teachers

Walkthrough documentation

Lesson Plans

Weekly Assessments

9-week Assessments



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Performance Objective 5: Extended Professional Learning Communities will be scheduled twice quarterly to provide teachers additional time to analyzedata, plan instruction and strategies that will lead to student growth and achievement.

Evaluation Data Source(s) 5: End of Year Student Performance Results






1) Develop an Extended Professional Learning CommunityCalendar for the 2017-2018 school year

4, 8, 9 PrincipalAssistant PrincipalCurriculumCoordinator

Agenda from PLC meetings

Lesson Plans & Instructional Strategies



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Performance Objective 6: Teachers will be provided all necessary instructional supplies and resources to support the academic achievement of theirstudents.

Evaluation Data Source(s) 6: Review of end of year purchase orders





1) Campus will purchase office and instructional supplies.

1, 2 PrincipalAssistant PrincipalCurriculumCoordinatorSecretary

100% of teachers will have needed supplies to effectivelyteach students.

Funding Sources: SCE - $20,000.00Critical Success Factors

CSF 1 CSF 4 CSF 7

2) Campus will purchase leveled library books and provideeach classroom with a leveled library for student use.Professional training will also be provided with thepurchase.

1 Para-LibrarianPrincipalCurriculumCoordinatorReading Coach

Library inventory, AR points earned by students andincreased reading level on STAR 360.

Funding Sources: Title I, Part A - $0.00

Critical Success FactorsCSF 1 CSF 4

3) Campus will purchase a poster maker to createinstructional materials for classroom and student use.

Leadership Team Teachers will be able to create instructional materials suchas anchor charts, data boards, and work stations to drivestudent achievement.

Funding Sources: SCE - $8,000.00



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Goal 4: To improve school climate and student engagement

Performance Objective 1: By June 2018, student attendance will increase from 95.11% during the 2016-2017 school year to 97% for the 2017-2018 schoolyear.





Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6

1) A Student Attendance Plan will be developed andimplemented that will encourage students to come toschool. The plan will include:a. Daily recognition of classes with perfect attendance.b. Incentive for classes that have perfect attendance for theweek.c. Incentives for students with perfect attendance every 9-weeks.d. Teachers and administrators will contact the parents ofstudents who are absent.e. Campus attendance rates will be shared with the staff,students, and community.f. Attendance hearings will be held with parents of studentswho are frequently absent or tardy.

1, 6 PrincipalAssistant PrincipalCurriculumCoordinatorTeachersAttendance ClerkCIS Staff

Weekly attendance reports

Cumulative attendance reports

Funding Sources: Student Activity Funds - $1,500.00



February 15, 2018 11:47 am

Goal 4: To improve school climate and student engagement

Performance Objective 2: By June 2018, teacher attendance will increase from 94% to 97% for 2017-2018.






CSF 1 CSF 4 CSF 6

1) Recognition will be given to staff members for theircommitment to student learning and for being present fortheir students. The following strategies will be used torecognize staff members:a. Spotlight staff with perfect attendance by putting theirnames on the Principal's spotlight board.b. Provide incentives for staff who have perfect attendanceat 9 weeks every reporting period.c. Provide incentives for staff who have a cumulativerecord of perfect attendance at mid-year and end of year.

1, 2, 3, 5 PrincipalAssistant PrincipalCurriculumCoordinatorCounselor

TEAMS Weekly Staff Attendance Report

Funding Sources: Activity Funds - $1,000.00



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Goal 5: To increase community collaboration

Performance Objective 1: By June 2018, Parent and Volunteer participation will increase by 25%.

Evaluation Data Source(s) 1: The End of Year Volunteer Hour Summary will reflect an increase in volunteer hours





1) The Parent Involvement Coordinator will assist inscheduling the following events for Parents & Volunteers.a. ROARb. Monthly Parent Meetingsc. Parent-Teacher Conferencesd. STAAR Family Nighte. Science STEM weekf. Family Math Academyg. Family Reading Nighth. Writing Boot Camp

1, 2, 6 Parent Involvement &VolunteerCoordinator

Principal

Assistant Principal


Parent Sign-In Sheets

Parent Involvement Monthly Reports

Funding Sources: Local Funds - $3,000.00



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Performance Objective 2: By June 2018, the campus will increase written, verbal and media communication with parents by 50%.

Evaluation Data Source(s) 2: Survey results will show the number of communications parents received during the school year





1) The campus will send home communications to parentsin the following formats:a. Monthly Calendar of Eventsb. Monthly Blackboard Connect and c. Remind 101reminders for important events.d. Positive phone calls and referrals from teachers

1, 2, 6 PrincipalAssistant PrincipalCurriculumCoordinatorCounselor

Calendars

Newsletters

Blackboard Connect and Remind 101 message logs

Teacher logs



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Performance Objective 3: The Communities in Schools (CIS) Coordinator will work with local community organizations to help meet the individual needsof students and families.

Evaluation Data Source(s) 3: Increase of Community Partnerships





1) Engage community and business partners in schoolactivities.

Campus leadershipteamCommunity in SchoolAgent

Increase the presence of our community and businesspartners.



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System Safeguard Strategies

Goal Objective Strategy Description

1 1 1Provide professional development to staff including, but not limited to: a. Math TEKS, b. Lead4ward, c. Star 360 Math, d. Flow360 Math, e. STAAR data analysis, and f. Small group instruction g. Higher Order Thinking h. Rigor and Relevance i. GrowthMindset j. Resiliency

1 1 2 Provide proactive, targeted acceleration and intervention to struggling students by implementing the following strategies: a. In-School Tutorials b. After School Tutorials c. Pull-outs by academic volunteers d Inclusion support by academic volunteers

1 1 3 Ensure the alignment between written, taught and tested curriculum for all learners by implementing Extended ProfessionalLearning Community Meetings twice every 9 weeks.

1 1 4 Ensure scaffold intervention with the purchase of various Tier 2 and Tier 3 supplemental materials. Materials will be used toaddress various campus groups such as AA, LEP, and SPED. Think Through Math purchase.

1 2 1Provide professional development to staff including, but not limited to: a. Reading TEKS, b. Lead4ward, c. Star 360 Reading, d.Accelerated Reader, e. Saxon Phonics f. Reading Mastery (SRA), g. STAAR data analysis, and h. Small group instruction i.Higher Order Thinking j. Rigor and Relevance k. Growth Mindset l. Resiliency

1 2 2 Provide proactive, targeted acceleration and intervention to struggling students by implementing the following strategies: a. In-School Tutorials b. After School Tutorials c. Pull-outs by STAAR Tutors d Inclusion support by STAR Tutors


1 3 1Provide professional development to staff including, but not limited to: a. Writing TEKS, b. Lead4ward, c. Writing Academy-Just in Time d. STAAR data analysis, and e. Small group instruction f. Higher Order Thinking g. Rigor and Relevance h.Growth Mindset i. Resiliency

1 3 2 Provide proactive, targeted acceleration and intervention to struggling students by implementing the following strategies: a. In-School Tutorials b. After School Tutorials c. Pull-outs by academic volunteers d. Inclusion support by academic volunteers


1 4 1Provide professional development to staff including, but not limited to: a. Science TEKS b. Lead4ward c. Inquiry Learning d.Jason Training e. Cast Training f. STAAR data analysis, and g. Small group instruction h. Higher Order Thinking i. Rigor andRelevance j. Growth Mindset k. Resiliency l. Stemscope Integration

1 4 2 Provide proactive, targeted acceleration and intervention to struggling students by implementing the following strategies: a. In-School Tutorials b. After School Tutorials c. Pull-outs by academic volunteers d Inclusion support by academic volunteers


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Goal Objective Strategy Description


1 5 1 Teachers will use lead4ward resources, including quintile reports, to generate a unique list of students who will be tracked toconfirm progress in Reading, Math, Writing, and Science.

1 6 1 Provide opportunities for teachers to complete bilingual and ESL certification courses.

3 3 1 Data from Goal Setting Professional Development Conferences (GSPD), walkthroughs, and student performance will be used toplan and devise individual professional development plans for teachers.

3 4 1 Weekly feedback will be provided to teachers through email and Eduphoria that give teachers "glows" and "grows" about theirteaching and student performance.

3 5 1 Develop an Extended Professional Learning Community Calendar for the 2017-2018 school year

4 2 1

Recognition will be given to staff members for their commitment to student learning and for being present for their students.The following strategies will be used to recognize staff members: a. Spotlight staff with perfect attendance by putting theirnames on the Principal's spotlight board. b. Provide incentives for staff who have perfect attendance at 9 weeks every reportingperiod. c. Provide incentives for staff who have a cumulative record of perfect attendance at mid-year and end of year.


February 15, 2018 11:47 am

State Compensatory

Budget for Pietzsch-MacArthur Elementary School:

Account Code Account Title Budget

6100 Payroll Costs199.11.6117.04.125.30.301 6117 Supplemental Pay/Extra Duty Pay - Locally Defined $9,000.00199.11.6129.04.125.30.000 6129 Salaries or Wages for Support Personnel $55,332.00199.11.6141.04.125.30.000 6141 Social Security/Medicare $802.00199.11.6142.04.125.30.000 6142 Group Health and Life Insurance $14,490.00199.11.6143.04.125.30.000 6143 Workers' Compensation $202.00199.11.6145.04.125.30.000 6145 Unemployment Compensation $105.00199.11.6146.04.125.30.000 6146 Teacher Retirement/TRS Care $1,134.00

6100 Subtotal: $81,065.00 6300 Supplies and Services199.12.6329.04.125.30.000 6329 Reading Materials $100.00199.11.6399.04.125.30.000 6399 General Supplies $40,000.00199.12.6399.04.125.30.000 6399 General Supplies $1,500.00199.13.6399.04.125.30.000 6399 General Supplies $5,000.00199.21.6399.04.125.30.000 6399 General Supplies $3,000.00199.23.6399.04.125.30.000 6399 General Supplies $100.00199.31.6399.04.125.30.000 6399 General Supplies $500.00199.61.6399.04.125.30.000 6399 General Supplies $1,500.00

6300 Subtotal: $51,700.00 6400 Other Operating Costs199.33.6411.04.125.30.000 6411 Employee Travel $150.00


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199.13.6411.04.125.30.000 6411 Employee Travel $10,000.00199.21.6411.04.125.30.000 6411 Employee Travel $1,500.00199.23.6411.04.125.30.000 6411 Employee Travel $3,000.00199.31.6411.04.125.30.000 6411 Employee Travel $1,500.00199.11.6412.04.125.30.000 6412 Student Travel $1,000.00199.36.6411.04.125.30.000 6412 Student Travel $5,000.00199.11.6494.04.125.30.000 6494 Reclassified Transportation Expenses $3,000.00199.23.6495.04.125.30.000 6495 Membership Fees $1,500.00

6400 Subtotal: $26,650.00 6600 Capital Outlay Accounts199.12.6669.04.125.30.000 6669 Library Books and Media $2,500.00

6600 Subtotal: $2,500.00


February 15, 2018 11:47 am

Personnel for Pietzsch-MacArthur Elementary School:

Name Position Program FTE

Kimberly Hadnot Paraprofessional SCE 1.0Pamella Guillory Paraprofessional SCE 1.0


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Title I

Schoolwide Program Plan

Pietzsch-MacArthur Elementary is a Title I campus. Title I funds have been allocated to our campus to help ensure that all children meet the challengingstate academic standards.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

A Comprehensive Needs Assessment was completed by the CEIC committee that addressed the campus needs in the following areas.

DemographicsStudent AchievementSchool Culture and ClimateStaff Quality, Recruitment and RetentionCurriculum, Instruction and AssessmentFamily and Community InvolvementSchool Context and OrganizationTechnology

Strengths and Needs for each category are listed in our Campus Plan Needs Assessment.

2: Schoolwide Reform Strategies

To prepare students to meet the challenging state academic standards, we have implemented the following Schoolwide Reform Strategies:

Growth Mindset ModelSchoolwide Reading, Math, Writing, Science Strategies Twelve Words StrategyDifferentiated InstructionSmall Group Instruction and Learning StationsAuthentic AssessmentsIntervention Pull-outsProfessional Learning Communities (PLCs) WeeklyExtended PLCs twice every 9-week grading period


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Data Meetings (each grading period)

3: Instruction by highly qualified professional teachers

Pietzsch-MacArthur Elementary will maintain standards for meeting the requirement for "No Child Left Behind" as it pertains to hiring and retaining ofHighly Qualified Teachers. To be considered highly qualified, teachers must have: (a) a Bachelor's Degree (b) be certified in their subject area (c) prove thatthey know what they teach.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Each teacher will be assigned professional development opportunities that will help them improve their teaching capabilities and meet the needs of theirstudents. Professional development opportunities will include:

CHAMPS Behavior ManagementRigor/RelevanceEffective Reading Strategies (Inference/Drawing Conclusions/Main Idea)Empowering WritersProblem Solving Math StrategiesDifferentiated InstructionESL TrainingGT TrainingSpecial Education Inclusion Training504 TrainingRTI Training

5: Strategies to attract highly qualified teachers

The following strategies will be used to attract Highly Qualified Teachers:

Providing high-quality, on-going staff development to maintain and retain 100% of classes taught by highly qualified teachers in the core academicsubject areas to enable all students to meet the state's academic achievement standards.Attend job fairs and recruitment eventsDistrict stipends for hard-to-fill positions

6: Strategies to increase parental involvement

Parents will be invited to multiple events throughout the school year.


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Goal's NightSTAAR Family NightMonthly Parent MeetingsPrograms/AssembliesPTA MeetingsParent Involvement Events

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

Transition opportunities will be offered to incoming Pre-Kindergarten students.

Pre-K RoundupPre-K Open HouseTransition Visit (Bingman Headstart)

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Grade Level and Vertical Teams meet regularly to discuss student assessments (nine week tests, diagnostic tests, STAAR exams).Extended Professional Learning Community Meetings are held twice every 9-week grading period to plan lessons, create common assessments, andmodel interventions that address individual student needs as indicated by academic assessments.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Students who experience difficulty mastering the proficient or advanced levels of academic achievement standards will be enrolled the following programs:

Intervention Pull-outsAfter School TutorialsIn School TutorialsMentoring Program

10: Coordination and integration of federal, state and local services and programsThe campus will work in coordination with federal, state and local services and programs to meet the needs of all students.


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Title I Personnel

Name Position Program FTE

Ben Cassel Technology Intervention Faciliator Title IA 1.0Gabriela Trevino Parent Center Coordinator Title IA 0.25Pamella Guillory Title IA Instructional Aide Title IA 1.0Vanessa Bennett Instructional Curriculum Coordinator Title IA 1.0


February 15, 2018 11:47 am

CEIC

Committee Role Name PositionAdministrator Audrey Collins PrincipalClassroom Teacher Anna Coleman TeacherClassroom Teacher Keelee Cueva TeacherClassroom Teacher Billye Ardion TeacherClassroom Teacher Matalyn Gay TeacherClassroom Teacher Sharon Carringtion TeacherNon-classroom Professional Linda Fulton Reading CoachNon-classroom Professional Carol Fletcher Special Education TeacherDistrict-level Professional Rodah Poe Behavior SpecialistCommunity Representative Pastor Carrington Community


February 15, 2018 11:47 am

Campus Funding Summary

Local FundsGoal Objective Strategy Resources Needed Account Code Amount

2 1 1 Funding for workshop $2,000.005 1 1 TAME trailer, Sub Zero Expo 199 $3,000.00

Sub-Total $5,000.00SCE

Goal Objective Strategy Resources Needed Account Code Amount3 3 1 $5,000.003 6 1 $20,000.003 6 3 $8,000.00

Sub-Total $33,000.00Student Activity Funds

Goal Objective Strategy Resources Needed Account Code Amount4 1 1 $1,500.00

Sub-Total $1,500.00Title I, Part A

Goal Objective Strategy Resources Needed Account Code Amount1 1 1 Think Through Math purchase 211 $6,000.001 1 2 District Supplied Funding for tutorials $18,000.001 1 4 Supplemental materials and workbooks. 211 $6,000.001 3 1 Writing Academy Workshop for students (Just in Time) $5,000.003 6 2 Funds provided by title $0.00

Sub-Total $35,000.00Activity Funds

Goal Objective Strategy Resources Needed Account Code Amount2 3 1 incentives for students $1,000.00


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4 2 1 $1,000.00Sub-Total $2,000.00

Grand Total $76,500.00


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Addendums


February 15, 2018 11:47 am

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