campus improvement plan - azle isd...hive busters - a celebration of individual student progress...

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HOOVER ELEMENTARY SCHOOL

CAMPUS IMPROVEMENT PLAN

2017 - 2018

________________________

Date of School Board Approval

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Hoover Manifesto

“Where the Whole Child Matters”

At Hoover Elementary we believe in educating the whole child - emotionally, socially and academically through a

blended learning environment. In a culture of mutual respect, staff and students collaborate to create an engaging,

creative and nurturing atmosphere. At Hoover, we foster an atmosphere where students turn challenges into

possibilities, where dreams are cultivated and students move beyond technology usage toward viable application. At

Hoover, students reach their full potential as a peer, a scholar and most importantly a human being that matters –

Today and in the Future.

Hoover Vision Statement

At Hoover, we are growing a community of leaders; academically, socially and emotionally: One Student at a Time!

Hoover Mission Statement

Hoover will cultivate leaders academically, socially and emotionally. We will use all current and future tools and

techniques to create a progressive, goal centered environment for every student. In a culture of mutual respect, our

challenges will be transformed into possibilities one student at a time, one parent at a time and one staff member at a

time.

CAMPUS MOTTO

Hooverites Lead – Watch Us Shine!

THEME

Leadership

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Planning and Decision Making Committee

Name

Position

Signature

Joni Bettis Principal

Gina Wise Assistant Principal

Kathryn Kraan CIS Staff

Robin Tarpley Sixth Grade Lead Teacher

Cheri Smith Fifth Grade Lead Teacher

Lianne Daniels Administrative Secretary

Connie Deweese Music

Lenore Vigil Special Education

Elizabeth Ralph Inclusion Representative

Libby Hamilton Technology Representative

Amanda Wimpee District Representative

Codi Clark Nurse

Jordan/Michael Dunn Chilly Penguin

Business Representatives

Caren Sorrells Math Consultant

Business Representative

Salina Johnson Parent Representative

Molly Schrier Parent Representative

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COMPREHENSIVE NEEDS ASSESSMENT

Hoover Elementary School conducted a comprehensive needs assessment (CNA) that consisted of analyzing 2017 STAAR data, identifying strengths and weaknesses of student performance in the areas of Math, Science, and Reading. Academic Performance/Demographics, Data Driving Instruction/Student Achievement, School Culture and Climate, Leadership/Staff Quality & Effectiveness, Family and Community Involvement, Increase Learning Time (Curriculum-Instruction-Assessment)/School Context & Organization, and Technology were analyzed using the NCLB CNA Tool. The data was also analyzed to determine individual student strengths and weaknesses, per objectives using Lead4ward heat maps and Aware. Hoover Elementary School Staff participated in a variety of meetings to solicit needs in the areas of curriculum, instruction, staffing, staff development, school organization, and budgeting. AISD completed a parent survey as well providing input from parents concerning school culture and workings. Information shared within these surveys as well as the CNA analysis have provided guidance on our goals and focus for our school. For 2017-2018, a series of steps to complete the Comprehensive Needs Assessment were conducted with vertical alignment and content area teams on August 15th, curriculum, instruction and assessments were reviewed and revised on August 18th, and the campus improvement plan was reviewed on September 13th and September 28th with the Building Leadership Team (BLT) which serves as our Site Based Decision Making Team (SBDM). Academic Performance/Demographics Data Driving Instruction/Student Achievement

STAAR Results STAAR Results TAPR Reports TELPAS Results TELPAS Results Vertical Alignment Discussions/PD CBAs CBAs Formative/Summative Assessments Formative/Summative Assessments RTI Data Data Management Reports-Eduphoria Aware PBMAS RTI Data Systems Safeguards PLC Discussions-Strengths/Weaknesses Analysis STAR Math Assessments Teacher Surveys STAR Reading Assessments TEKS/Scope and Sequence/Pacing Guide IEPs/504s/Dyslexia/Special Programs Tiered Instruction/Differentiation PEIMS Reports per Six Weeks/EOY Anecdotal Data by Teacher/Staff Attendance Data PEIMS Reports per Six Weeks/EOY Discipline Referral Data Aware Reports Student Lead Binders Teacher Lead Binders

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School Culture and Climate Leadership/Staff Quality & Effectiveness

Parent Surveys STAAR Results Staff Surveys TELPAS Results Student Involvement/Organization/Extracurricular Data Teacher Renewal/Retention Discipline Data T-TESS Feedback/Guidance/Appraisal Attendance Data Teacher Attendance PEIMS Reports per Six Weeks/EOY Goal Setting/Professional Development Teacher Attendance Certification by Program Walk-Through Observations Mentoring Program Campus Cleanliness Edivate PD Program Community Events/Involvement Fall PD – District/Campus Student Leadership Meetings Functional Friday Breakfast with Bettis Therapy Dog on Staff Reading Dog on Staff

Family and Community Engagement/Involvement Increase Learning Time (CIA)/School Context & Organization Parent Surveys Time on Task Observations Parent Conferences/Meetings for Programming Parent Surveys Parent Workshops/Programs Master Schedule Participation Results of Parent Workshops Attendance Supports/Home Visits – CIS Calendar/Minutes of Instructional Time Communications Techniques-Parent Link, Newsletter, Remind etc… RTI/ELL Discussions per 3 Weeks Translation Services Web pages/Resources Online Community Partnerships – PTO, AEF, Lions Club, Walmart Vision, At-Risk Supports/SPED Schedules Van, Parker County Immunizations Clinics, Health Screenings Rachel’s Challenge Days (2hr. data analysis and planning)

Technology 1:1 Ipads Virtual Desktops Wifi Connections at School Apple Classroom Monitoring Technology Programs – IStation, Showbie, StemScope, Moby Max, Wowzers STAR Assessments Accelerated Reader Program Blending Learning STEAM Class Reading Ally

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Accountability Rating—MET STANDARD

2016-2017 STAAR Results

Attendance Rate: 95.8%

5rd/6th Grade STAAR Scores 2017-All Subjects

Group Approaches Grade Level Meet Grade Level Masters Grade Level

All Students 80% 36% 13%

Hispanic/Latino 69% 27% 16%

White 83% 38% 12%

Two or More Races 81% * *

Economically Disadvantaged 76% 12% 12%

Special Education 38% N/A *

ELL 64% N/A *

5rd/6th Grade STAAR Reading Group Approaches Grade Level Meet Grade Level Masters Grade Level



White 80% 49% 15%



Special Education 33% 50% 13%

ELL 55% * *

*Indicates results are masked due to small numbers to protect student confidentiality.

5rd/6th Grade STAAR Mathematics




White 85% 62% 15%



Special Education 44% * *

ELL 86% 70% 25%


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5th Grade STAAR Reading




White 91% 50% 25%

Two or More Races 83% 50% 33%



ELL 69% 8% 0%

5th Grade STAAR Math




White 93% 44% 25%




ELL 100% 31% 15%

5th Grade STAAR Science





White 86% 48% 21%


Special Education 7% -0- -0-

ELL 46% 23% -0-


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6th Grade STAAR Reading




White 70% 31% 11%



ELL 25% 13% 0%


6th Grade STAAR Math

Group Approaches Grade Level Meet Grade Level` Masters Grade Level



White 80% 39% 13%



ELL 63% 13% 0%


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Attendance Data for 2016-2017

Hoover Elementary maintained a level of attendance for the school year of 95.8%, this is a drop from 96% in 2015/2016 school year. The campus is implementing an attendance store to encourage better attendance and will continue to encourage perfect attendance through end of year incentives and awards,

1st Six Weeks

2nd Six Weeks

3rd Six Weeks

4th Six Weeks 5th Six Weeks 6th Six Weeks End of Year Results

2016-2017 97.09% 95.95% 95.42% 95.17% 96.01% 96.01% 95.8%

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New and Continuing Initiatives at Hoover Elementary

Intensive instructional programs at Hoover Elementary are driven by dedicated, professional staff who continually improve their skills through quality staff development to increase and strengthen strategies to meet the educational needs of our students. Implementation of these strategies includes:

Mastery Time - a 45 minute block within school day focused on individualized or small group accelerated instruction and/or academic

enrichment based on subject content designed to maximize “in class” instruction and minimize pull-out.

Inclusion Support – Is provided in each classroom where special education students are placed. The jumpstart 45 minute pull-out for

these students is designed to provide additional instructional support for IEP goals and classroom instruction.

Hive Busters - A celebration of individual student progress based on progress measures established at the campus. Realigned Master Schedule - to increase instruction time for students in core classes, Hoover realigned the master schedule. to

extend class time from 60 minutes to 90 minutes in fifth/sixth grade. Dyslexia Classes - 45 minute fifth grade pull-out for specific, intensive reading intervention for students identified with dyslexia during

jumpstart a common RTI time for the team. 30 minute sixth grade pull-out for specific, intensive reading intervention for students

identified with dyslexia during jumpstart a common RTI time for the team Science Lab – accelerated learning taught through hands-on activities and experiments driven by a full time instructor UIL Academics – opportunities for students to prepare and compete in academic areas. Math & Science Team – opportunity for student enrichment in math and science and to compete in local and state Meet. Friday Clubs - To ensure all students at Hoover could participate in clubs regardless of transportation needs, extracurricular clubs

were scheduled to meet during the school day. All Clubs Meet on Friday from 7:45 to 8:30 and all students with assignments

complete may attend a club of their choice and may change clubs each six weeks if they desire. Clubs include: Newspaper club, It’s

a Small World, Volleyball, Origami, Photography, Career Exploration, Battle of the Books, Hooverazzi, Art Club, Percussion

Discussion, Creation Club with Minecraft and Legos, DIY Club, Math & Science Team, Games and Puzzles, Computer Literature,

STEAM, Drama Club, Running Club, Reading for Fun, Sewing 101. A study hall is mandatory for students who have incomplete

assignments.

Working on the Work – faculty focus on designing meaningful work that engages all students and leads to student mastery of the

state standards (TEKS). The Mastery Zone – RtI program utilizing research-based strategies to reduce academic failure in core subjects.

RTI/ELL - Monday meetings to monitor student progress through RTI and monitor progress specifically for ELL students.

Backpacks for Kids – weekend food provided to students who are food insecure and not getting sufficient food outside of school on a

regular basis Rachel’s Challenge – anti-bullying program focusing on a message of kindness and compassion to create a permanent, positive

school environment through acts of kindness and compassion. KC Club – student organization based on community service and promoting kindness and compassion; a component of

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Rachel’s Challenge Communities in Schools – full-time licensed social worker provides students with a community of support to empower them to stay

in school and provides families with necessary resources to help sustain a healthy life Fitness Awareness – promoting lifelong fitness through increasing student awareness of physical activity and healthy food choices Breakfast In the Classroom- Free breakfast is available to all students and staff and served in their classrooms Hornet Brain Busters - Intervention strategy for students functioning on grade level. Brain Busters are Literacy centers that enhance

instructional material and encourage additional depth and breadth of learning. Functional Fridays - a training/planning time 1 to 2 Fridays per month for classroom teachers.

Hive Tutoring-morning tutoring time available to all students from 7:30-8:00 in the computer lab, study hall and teachers. Blended Learning Initiative – promoting individualized competency based mastery instruction through integrated technology,

unconventional seating and teacher support.

Technology Committee – Hoover has created a technology committee to guide the blended learning process and ensure that

students are getting optimum benefit from the technology purchased and implemented.

Seven Habits Training - All teachers are trained in The Seven Habits of Highly Effective People by Stephen Covey. The campus

principal and assistant principal received certification to teach the concepts and will continue on-going training for staff.

Seven Habits for Seven Minutes - Students are also being trained in the Seven Habits and Leadership skills by their teachers.

Hoover teachers have committed to teaching the seven habits to the students through a variety of materials. Announcements include

a seven habits message, time is dedicated daily to this mission.

STEAM Class - GT science classes are piloting a STEAM program to include components of technology, engineering, art and math

into the science curriculum using a project based learning model. The intent is to expand the program to all science classes in

2018/2019 school year.

Watch Dogs Program - Hoover is partnering with PTO to bring the Watch Dogs program to our school. A “Dad” involvement program.

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State Compensatory Education

This District has written policies and procedures to identify the following: ● Students who are at risk of dropping out of school under state criteria

● Students who are at risk of dropping out of school under local criteria

● How students are entered into the SCE program

● How students are exited from the SCE program

● The cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio

Total SCE funds allotted to Hoover Elementary: $98,499. Total FTEs funded through SCE at Hoover Elementary: 3.494 The information below explains the process used to identify students at risk:

Teachers meet in October to go through cumulative files with the counselor and identify students who are at risk based on the 13 identifying criteria.

Students are also monitored throughout the school year for any of the 13 identifiers. If a student meets the criteria, they are identified as at risk.

In addition, students can be eligible for at risk services through the RTI process, referral by a teacher, and analysis of data such as: testing data, attendance data, and/or other testimony given to support the need for additional RtI services. Bi-monthly RTI/ELL meetings requiring teacher attendance to discuss the needs of all students support the process of identifying at risk students throughout the school year.

The process used to exit students from the SCE program who no longer qualify:

RTI committee Meet to determine if eligibility still exists for the student.

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State of Texas Student Eligibility Criteria:

A student under 21 years of age and who

1. is in pre-kindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year.

2. is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. was not advanced from one grade to the next for one or more school years. 4. did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed

on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument.

5. is pregnant or is a parent. 6. has been placed in an AEP during the preceding or current school year. 7. has been expelled during the preceding or current school year. 8. is currently on parole, probation, deferred prosecution, or other conditional release. 9. was previously reported through PEIMS to have dropped out of school. 10. is a student of limited English proficiency. 11. is in the custody or care of DPRS or has, during the current school year, been referred to DPRS. 12. is homeless. 13. resided in the preceding school year or resides in the current school year in a residential placement facility in the district,

including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

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Federal, State and Local Funding Sources The district receives federal monies from Title I Part A, Title II Part A, Title III Part A in relationship to the ESSA Amendment to the Elementary and Secondary School Act of 1965. All district monies related to these Titles whether spent directly by the district or allocated to an appropriate campus for expenditure will be utilized to directly support the intended purpose(s) and program beneficiaries as listed below:

Federal Program / Funding Source

Title I, Part A - Intended Purpose - to enable all children to meet the state student performance standards.

Hoover is a school wide Title School

Title I, Part C – Shared Service Agreement with ESC11 (District)

Title II, Part A –Intended Purpose - to increase student academic achievement through improving teacher and principal quality. Intended Beneficiaries - teachers, principals, assistant principals and others as appropriate to program intent.

Title III, Part A - Intended Purpose - to provide supplemental resources to help LEP children attain English proficiency in core academic subjects. Intended Beneficiaries - LEP students, including immigrant children and youth.

Perkins Grant - Intended Purpose - to improve technology & student apparatuses for CTE students. Intended Beneficiaries - CTE students, all students based upon integration

State Programs / Funding Source


Dyslexia

Gifted/Talented

Special Education

ESL Program

Nondiscrimination Assurance: The Azle Independent School District does not discriminate on the basis of race, religion, color, national origin, sex or disability in providing education services, activities and programs, including vocational programs in accordance with Title VI of the Civil Rights Act of 1964, as amended: Title IX of the Educational Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973 as amended FB(LEGAL) FB (LOCAL) Azle Independent School District will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs.

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Goal 1: All students will pass the state assessment (STAAR) with at least 90 passing rate under index 1, 40 in index 2, 55 in index 3 and 40 in index 4 by the year 2018 and be on track for 100% student proficiency (ESEA). Objective: As outlined in the ‘Objectives by Subject and Grade’ chart below, each student group will meet standard on the state assessment in Reading, Math and Science for 5th grade and Reading and Math for 6th grade. Summative Evaluation-Hoover’s accountability Rating is MET STANDARD. 80 Index 1 (Student Achievement-Target Score=60), 27 Index 2 (Student Progress-Target Score=30), 48 Index 3 (Closing Performance Gaps-Target Score 26), and 34 index 4 (Postsecondary Readiness-Target Score=13).

Objectives by Subject and Grade Chart:

Reading / Grade 5

2017 STAAR performance for all students: 88% Approaches grade level, 46% Meet Grade Level and 22% Master grade level 2018 Goal: 95% Approaches, 65% Meet Grade Level and 25% Master grade level in 2018.

2017 STAAR performance for Hispanic students: 75% Approaches GL, 33% Meet GL and 9% Master GL in 2017 2018 Goal: 90% Approaches, 50% Meet and 20% masters grade level in 2018.

All Special Education students will show progress in 2018. 50% of the students will approach grade level in 2018. 2017 STAAR Performance for Economically Disadvantaged students: 87% Approaches GL, 40% Meet GL and 14% Masters GL 2018 Goal: 90% Approaches, 50% Meet GL and 20% Masters GL in 2018.

Math / Grade 5

2017 STAAR performance for all students: 91% Approaches grade level, 41% Meet Grade Level and 21% Master grade level 2018 Goal: 95% Approaches, 65% Meet Grade Level and 25% Master grade level in 2018. 2017 STAAR performance for Hispanic students: 89% Approaches GL, 28% meet GL and 7% master GL 2018 Goal: 95% Approaches, 50% Meet and 20% Master grade level in 2018.

All Special Education students will show progress in 2018. 50% of the students will approach grade level in 2018. 2017 STAAR performance for Economically Disadvantaged students: 87% Approaches GL, 33% Meet GL and 15% Master GL 2018 Goal: 95% Approaches, 50% Meet GL and 20% Master GL in 2018. Science / Grade 5

2017 STAAR performance for all students: 80% Approaches GL, with 44% Meet GL and 17% Master GL 2018 Goal: 90% Approaches, 60% Meet Grade Level and 25% Master grade level in 2018. 2017 STAAR performance for Hispanic students: 60% Approaches GL, 300% meet GL and 7% master GL 2018 Goal: 80% Approaches GL, 50% meet GL and 15% master GL. All Special Education students will show progress in 2018. 50% of the students will approach grade level in 2018. 2017 STAAR performance for Economically Disadvantaged students: 74% Approaches GL, 38% Meet GL and 14% Master GL 2018 Goal: 90% Approaches, 60% Meet GL and 25% Master GL in 2018.

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Reading / Grade 6

2017 STAAR performance for all students: 67% Approaches grade level, 30% Meet Grade Level and 12% Master grade level 2018 Goal: 90% Approaches GL, 65% Meet GLl and 35% Master GL

2017 STAAR performance for Hispanic students: 58% Approaches GL, 27% meet GL and 10% master GL 2018 Goal: 80% Approaches GL, 50% meet GL and 15% master GL. All Special Education students will show progress in 2018. 50% of the students will approach grade level in 2018. 2017 STAAR performance for Economically Disadvantaged students: 74% Approaches GL, 38% Meet GL and 14% Master GL 2018 Goal: 95% Approaches GL, 50% Meet GL and 25% Master GL Math / Grade 6

2017 STAAR performance for all students: 78% Approaches grade level in 2017, with 38% Meet GLl and 14% Master GL 2018 Goal: 95% Approaches GL, 65% Meet GL and 25% Master GL. 2017 STAAR performance for Hispanic students: 73% Approaches GL, 33% meet GL and 13% Master GL 2018 Goal: 95% Approaches GL, 50% meet GL and 15% master GL. All Special Education students will show progress in 2018. 50% of the students will approach grade level in 2018. 2017 STAAR performance for Economically Disadvantaged students: 74% Approaches GL, 33% Meet GL and 10% Master GL 2018 Goal: 95% Approaches, 50% Meet GL and 25% Master GL in 2018.

Critical Success Factors Evidence Kay

CNA Comprehensive Needs Assessment

RS Schoolwide Reform Strategies

HQPD High Quality Professional Development

PI Parental Involvement

T Transition

TDM Teacher Decision Making Regarding Assessments

AS Effective and Timely Assistance to Students

CI Coordination and Integration

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Activities / Strategies Goal 1

Title 1 Schoolwide Component

Person(s) Responsible

Timeline Resources Formative Evaluation

Summative Evaluation

1. Focus on mastering STAAR readiness standards in MATH, particularly in areas of prime and composite numbers, decimals, fractions, computations and algebraic relationships, and data Analysis and personal financial literacy.

● Strategies: GO Math, Jumpstart,

TMZ Lab, Net Gen Training and strategies, Moby Max, Countdown to STAAR Math Warm Ups, Lead4ward Heat Maps and Instructional Strategies, Motivation Math workbooks, Singapore Math Manipulatives, Math GPS games, Hornet Brain Busters, RTI Interventions, Financial Literacy Game, Istation Math, Star Ren., Prodigy, Wowzers

CNA, RS, HQPD, TDM, AS

Teachers Principals Curriculum Support Staff

August ’17 -June ‘18

Disaggregated Data AWARE Heat Maps Materials & Supplies Listed Local Funds Title I Funds

Lesson Plans Progress Reports Report Cards Assessment Tests Benchmarks Diagnostic Reports TTM, Moby Max, IXL, Star Math

STAAR results

2. Focus on mastering STAAR readiness standards in READING, particularly in areas of Figure 19, Understanding/Analysis Across Genres; Understanding/Analysis of Literary Texts and Understanding/Analysis of Information Texts.

● Strategies: Istation, Accelerated

Reader, TMZ Lab, Jumpstart,Texas Treasures, Lead4ward Relevant Review and Teaching Strategies, Lead4Ward Field Guides, EPS Leveled Library, EPS Making Connections workbooks, Moby Max, Apps for vocabulary building, Star Ren., Tumblebooks, Writing Across Curr., Linda Mood-Bell VV, Write Source, Learning Ally



August '17-June '18


Lesson Plans Progress Reports Report Cards Assessment Tests Benchmarks Diagnostic Reports IStation, Ticket to Read, Star Reading

STAAR Results

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3. Focus on mastering STAAR readiness standards in SCIENCE, particularly in Matter and Energy; Earth and Space; Force, Motion, and Energy Strategies: TMZ Lab, Science Lab,

Discovery Science, Science Jumpstart, Moby Max, Lead4ward Relevant Review and Teaching Strategies, Motivation Science Workbooks, Science Fusion, Brain Busters for Science, Istation, Field Trips, TEKS Bank, Stem Scopes, STEAM,



August '17-June '18


Lesson Plans Progress Reports Report Cards Assessments Benchmarks, Diagnostic Reports: Moby Max, IXL, Motivation Science

STAAR Results

4. Provide additional resources for staff to meet the specific needs of our At-risk, Hispanic, Economically Disadvantaged, and Special Education populations.

● TMZ / RTI ● Supplemental Math, Science and

Reading Materials

● Moby Max

● Inclusion Support ● Targeted Instruction

● Skills Targeted Jumpstart ● IPads; additional computer lab

● Integrated Technology

● Blended Learning

● Istation

● Functional Friday

● RTI/ELL Meetings

● Motivation Math & Science

● Club Friday

● Making Connections

● Leveled Libraries for TMZ and Special Ed. Populations

● CIS ● 7 Habits

CNA, RS, HQPD, TDM, AS, PI

Principal Asst. Principal Lead Teachers Parent Volunteers

August '17-June '18

Local Funds SCE Funds Quintile Reports Title II Part A SpEd Funds

Progress Reports IEP Progress, Modification/Accommodation Plans for Students Post Reading Test Post Math Test Diagnostic Reports: IStation, Ticket To Read, Moby Max, Star Reading/Math

STAAR Results

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6. All special education students and 504 students will have their IEP’s and accommodation plan reviewed annually with monitoring during the school year to ensure success on STAAR and in the classroom.

● Easy SPED Tracker ● Progress Reports ● ARD Meetings ● 504 Meetings ● RTI/ELL Meetings

CNA, RS, HQPD, AS, CI

Principal Asst. Principal Sped Teachers Regular Ed. Teachers ARD Committee 504 Review Committee

August '17-June '18

Disaggregated Data Teacher Reports Sped Teacher Reports GCS Reports RTI Meetings

Improved Attendance Report Cards IEP Progress Reports Progress Reports Grades Diagnostic Reports: Ticket to Read, Star Reading/Mah and I-station

STAAR Results

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Goal 2: At Hoover Elementary 100% of core academic classes will be taught by highly trained staff Objective 1: At Hoover Elementary 100% of teachers and para-professionals will receive training targeting campus needs. Summative Evaluation: Pre and post evaluation on material covered

Activities / Strategies Goal 2 / Objective 2

Title 1 School wide

Component




1. Fall staff development is planned for the campus based on Leadership team input, STAAR scores, attendance rate, T-Tess, and factors affecting student performance such as: vertical alignment, grade level alignment, TEKS bank

training student motivation.

CNA, HQPD, RS

Principal Building Leadership Team Curriculum

August '17-June '18

Local Funds Title II Part A

Agenda and Sign- in Sheets

Evaluations from training

2.Updated training will be provided in areas of: Special Education, Inclusion, Dyslexia, RTI, ELPS and 504, addressing areas of need, such as:

● RTI procedures

● ELPS Strategies

● ARD procedures

● Initial evaluations and pre-referral ● Re-evaluations

● Related services

● Least Restrictive Environment ● Accommodations / Modifications

● Transition to Junior High School ● Confidentiality

● Statutory Required Training

● Civil Rights Training

● Differentiation

CNA, HQPD, T

Principal Diagnostician Special Ed Dir Curriculum ESC XI

August '17-June '18

Local Funds Title II Part A SpEd Funds

Sign-in Sheets Pre-referral data Campus plan Certificates of completion

STAAR Results Referral rate PEIMS -End of Year Report

3. The G/T curriculum will be aligned with the TEKS to include differentiation with depth and complexity:

● Ensure required 30-hour G/T training for teachers, including 6-hour annual update.

● All administrators and counselor will complete the annual 6-hour required training in nature and needs.

HQPD Principal ESC XI G/T Teachers Counselor

August '17-June '18

Local Funds G/T Funds

G/T Curriculum Personnel Records G/T Annual Report Certificates of attendance

HQ Report

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Activities / Strategies Goal 2 / Objective 2

Title 1 School wide

Component




4. Focusing on campus goal to have all teachers ESL and G/T certified, Assistance will be provided to teachers attaining ESL and/or GT certification.

HQPD

Principal Asst. Principal ESC XI G/T Teachers

August '17-June '18

Local Funds Title III, ESL ESL State G/T State

Certificate of Attendance

Report of Staff Certification

5. New-to-district and first-year teachers will have a highly qualified mentor trained in best practices.

● Mentoring Packet with required topics discussed monthly

HQPD, RS Principal Teachers

August '17-June '18

Local Funds Title II Part A

Positive first year teaching experience

Retention of Highly Qualified Staff

6. Staff development is planned and reviewed to ensure use of effective methods and instructional strategies founded on scientifically based research that:

● strengthens the core academic classes

● increases the amount and quality of learning time

● provides enriched and accelerated curriculum

● Meet the diversified needs of the student ● addresses the social and academic needs of

all students, including the needs of low-achieving students who are in target populations.

CNA, RS, HQPD, AS

Principal Asst. Principal Curriculum

Building Leadership Team

Campus Design Team

Counselor CIS

August ’17-June ‘18

Local Funds

Minutes from BLT and Campus Design Team meetings

Agendas of staff development Functional Fridays

STAAR Results HB5 Results

7. A plan of action is developed to create campus activities that encourage retention of highly qualified staff.

● Team Building

● Breakfast with Bettis monthly

● Birthday Celebrations

● Holiday Celebrations

● Functional Fridays

● Appreciation Days

● Faculty Christmas Party

● Appreciation RC Links

● Campus Facebook Page ● Christmas Dinner for Teachers

● 12 Days of Christmas for Teachers

● Teacher Appreciation Week

● Teacher/Para of the Year ● Monthly Theme Builders

● Seven Habits Training

● Seven Habits support in the classroom

HQPD, RS

Principal Building Leadership Team

Hospitality Committee

August '17-June '18

Local Funds Retention Rate Percentage of teaching staff retained compared to prior years

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Goal 3: All students in Hoover Elementary will be educated in learning environments that are safe, drug free, and conducive to learning. Objective: By June 2018, incidences involving prohibited behavior will decrease by 10%. Summative Evaluation: Measured by PEIMS and number of discipline referrals.

PEIMS Data: 2015-2016

Discipline/Number of Students: 5th Grade = 26 6th Grade = 41 Total Students = 67

Total Incidents = 121

PEIMS Data: 2016-2017

Discipline Number of Students: 5th Grade = 24 6th Grade = 42 Total Students = 66 Total Incidents = 137

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Drug and Violence Prevention Coordination Matrix

Azle ISD 2017 – 2018

Strategies/Programs K-4 5-6 7-8 9-12

District Crisis Management Plan X X X X

Conflict Resolution X X X X

Suicide Prevention X

Violence or Bullying Prevention X Rachel's X X X

Challenge

Red Ribbon Activities X X X X

PALS/Peer Mediation X X X X

Resource Officer X X

Random Drug Testing for Extra Curr. X X

Drug Dogs X X

Sex/Violence and the Law Awareness X X

Training for Students

Crime Stoppers X X

Student and Teacher ID's Teachers Only

Teachers Only X X

Raptor Program Identification for Visitors X X X X

Security Cameras X X X X

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Title 1 School wide Component




1. Provide leadership and bully prevention training for all students and staff members.

HQPD, CI

Principal Asst Principal Counselor CIS

Monitor: End of each semester

R. Challenge Seven Habits Local Funds CIS

Reduction in the number of bullying incidents and office referrals due to bullying

PEIMS 425 Report PEIMS 1000 Report

2. Provide a district-wide DAEP program for severe disciplinary infractions

● Campus social skills seminars for returning DAEP for students

● Communities in Schools intervention

● Counseling and mentoring at-risk students

RS, T, AS, CI

Principal Asst. Principal CIS Counselor

Within the first week of return from DAEP or JJAEP

Local Funds

Percentage of students who return to DAEP after the program


3. Continue implementing the district’s Crisis Management Plan

● Handbooks for all students on-line and available to print.

● Bus Rules and Procedures taught in homeroom and Extracurricular Programs

● Rapid Responder

CI Principal Technology Director of Transportation

Fall and Spring Semester

Local Funds Referral – Campus and Bus


4. The following initiatives will support Safe and Drug-Free Schools and Community

Red Ribbon Week activities

Health Ed. in PE Classes

Worth The Wait Program

Communities in Schools

Rachel’s Challenge

Watch Dogs

KC Club

Parent Education Seminars

Safety Drills and Audits

Background Checks

PALS

Student Council

Emergency Operations Plan

Play It Safe

Seven Habits Implementation

Suicide Intervention/Prevention

RSC SCC AS

Principal Asst. Principal Curriculum Campus Teachers CIS Student Services Counselor Nurse

Events and Activities during the school year, EOP drills monthly

Local Funds Azle Police Counselors CIS PALS Mentors SRO State Fire Marshall

Discipline Referral Report Parent Survey Student Survey CIS/SRO Contact Logs

PEIMS 425 Report PEIMS 1000 Report Drill Log

25

Goal 4: All students will effectively transition into Hoover Elementary and effectively transition to junior high school. Objective: Students will be prepared for the transition to Hoover Elementary and will be prepared prior to transitioning to junior high school. Summative Evaluation: All students will successfully transition to Hoover Elementary and to junior high school.






A series of activities to assist students in the transition to Hoover and from Hoover to junior high may include:

● a transition team comprised of CIS, campus administrators, and students

● Welcome letter sent to parents in their home language

● Information concerning student transition posted on campus website

● Information for students new to district posted on campus website and in print

● Sixth grade students go to junior high for events, such as choir/band concerts; pep rallies; building tours; and orientation

● Open House Information Night held in May, for incoming fifth graders

● Meet the Teacher/5th Grade Orientation before school begins in August

● Athletics and band conduct Open House for parents and students

● All parents and 6th grade students encouraged to attend Jr. High School orientation night

Communication of events through webpage, Facebook and Twitter

● Meet The Teacher Brochures

● Club Brochures and applications available on Meet The Teacher Night

● Sixth Grade students tour of Santo J. Forte Junior High in May

PI, T

Principal

Counselor Teachers Coaches

CIS

Fall, Mid-year and Spring

Reviews

Local Funds

Sign-In Sheets

Agendas

Surveys

Sign in Sheets Website Survey STAAR results

Attendance Reports Discipline Reports

26

Goal 5: Parents and Community will be partners in the education of students at Hoover Elementary. Objective: By May, 2018, at least 90% of all students’ parents and/or family members will participate in at least one school-sponsored activity. Summative Evaluation: School records indicate that at least 90% of students’ parents/family members participated in partnership in education opportunities.






1. Parents and students will have opportunities to be engaged in school activities such as:

● Open House

● Book Fair ● Concerts

● CIS Programs and Presentations

● Parent Seminars

● Parent Teacher Organization

● Dances, Popcorn Fridays

● Vetrans Day Pep Rally ● Parent – Teacher Conferences

● WOW Showcase

● Art Gallery Walk

● Thanksgiving Dinner ● Texas Public Schools Week

● College Day

● Career Day

● Health Fair ● Technology Night ● Donuts with Dad/Muffins with Mom

● Worth The Wait Parent Night ● Breakfast with Books

● Family Movie Night ● Watch Dogs (Dads of Great

Students) ● Math Fair ● Trunk or Treat ● Not So Famous Inventors

Convention

● Meet The Teacher Night ● Field Day

● Field Trips

● Read-A-Thon

● Literacy Night ● In School Snack Program

PI, CI Principals Teachers Counselor CIS

August '17-June '18

Local Funds PTO CIS

Local Funds Campus records of attendance Parent Sign-in Sheets

27

Activities / Strategies

Goal 5



Timeline

Resources

Formative Evaluation


3. Identify campus activities and or events that motivate parents to visit the campus and support the programs

PI Principal BLT CIS

August '17-June '18

Local Funds CIS

BLT Meetings Committee findings

4. Campus Website, Facebook, Parentlink, Twitter 5. All staff members create and maintain webpage displaying their class information, conference period, and email address for parent contact.

PI PI

Principal Secretary Attendance Clerk ISS Clerk Tech Trainer Teachers Principals Counselor

August ’17 – June ‘18 August '17-June '18

Local Funds Local Funds

Webpage Webpage

Informative webpage for parents and community Informative webpage for parents and community

6. Host orientation for incoming 5th graders in May for successful transition to Hoover Elementary

PI, T Principal Counselor CIS

May 2018 Local Funds Students and Parents

Principals, Parent, Student Feedback

7. Parent Portal made available for viewing of student grades.

PI Central Office Technology Campus Principal, Teachers and Staff

August '17-June '18

Local Funds Technology

Parent Feedback Report Cards

Parent Feedback Report Cards

28

Goal: 6 Continue to increase the use of all technologies to meet the TEKS requirements and prepare students for junior high school. Objective: Students will integrate the use of technology into all academic areas, thus improving student performance. Summative Evaluation: All Hoover Elementary students will receive technology training, create products utilizing technology, be introduced to web-based research, and will be proficient in the technology TEKS before leaving Hoover Elementary.






1. Provide adequate hardware and software for all students and staff members including:

● Digital Cameras

● Projectors, including mounting

● Smart Boards

● Document Cameras

● Computers

● Study Hall 101

● 1 to 1 iPads

● Multimedia

● Stem Scopes

● 2 48” TV’s in the cafeteria for video announcements

● You Tube – Campus Channel ● Campus Facebook Page

● Campus Twitter Feed

● Showbie Pro

● Campus/Teacher Webpage

● Eduphoria

● Edivate

● Discovery Education

● Science Techbook

● Apple Classroom

● Technology Night ● Moby Max

● Istation

● Prodigy

● Blendspace

● Digital Library Card

● Quizlet ● Socrative

CNA, T Principal Technology

Curriculum

August '17-June '18

Local Funds

PTO Funds

Tech Funds

Student Engagement and Learning

Student, Teacher and Parent Surveys

2. All staff will receive staff development in area of hardware use and software applications and blended learning models meeting or exceeding the state requirement.

HQPD Principal Technology Trainers

ESC XI

August '17-June '18

Local Funds

Tech Funds

Sign-in Sheets

Certificates of Completion

Participation in training

3. Integrate technology into each core academic subject to ascertain every student entering junior high school will be computer literate.

T Principal Technology Specialist Teachers

August '17-June '18

Local Funds TEKS are met in lesson plans

STAAR Results

Report Cards

campus improvement plan - azle isd...hive busters - a celebration of individual student progress...

Documents